The Teacher's Fault?

Tweet I was watching a segment on Meet the Press this morning about education reform. Maybe I'm sensitive, but it seems that once again teachers are being blamed for the majority of the problems.

The school at which I taught did have a fair number of dropouts. But most of these students didn't attend school anyway. Some would register for classes in order to get some kind of government money, then never show. Many of the girls were pregnant and school was not a priority in their lives. A lot of the absent students were in trouble with the law and were in a jail cell awaiting a trial.

Once a student gets behind in credits, it's very difficult for them to catch up. The district in which I taught even had an alternative high school, but often the students didn't attend that either.

My question about all this is "How is this the teacher's fault?"

I agree that these students need motivation and perhaps something like an apprenticeship program would be better for them. But if the school district does not provide these alternatives, what's a teacher to do? Our district had to do away with even their summer school program because there weren't any funds.

You'd think that with advancements in technology, maybe the students' attention could be captured by computers. But I had one computer in my classroom; certainly not enough to do a proper technology lesson, even though I tried. Computer labs were occasionally available, but were usually taken by computer classes.

I do understand that some teachers do not teach well, but they should be sorted out and guided into another profession. But the problems do not lie with just teachers, but also with parents, administration, the community, and the state and federal governments.

That means the whole system needs to be reworked. We keep trying to fix parts of it and that is just not working.

I don't know what the solutions are, but I know they exist. It will take everyone...teachers, administrators, parents, community, government, and students...to make it better.

15 Safety Rules for Motorists Sharing the Road

Tweet The other day I wrote 30 Safety Rules for Bicyclists. One of the comments I received was that I should also write something for motorists. I think that is an excellent idea and will try to do my best.

Bicycles have as much right to be on the road as do other vehicles, so here are some rules for motorists as they apply to bicyclists:

1. Be patient when passing a bicyclist. Slow down and pass only when it is safe.

2. Allow at least three feet of clearance when passing a bicyclist. Change lanes if possible.

3. Expect that children on bikes will not follow rules, even if you think they should. They don't think the same way adults do. Even when they know the rules, they may not follow them.

4. Always look carefully for bicyclists before opening doors next to moving traffic.

5. Always look for bicyclists before making right turns. Do not pass bicyclists if you will be making a right turn immediately afterward. They could be traveling straight through.

6. When making left turns, be careful to not cut off bicyclists also making left turns from that lane.

7. When making left turns, do not turn in front of bicycles coming toward you from the opposite direction. They have the right of way, just as a motorized vehicle would.

8. Bicyclists are extremely difficult to see at and after dusk. They should have lights and reflectors, but sometimes they don't.

9. Remember that bicycles are vehicles and they belong on the road. Treat them with the respect that you would any other vehicle.

10. Bicyclists need room to get around potholes, sewer grates, manhole covers, cracks in the pavement, and other hazards. Give them some space.

11. Don't honk your horn when approaching a bicyclist. It could surprise or frighten them and cause them to crash.

12. Be extra cautious around bicycles in bad weather conditions. Slippery roads are much worse for bicyclists than for motorists.

13. Remember that bicycles are less visible, quieter, and don't have a crumple zone around them. Always be on the lookout for them.

14. It can be difficult to judge the speed of a bicycle. While they're usually slower that regular traffic, some can be traveling 25-30 mph (or faster).

15. In some locales if a bicycle cannot be passed safely, it cannot legally be passed. These laws do permit passing of a slow moving vehicle in a no passing zone if it is safe.

Computer Problems

Tweet I have been having computer problems all morning. At first, the web browser I usually use wouldn't run. So I restarted the program, then restarted the computer. No luck. I did this several times. Nothing.

Now, I know it's an old computer, but it worked fine yesterday. So I finally uninstalled the web browser, downloaded it again, and reinstalled it. I had to use a different web browser to do this; one that I don't like nearly as well as the one I reinstalled.

Well, it must be Friday the 13th or something, because reinstalling did not help. In fact, it made it worse. In fact, I'm typing this from a whole different computer because the other one is currently shut down. I'll tackle it's repairs later this evening, after my feelings of frustration have subsided.

