A challenge to myself-enter the New Yorker caption contest every week .
A challenge to myself-enter the New Yorker caption contest every week .
Navigating two worlds and a young life full of tragedy, Starr Carter drops into your view in that headline moment, at a party that is broken up due to a gun shot. While the obvious binary conflict of Power vs Oppression occurs in the moments after the party, when Starr and Khalil flee the party in his car, the less-than-visible conflict of Appearance vs Reality brings Starr’s different lives together. Will Starr have the strength to become one whole person?
Overall, I enjoyed reading The Hate U Give by Angie Thomas, but I must confess that at one point I felt like Thomas gave Starr too many problems to overcome and this somewhat slowed down the pacing of the novel. After completion, I changed my mind and I realized that the issues in the book, and in our country, are so complex that no one can fully realize the ramifications of one interaction. Obviously, if you are unwilling to have an open conversation of the black/white divide that continues to create conflict, then this book is not for you. Likewise, if reading about drugs, alcohol, and language that typical teenagers use, then don’t read this book. However, if you want to read a well-written book that depicts real problems and real feelings, then READ IT NOW! One of the most enjoyable aspects of Thomas’ writing is her realistic dialogue that allows you to feel like you are actually sitting in the car. For example, when Starr is in the park playing basketball with her brother, she ends up speaking for the first time to one of the neighborhood gang members with whom one of her friends acts ridiculous over, Starr says, “Yeah, I’ve heard about you. And you may wanna get some chapstick if your lips that dry, since you’re licking them so much” (147). This illustration reveals that if Starr can speak her mind to a known gang member, she may have the strength to be honest with herself and everyone else in her life.
“The professor never explained that was how she wanted the assignment done; therefore, we all got low grades. I wish she’d just tell us what she wants.”
I’ve heard collegues voice this complaint too many times to count. These are adult, graduate students attending universities from Pepperdine, Loyola Marymount University, California State University, Northridge, amongst others. The gap between what the professor expects in her mind, and what she receives from graduate-level, or shall we say professional learners, is reflected in the grades. Does the grade reflect my colleagues’ understandings and capabilities? Of course not. Should they be afforded the chance to redo the assignment to meet the unexplained criteria of the professor? Should they have to redo the work?
My answer to that question is with my own question: Do you allow your high school students the chance to redo assignments and assessments in your classes?
High school students experience the same frustrations after receiving a low grade for their work, and they are still developing the critical thinking skills required to articulate statements beyond, “The teacher sucks. . .the class is stupid anyway. . .or, next time I just won’t do the assignment.” Without the support of an involved parent, students often defend themselves by becoming angry at the class or the teacher and eventually completely shut down and stop attempting to do the classwork. The problem with the typical grading systems have long been discussed by teachers, and I wrote a lengthy blog post about the issue in Part One.
As most assignments are practice for what will eventually be on a summative assessment, then it follows that most assignments are at least partially, formative assessments. The purpose of formative assessments is to guide the teacher in planning which lessons the students still need in order to achieve the learning outcomes on the final assessment. Obviously, nobody practices perfectly. Teacher feedback should then be followed by student reflection. In this moment, the teacher helps students build their critical thinking skills in analyzing the space between what they turned in and what skills they still need to learn to gain mastery of a learning objective. Equally, this is a moment for the student to voice why s/he completed an assignment in a particular format and also point to places where s/he disagrees with teacher feedback.
While I’ve heard amazing educators speak about how their schools are gradeless, I think many of us work in schools or districts where this would not be possible (at least not in the foreseeable future). Therefore, I’m attempting to find ways to work within the grading system so that I may better serve students who struggle to achieve learning – without them becoming frustrated by the grading parameters. What if part of the reflective process incorporated students assigning their own grade on larger projects and essays and then providing justification for the grade? Whenever there is a huge discrepancy in the student’s self-grade and what the teacher believes the grade should be, this would require a personal conversation where the student and teacher get to explain their thought process and ask each other questions.
