RAFT - Want Ad

Lately we have been studying the Middle East in my social studies class. I've been a bit disappointed with how little my students know about the current situation in the Middle East. At first, I tried to make learning about the history of the Middle East interesting by referring to the current events in the Middle East....but they weren't familiar enough with them to make the connection! This is when I realized encouraging students to watch the news was a major priority.

After students watched the news, we made Middle East bookmarks with colored pencils. Students needed to write a few facts about the history of the Middle East, a few facts about what is currently happening, and a few opinion statements about the war in Iraq. This was a non-threatening art activity to get their minds working. The next day, after teaching on the Middle East, I had students complete a writing to learn activity.

I designed a "want ad" RAFT for students to complete. It's a great format as it takes little time, but like a cinquain, shows a lot of content in just a few words. Once my students got the gist, they loved it. I had them write want ads for "peace in the Middle East", the elusive desire and news catch phrase. I found that my students, after watching the news, have a much firmer grasp of how terrorism relates to the World War II Jewish plight, and to the independence movements which rocked the area. I found the RAFT activity a great summative assessment. More proof that writing to learn is a worthy strategy for content classrooms!

The Red Tape

I've been trying to reflect on my experiences student teaching...now that I have time!!! One thing that has really struck me is the amount of red tape that hinders teaching. I know we've all heard teachers say this a million times before, but I've just been astonished by how true it is. I think many times this red tape gets in the way of what it was designed to help! For example, I've been sitting in on some IEP meetings lately since the end of the year is near. As you probably know, a classroom teacher is required to sign the IEP meeting minutes. Well, I'm sure this rule was designed to "force" teachers into being part of the solution. But instead, many teachers who would have sat down and been willing participants out of their own good nature now hurriedly run in, sign the sheet, and leave...because that is all they are required to do. No where does it say they are required to care...so they don't. When they were simply required to act in good faith, they did, but now they simply follow the guidelines that they are constantly strangled with. There are other red tape concerns to, especially with ESOL students. We have one student who could care less, and who refuses to do any work. But, no one wants to fail him because of the red tape paperwork they would have to do. So, instead this student keeps passing even though he can hardly add or write a complete sentence.

I really don't have a solution to the red tape problem. I wish I could say to the district, "just let us do our job...let us care on our own." However, I know there are teachers who won't care. Too bad there can't be a caring PRAXIS test. Either way, when I look for a school to teach at, I intend to look for one with as little red tape as possible. I want to enjoy my job, and my students. Hopefully I'll be have to do that without having everything be legislated for me.

A Breakdown in Literarcy

In Pickens County there seems to be a lot of transfers between schools. Students seem to come in and out of Edwards from Pickens Middle and Liberty Middle especially. This is one reason our country is moving to curriculum mapping, but that is not the purpose of this post. The purpose of this post is to discuss a particular transfer student I came into contact with, I'll call him John.

John transfered to Edwards from Liberty in January right after I started student teaching. John didn't create any behavior problems, like many transfers at this point in the semester have. He instantly got a girlfriend, and seemed to fit in. Only after the first few times I taught did I notice the problem. John is nearly functionally illiterate. He could not hardly read off notes of the board, and had to directly copy his neighbor's letter for letter. When given tests, he just stared there for multiple class periods. I soon found out that John transferred schools every two or so months due to his family's moves (other wise called rent-avoiding).

After I learned of John's problems, I tried to give him extra help. I read tests to him, and worked through critical thinking exercises with him. When I discussed my concern for his illiteracy with the other teachers, they seemed kind of fatalistic about it. They felt he had just missed that skill, and it was really too late for him to obtain it. I had a hard time accepting this, and continued helping him. Unfortunately, two months into the semester he was transferring again - back to Liberty!

Clearly John is missing out on many skills by constantly changing schools, and I was at first angry with his parents. Don't they realize what their bad habits are causing? John is failing every class, not because he is slow, but because he hasn't had a chance to even learn to read! Then, I got mad at our district and school. Edwards seems quick to TRY and get students out, transferring them as soon as they find out they moved. Why can't we just keep them? Why is it so important to put them in the "correct" school that we are willing to sacrifice their mastery of basic skills? Especially with students like John that aren't a behavior problem...

Something needs to be changed. Students like John are falling through the cracks, and we as a society have an obligation to them. We need a new system. Perhaps if a student stays through the first nine weeks, they could stay the rest of the year no matter where their family moves. The system is hurting John, and I hope his situation will not be mimiced by other Pickens County children.

Writing to Learn - Research Papers

I recently had my students do a major research paper on different topics of the Vietnam War. I find the Vietnam War really interesting because of all the facets of that time period - everything from protests to Watergate. Since I learned to like it from studying specifics of the War, I thought my students would enjoy doing the same. At first my students complained about having to write a paper, but they soon came to love their topics. I used Dr. Gillis' motto of "Students need a choice and a voice" to frame this paper. I gave them many topics to choose from, all of which were somewhat applicable to their interests. I also gave them free reign to share anything on that topic they desired with me. I encouraged them to have an opinion!

One reason I wanted my students to do the paper was that it gave them a chance to build literacy in terms of using the Internet and using hard copy reference sources. I gave them each a day in the computer lab and a day in the library. It was fun to see them work so quickly and efficiently in the computer lab, and I enjoyed the opportunity to help them learn how to use the index and other search functions of reference books in the library.

My students papers were awesome - I learned a ton about all of their topics. Even after several years of studying this topic, there is still so much to know. I was careful when grading to note when students discovered facts I wasn't familiar with, so that they could take pride in "out-smarting the teacher."

It was interesting how many students who often suffer on my tests outperformed their peers on these papers. It drove home the fact that writing can do so much to teach my students. They really have to take ownership over the topic in order to be able to write two pages about it. Reflecting on this assignment, if I were to change anything I would try to make the assignment more differentiated. Many of my "advanced" students flew through the research, and then seemed bored to tears for the second half of each class. However, for students who weren't literate with research, they could have used more time. In the future, I think I might assign an advanced topic list, which students could pick a harder to research topic from and in turn receive extra credit for tackling it. I would not single out students to pick from this list, but let anyone who wanted to pick from it. Many of my advanced students would like this challenge, and it would ease their boredom.