The problem is, I have a newsletter I'm supposed to write. Most of it's done, but it's on the computer that's shut down.

This started me thinking about all the technology that teachers are using. What if the teacher has bookmarks on Delicious for the students? What if the assignment is something to do with Twitter or Facebook? What if the students need to research a topic on YouTube or Wikipedia or the Internet?

And what if the student has a computer that crashes like mine did today? That student may be able to make repairs, but maybe not. That student may be able to go to a friend's house to use his or her computer or may be able to use one at the local library. But what if they can't?

In this case, all the student can do is make excuses to the teacher. The student may be able to write some of the assignment on paper, but if research is involved, that won't work.

I think teachers must be very aware that these kinds of happenings will occur. It would probably be a good idea for all teachers to have alternative assignments ready or contingency plans for students who have computer problems. The student will be frustrated enough. He or she will not need a teacher who gets upset with them or marks them down for this. The teacher needs to have some compassion and patience for a student in such a situation, provided the student is sincere and is truly having computer problems.

30 Safety Rules for Bicyclists

Tweet I probably should be writing this in the spring when people are more likely to be riding their bicycles. However, there seems to be more and more people riding bikes at all times of the year and some of them are living life dangerously.

Monday, I was driving home from the grocery store and I saw a woman on a bicycle. At first I thought it was one of my neighbors, but soon realized it was a stranger. I then noticed she was all over the road. As I got closer, I saw the problem. She was talking on a cell phone.

At first I laughed, then realized what a problem this could be. I actually couldn't believe that she would continue riding when all she had to do was pull over to the curb to continue her conversation.

This is just one case of dangerous activities I've witnessed by people on bicycles. Usually it's kids riding all over the road, not paying attention. Sometimes its groups of kids riding side by side. Occasionally, it's someone riding at night without lights or even reflectors.

So here are some suggestions for riding bicycles safely. Some are laws, but laws can vary city by city, so you should learn the ones for your area.

1. Wear a helmet.

2. Travel in the same direction as other traffic.

3. Ride on the right side of the road (be careful of the curb).

4. Signal your turns. Left arm straight out for a left turn. Left arm bent and up for a right turn. Left arm bent and down for a stop.

5. Keep your eyes on the road to be aware of hazards in the road such as gravel, sewer grates, manhole covers, potholes, and cracks in the pavement.

6. Keep a safe distance from parked vehicles (they could pull out or open a door).

7. Obey all traffic signs.

8. Ride in single file.

9. Do not ride on sidewalks.

10. When making left turns, use the left turn lane if one is available. If possible, use breaks in the traffic to make difficult maneuvers.

11. Keep your bicycle maintained.

12. Use a white headlamp and a red rear reflector. Extra blinking lights can help you be better seen by other motorists.

13. Use a rack for carrying items.

14. It's a good idea to carry a basic tool kit.

15. Wear bright colors during the day and light colored clothing at night. Reflective clothing helps.

16. Cross railroad tracks at a right angle.

17. Do not wear headphones on both ears.

18. A rear view mirror is an excellent idea.

19. Be extremely cautious when riding through intersections. Sometimes it might be best to cross intersections as a pedestrian and walk your bike across.

20. Keep your hands on the handlebars, except when signaling.

21. Yield to pedestrians. They have the right of way.

22. The closer you are to the speed of traffic, the further you can ride out in the road.

23. Always ride one to a bike.

24. Stop for school buses (the same as other traffic).

25. Be careful of wet roadways; they can be slippery (this includes roads that may be damp from dew in the morning).

26. Your bicycle should have a warning device such as a bell or horn.

27. It is recommended that children under 10 years of age ride off the road.

28. It is recommended that children never ride at or after dusk.

29. Wear appropriate clothing and shoes. Clothes should be comfortable and not so loose as to get caught in gears. Shoes should not be slippery.

30. Avoid standing on the pedals. You could crash if the chain would skip.

Grades For Money?