I am guilty of every possible grading mistake a teacher can possibly make in their career! During last semester, I particularly focused on how day-to-day assignments are graded and what specific impact that has on the student. In the upcoming school year, I will experiment with incorporating student input into the grades and teaching the critical skills necessary to be self-reflective learners.
I am super curious to hear how other teachers struggle with the grading system and how they are addressing the issues in their classrooms.
Blood and brains, mystery and intrigue, secrets and cover-ups, Luke Dittrich introduces the reader into the unimaginable world of Patient H. M. Slicing up Henry Molaison’s existence, minute by minute, is all that Dittrich can do to the most important case in the field of neuroscience and neurosurgery. While Molaison’s memory was obliterated by a 1953 experimental brain operation that failed to eliminate his epileptic seizures, the ripples of this one moment have still not completely played out, and the complete details of Molaison’s six decade-long interim as a test subject will never be fully known. Dittrich’s writing is comprehensive and understandable, detailed with insights and stories that keep the pages turning automatically. Beyond the dark history of lobotomies in the United States (we all think we know the history, but while reading this book we realize we can never fully know the extent and how long the surgeries took place), Dittrich also reveals a rivalry among scientists that unfolds like reality TV with lawyers. Now, thanks to Dittrich, we will never forget the man who couldn’t remember.
I’ve worked with Lisa Harrison in the Special Education department for over five years. As an RSP teacher (Resource Service Provider), she is passionate about helping students with autism overcome social obstacles to be able to communicate feelings and develop the skills necessary for friendship. This year, Lisa has utilized a mindfulness practice in her 6th period resource class. But let me take a moment to describe the class: Imagine a room full of wiggly high schoolers, during a 6th period class who are supposed to be completing homework, and then imagine asking them to pause for ten minutes and breathe.
On the last day of school this year, I had the opportunity to interview Lisa and ask her 5 questions about mindfulness in the classroom.
* I recorded the interview on my iPhone, while excited students finished with finals celebrated outside the classroom. You can listen here, or read below!
At the start of the interview, Lisa referenced a PD we had before the school year a couple of years ago where representatives from Goldie Hawn’s Mind-Up program came in and talked to teachers. She was interested in how the program
“helps develop student’s potential brain [thinking process] and the ability to calm themselves.”
“The biggest fear was whether or not I could get the students’ buy-in. Once I started it with one of my classes, I went gung-ho and realized that not everyone’s comfortable sitting there with their eyes closed, so I kind of had to adjust.”
“I looked at different programs to see what they were doing. Some of the programs require more teaching. Some of them are with all of the senses and that was tough to do in a resource class so I had to adapt and just go to the breathing techniques.”
“It’s helped me quite a bit to get grounded and ready for the chaos that can be sixth period. I think it’s helped the kids too, because the kids come in, after doing it all year, some of the kids come in looking forward to it.”
“I would say research the different programs and do what you’re comfortable with. Rushing into it, telling people ‘sit down! Be quiet! Don’t move! isn’t conducive to relaxation. There’s so many different ways to come at it, you can do the breathing which is more like a meditation. You can do the senses and have them listen to something and focus on something. You can do body scans. There are just so many different options.”
As a special education teacher, I can attest to the numerous distractions and extreme issues that students can walk into the classroom with-and this is not always visible to people around the student. While some students exhibit behaviors that tell the teacher something isn’t right in life, other students can shut down completely, or put on the “I’m fine” face. I truly appreciate teachers like Lisa who are brave enough to take valuable class time and teach students skills and tools that let them feel in control of how to react and get through challenges in life.
This is my first attempt-I’m sure I’ll get better at writing them ; )
Two women who never truly met, whose lives intertwine and mirror each other in surprising and alarming experiences, create a masterfully told story of a past that is constantly being rewritten. No matter how much you know about Mary Wollstonecraft and Mary Shelley, this book reveals the passions and struggles faced by all women in the time periods and every reader will gain historical insights that help bring literature to life.