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Let me start today by first saying "thank you" to all the veterans out there. We appreciate all you have done and all you do.

Now on to the news item that shocked me today. I was watching the news and there was an article about a middle school in North Carolina that was offering students points on their grades in exchange for $20. It was meant to be a fundraiser, so it wasn't like they were actually selling grades, but that's certainly the impression it made.

I was appalled. What a horrible message to send to the students, even though I'm sure they were not as upset as I was. Whatever happened to ethics?

Just as I was ready to write, I checked online and discovered that others must have felt the same way I did. The school has decided against the activity.

I'm so glad to hear that. I really think an old-fashioned bake sale or car wash is a much better idea.

http://www.google.com/hostednews/ap/article/ALeqM5iwmFrT3fevg5SoQtJ_4oDnjqchxwD9BTBLLG0

http://www.newsobserver.com/news/education/story/185460.html

Questions? ~ Ask Them!

Tweet One of the biggest problems I had with students was their hesitancy to ask questions. Even when I knew they weren't understanding the material, they just wouldn't ask for help.

Now, I understand shyness. I was one of those students who always sat in the back of the room. I would have been more comfortable sitting under the desk, rather than in it. But what I was experiencing with students was not shyness. There were only a couple in each class that I would say were truly shy. The others just didn't ask.

I know that a few may have been so lost that they didn't even know what to ask. Others may have felt they understood the material well enough when they didn't. Others may have been embarrassed to ask questions in front of the rest of the class.

So, I started asking the questions to see if students understood the lessons. If they could answer, we moved on. If not, we stayed on the topic a little longer. This helped, but there were still questions they had that I did not anticipate, and so those questions were never asked and often not answered.

One of the things that was so frustrating was to ask the class over and over if there were any questions. There wouldn't be any. I'd ask again. There wouldn't be any. Then I'd give the assignment and within seconds, the hands would go up. I realized they all wanted individual attention. They didn't want to ask in front of the class, even though they all had the same question.

Giving individual attention is a wonderful thing, and I would give it as much as I could, but when there is one teacher and up to 35 students, individual attention is difficult. After the second or third student with raised hands asked the same question, I would go back to the front of the class, and explain it again.

So my advice to students is "Ask your questions. Don't be afraid to ask. If you have a question about a problem, chances are many of the other students have the same question. The teacher isn't always going to be able to get around to you individually. It's best for all, students and teacher, if you will please ask your questions." Your teachers and fellow classmates will be glad you did.

20 Years Ago Today

Tweet I usually have a pretty good memory for events that have happened during my lifetime. But when they announced that today is the 20th anniversary of the fall of the Berlin Wall, I was surprised that I couldn't remember much about it. I vaguely remember it happening and what a great thing it was, but that's it.

So what was I doing twenty years ago that would cause me to not remember such an historic event? It finally came to me. I was teaching all day, math in the morning and science in the afternoon. It was my first year teaching science and I would go to the science room during the first class period, which was my planning time. I would observe the other science teacher teaching the material, so that I could teach the same things during the afternoon. This meant that all my other planning had to be done after school and on weekends. I was really, really busy and fairly stressed.

But there had to be more than this to cause my memory lapse. Then I remembered that this was also the semester I was doing research for my master's thesis. I was doing a study to see if the addition of special education students in the regular classroom affected the achievement of the regular students. I was busy conducting the study, calculating statistics, writing reports, corresponding with my advisor, and driving 100 miles several times a week (after I'd taught all day) to the university to do research in the library.

Actually, now that I think about it, I'm surprised I remember anything about events that were occurring outside my own little world. I was totally consumed with what I was doing at my job and with my thesis.

Then I started thinking about some of the students I taught over the years. So many of them had lives that totally consumed them. Some dealt with overwhelming circumstances in their lives like sick parents, drug abuse, homelessness, criminal activity, physical abuse, neglect, domestic assault, and their own terminal diseases. Thank goodness there were not many of these students, but it's little wonder they had trouble learning. And yet, we expected them to perform as well as the students without these problems.

If I don't remember something as significant as the fall of the Berlin Wall because I was dealing with mild stresses in my life, is it any wonder that students with such staggering obstacles in their lives should have trouble remembering their studies?

I think we need to keep this in mind when dealing with students. Most of the time, we don't know what's happening in their lives. We often think they're not paying attention, when their attention could just be focused on their own survival.

Peace Dot

Tweet It's a beautiful sunny Sunday in November. The temperature is 75 degrees. It's a perfect day to think about peace.

I've been reading about Peace Dot, sponsored by Stanford University's Persuasive Technology Lab. It's purpose is to set up a group of organizations who are leading the way toward global peace. It's key values include:

The belief that peace is possible
Empathy
Meeting basic needs
Tolerance

They believe that by working together, individuals and organizations can progress toward a goal of world peace in 30 years. They believe the time is right.

For more information visit:
http://peace.stanford.edu/
http://twitter.com/PeaceDot

Fractions ~ 10 Reasons We Need Them

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As a math teacher, I found fractions were a constant source of difficulty for students. However, they are extremely important. Whether adding fractions, changing them to decimals or percents, or finding equivalent fractions, the procedures must be learned. Here are the reasons why:

1. Not everything comes in wholes. The minute you cut something in half, you're dealing with a fraction. They can't be avoided.

2. When you eat half of a sausage pizza and then eat one-fourth of a pepperoni pizza, you've eaten three-fourths of a pizza. You have to add fractions. You need a common denominator.

3. Some decimals are fractions.  Unfortunately, they are not as accurate as fractions. If you share one-third of nine apples, you are sharing three apples. If you try to convert one-third to a decimal you get 0.3333333333... times 9 which will give you 2.999999.... apples. It just doesn't work as well.

4. If half of your pizza is covered with mushrooms and you eat half of that half, you've eaten one-fourth of the whole pizza. That's multiplying fractions (1/2 times 1/2).

5. If you have 6 pizzas and you divide them into three groups, you would have 2 pizzas in each group. That's regular division. But if you have 6 pizzas and you cut each into thirds, then you have 18 parts. That's division with fractions (6 divided by 1/3).

6. All percents are fractions with denominators of 100. Fifty percent is 50/100 which is 1/2. You can't use percents without using fractions.

7. Many of the above calculations can be done with a calculator that has a fraction function. But once you get to algebra, you need to add fractions that have variables. You can't add 2a/3b+4c/5d on a calculator.

8. If one person can paint a room in three hours and a second person can paint the same room in two hours, how long will it take them if they work together. This problem requires an algebraic knowledge of fractions. (It should take 1 hour and 12 minutes if they work together).

9. Reciprocals deal with fractions. In anything dealing with waves (trigonometry, music, light, sound, electricity, radio, microwave, x-rays, etc.) the frequency (Hz or hertz or cycles per second) and the period (time to complete one cycle or seconds per cycle) are reciprocals of each other.

10. Basic arithmetic (this includes fractions) is the foundation of grade school mathematics leading to algebra. Algebra is the foundation of high school mathematics leading to calculus. Calculus is the foundation of all higher level mathematics including topics such as Linear Algebra, Topology, Cryptology, Differential Equations, Function Theory, Number Theory, Chaos Theory, and Probability. These are the courses that lead to careers in Engineering, Medicine, Business, Meteorology, Education, Physics, Actuarial Sciences, and Cryptography, to mention a few. And to think, it all goes back to the simple fraction.

Are We Smarter After 40 Years?

Tweet Sesame Street is celebrating its 40th anniversary. When it first came to television, I remember thinking how much I would have enjoyed the show and how much I would have learned from it when I was a kid. It was 1969 and I was too old for Sesame Street, but too young for Woodstock. I was shocked by the Manson murders, Vietnam, and Chappaquiddick. I was thrilled with the moon landing and my first calculator. My biggest goal in life was to graduate from high school and move on to college.

When I think of the technological advancements in the past 40 years, I'm completely overwhelmed. From books to educational toys to tutoring software, from cassettes to 8-tracks to CDs to DVDs to Blu-Ray, from CRT to plasma to LCD, from simple calculators to advanced computers, from chalkboards to white boards to smart boards, from writing notes in class to sending IMs on iPhones and Blackberrys and Twitter and Facebook, from encyclopedias to the Internet...the list goes on and on.

But have all these advancements made kids smarter? Are they scoring better on exams? Do they know more that we did 40 years ago? Would I be smarter today if I had watched Sesame Street when I was a kid?

Students are much more knowledgeable about technology, but do they read better? Is their reading comprehension improved? Can they solve math problems better? Do they have a better understanding of science and history and their implications for the future? Can they draw conclusions and make inferences from the knowledge they have?

In my experience, I would have to answer "no." Often times I've felt all the technology was more of a distraction than a learning tool, that it provided more entertainment than value.

I'd be the first to say that technology and entertainment have great potential for the advancement of learning. Children need to learn and if these things help and make it more fun, all the better. I just question whether it's really helping them. I don't know. Will they be able to solve the problems that lie ahead in medicine, transportation, the environment, habitat, and communications? Will they be the great thinkers and innovators or will they be content to use their knowledge of technology to run the cash register at the local fast food restaurant?

I don't know. I worry that it may all be too overwhelming for students and teachers. What do you think?

Solutions For Classroom Interruptions

Tweet I'm sorry we were so rudely interrupted yesterday during my blog post. I was answering the question, "What can we do about interruptions?" I said that complaining only helps temporarily, if at all. And I said that you just have to accept that you're going to be interrupted and to roll with it.

But are there other options? I think there may be a few.

1. Phone calls during classroom instruction:

• Check the caller ID. If it's important, answer it. If not, don't.
• Turn the ringer down, so that it doesn't disturb the students.
• Don't answer it. Let it go to voice mail or an answering machine.
• Answer it, tell them you're busy, and that you'll call them back when you have time. You can also leave this as your message on voice mail.

2. Colleagues or students at your door during classroom time:

• Post a notice on the door "We Are Learning. Please Do Not Disturb."
• Leave a message box by the door. Non-emergency notes should be placed here. Just remember to hand them out before class is over.
• Quietly ask them what they need. If it can wait until later, tell them that you'll talk to them about it during lunch or after class or after school.

3. Student disruptions during class:

• Keep your lessons interesting so that students will be less likely to be distracted.
• Have rules for students being out of their seats, sharpening pencils, listening to intercoms, etc.
• Keep extra supplies on hand for students who do not have their books, pencils, or paper.

4. Students leaving the room:

• Again, keep lessons interesting so that students will not want to leave.
• Have procedures for students using the restroom, going to the clinic, going to another classroom, going to the library, students arriving early or late, getting drinks, going to assemblies, etc.

5. Fire drills, storm drills, and lock down procedures:

• Your school should have a plan in place for these kinds of interruptions. Know it and follow it.

6. Noisy interruptions:

• Ask that intercom announcements be given at the beginning or end of class periods.
• Let teachers around you know when you are giving a test so that they can be a little more quiet.
• If you're going to be teaching a noisy lesson, let teachers around you know. They may ask that you do the lesson another day if they're giving a test.
• If there is noise in the halls, you may be able to ignore it. However, there may be an emergency situation that you will need to handle.

7. After school interruptions when you're trying to finish up the day:

• Often times other teachers, who never seem to have anything to do, want to take up your time. They may want to talk about lessons or they may just want to complain. Either way, you don't get your work done.
• You can close your door, but don't do this if there are students in your room.
• Find another place to work like the lunch room or library.
• Pack up early and take your work home with you.
• Pack up early and come in early the next morning.

There will always be interruptions, but if you plan carefully and follow these suggestions, you may be able to keep them to a minimum. They can be a huge source of stress and dissatisfaction if you don't.

Excuse Me, But...

Tweet I used to have an old poster on my wall that read "I hate it when someone talks while I'm interrupting."

I thought of this poster last week. I was talking to a friend when another person came up to us and said, "I hate to interrupt, but..." And then she kept on talking. I listened for a while, to see what was so important, but didn't hear anything of interest or importance. I just walked away. Did she really hate to interrupt? I don't think so. I think she was just rude and didn't even know it.

It seems like there are constant interruptions during the day. The minute I sit down to a meal, there's a phone call. If I start to type on the computer, someone will knock on the door. If I sit down to read a chapter in a book, dozens of things suddenly need to be done around the house.

Interruptions keep you from getting your work done. When I was teaching, there were constant interruptions during the school day. There were phone calls from parents during class. An unscheduled assembly was suddenly scheduled. Messages were hand-delivered almost every hour. Announcements came over the central speaker systems at the worst times (like during a test).

Interruptions are annoying and irritating and I hate them, but what can you do about them? Complaining doesn't help. It may have some temporary effect, but within a short time, the interruptions will start again.

So what can you do? I've learned that you just have to accept the fact that you're going to be interrupted and roll with it. Oh, wait, excuse me. I have a phone call......

Today is Election Day. Vote!

Tweet Imagine that you, as an American citizen, didn't have the right to vote. Imagine that your government officials were selected by someone else or that they appointed themselves to those positions. Imagine, instead, that you have the right to vote, but are kept from voting by some one or some group.

In either situation, you would be outraged.

Wars have been fought so that you have a right to vote and so that you can vote without threats or repercussions. People have died in those wars. People are still dying so that we can have the freedoms we enjoy.

Yet many citizens do not vote, especially in off-year elections. Granted, the candidates are local, likely running for mayor or city council. And yet, when you think about it, these are the officials that probably effect your life more on a day to day basis than all those officials in Washington, D.C. These are the people who make decisions about your streets, your property, your utilities, your parks, your businesses, and your public safety.

So VOTE! Be a responsible citizen. If you're too young to vote, make sure your parents and teachers get to the polls. You wouldn't like it if someone told you that you couldn't or shouldn't or didn't have to vote, so don't tell it to yourself.

Get Your Sleep - Part 2

Tweet I've written about the importance of sleep before, but there is new research linking sleep-deprivation to Alzheimer's disease. In the October 24, 2009 issue of "Science News," it's reported that not getting enough sleep could lead to plaques in the brain which lead to the death of neurons and to symptoms of Alzheimer's.



Lack of sleep may also lead to:

• Increased hunger
• Insulin resistance
• Higher risk of Type 2 diabetes
• Increased obesity
• Higher risk of heart disease
• Increased inflammation
• Greater chance for hardening of the arteries
• Greater chance for rheumatoid arthritis
• Decreased reaction time and accuracy
• Immune system impairment
• Declines in memory
• Decline in judgment
• Brain chemical changes that can lead to depression
• Higher risk of metabolic syndrome
• Increase in irritability, impatience,and moodiness
• Higher risk for hypertension
• Greater risk for accidents and mistakes
• Increased use or abuse of alcohol, tobacco, and drugs

There are techniques you can use to combat sleep problems:

• Keep a regular schedule
• Avoid caffeine four to six hours before bed
• Avoid alcohol, tobacco, and heavy meals before sleep
• Get regular exercise
• Keep your bedroom dark, quiet, and cool

Sleep is important, and while scientists can't fully explain how it works to restore the body and brain, they know that it does. So get your 7 to 8 hours a night. Keep in mind that younger children need more. Children 3-6 years of age should get 11-12 hours of sleep. Those aged 7-12 should sleep 10-11 hours each night. And 12-18 year-olds should be sleeping 8-9.5 hours a night.


Sources:
http://www.sciencenews.org/view/generic/id/47580/title/Alzheimers_linked_to_lack_of_Zzzzs
http://www.sciencenews.org/view/feature/id/48212/title/The_Science_of_Slumber
http://www.webmd.com/sleep-disorders/guide/good-sound-sleep-for-children
http://www.apa.org/topics/whysleep.html
http://www.health.harvard.edu/press_releases/importance_of_sleep_and_health
http://www.sleepforkids.org/
Science News, October 24, 2009, pp. 11, 16-32