Get Schooled

By V for Vendetta

October 19, 2006 11:21 AM | Link to this

Essential questions are just wastes of ink, white board space, and time. Just another “trick” that the administration wants us to use. The point? Well, I don’t know, you tell me. Everyone I know who is required to have one on their board thinks it is the dumbest thing since non-sliced bread.

I know one teacher who was FAILED in his evaluation by his administrator because his essential question was more than ONE DAY OLD. Ridiculous.

By jim d

October 19, 2006 11:38 AM | Link to this

Here’s a great example Patti;

Why do we taxpayers continue to put up with this crap?

By JustMe

October 19, 2006 11:40 AM | Link to this

It is my understanding that the “essential question” is supposed to incorporate the GPS and lesson for the day. It is supposed to ask something that will “peak student interest” in the topic.

What is it really - just another administration BS that teachers are being forced to do. Students NEVER read mine. I do it every day and waste time every day for the sake of the administration. Time that I could better spend creating a wonderful lesson for my students.

By Reader

October 19, 2006 11:47 AM | Link to this

“Essential question” is a termed coined by Max Thompson, used with his program “Learning Focused Schools.” (you can google that). Using an essential question helps the teacher to really zero in on what is to be learned in a given lesson, instead of what will be presented, covered, taught, etc.

By OldSchool

October 19, 2006 11:48 AM | Link to this

An Essential Question introduces a new unit or section of instruction. It is usually a broad question that is to get kids thinking. Here’s an example of an essential question from the Differentiated Learning powerpoint inflicted upon us a couple of years ago:

“What does differentiation imply and how does differentiation fit into the standards-based education process?”

Or maybe you’d like EQ #2: “How do I know what to differentiate, how to differentiate, and why to differentiate in order to meet the needs of the students in my classroom?”

Currently my EQ is “What skills can you learn in drafting that will serve you well in other classes and in your future career. How can you see using those skills?”

The very first EQ I put on my whiteboard (just for preplanning) was: “Now what?”

The purpose of the Essential Question is to give the administrators something to check off when they come around with their checklists. It seems to make them happy and isn’t that what it’s all about?

By jim d

October 19, 2006 11:53 AM | Link to this

Sorry old School,

NO, that is NOT what it’s all about.

It is about the kids!!

By luvs2teach

October 19, 2006 12:10 PM | Link to this

Although Max Thompson uses “essential questions” as part of his LFS model, it can be found in other programs such as Bernstein’s Artful Learning (there it is called a “big question” but it’s the same thing).

I’ve seen two different schools of thought about essential questions - one is that it addresses the overarching theme of a unit, such as “What is a mineral?” However, many schools insist on a different EQ each day - in which case it’s usually the old objective turned into a question: Instead of “Students should be able to list and identify the 5 characteristics that all minerals share,” you may see “What are the 5 characterisistics all minerals have in common?”

I put one on my board daily (although the same one may be up for more than one day if I’m still teaching the topic) - I use them for summary at the end of a lesson - they are often essay questions on tests. But, like others, I find that kids generally ignore them.

That reminded me of a comment I saw yesterday about students being consumers of education - my issue with that is that implies that education is passive: we teach and the student learn through their mere presence. It doesn’t work that way - kids need to do their job, too. I get so frustrated at the kids who want (or need) to be spoonfed, when they are cabable of “feeding” themselves.

It’s like changing doctors because he told you that you were overweight, but you still super-size every meal and lift the remote for your weight-bearing exercise - the new doctor isn’t going to perform magic. Neither is the latest and greatest ed fad (like a fad diet - it may work for a little while), or changing schools if the problem is your child’s lack of effort.

By sobegape

October 19, 2006 12:28 PM | Link to this

I have never heard of this, so I don’t really have a comment on the topic. My comment is that I believe OldSchool was just being sarcastic when the question ‘Isn’t that what it’s all about?’ was posed.

By jim d

October 19, 2006 12:33 PM | Link to this

gape,

You’re probably right. I hate not being able to see someone’s face when something is being said tongue in cheek.

By EducatorX3

October 19, 2006 12:49 PM | Link to this

Wiggins & McTighe, the authors of Understanding by Design define Essential Questions like this: a question that lies at the heart of a subject or a curriculum, and promotes inquiry and uncoverage of a subject. They do no yield a single straightforward answer but produce different plausible responses, about which throughtful and knowledgeable people may disagree. Good essential questions stimulate rethinking of ideas, assumptions, and prior lessons. The provoke deep thought, sustained inquiry, and new understanding. (Examples: to what extent is U.S. History a history of progress? What is progress? In what ways does art reflect, as well as shape, culture? To what extent do we need checks and balances on government power? Is the Catcher in the Rye a comedy or a tragedy?)

Max Thompson took the idea and made it a “suggested” requirement. Schools have jumped on this and made it a mandate - and obviously it has become an issue with many folks. His idea of essential questions are simply restating the lesson objective or goal in the form of a question. These are daily essential questions that can - or should be answered - by the students at the end of a lesson.

Again, this gets back to teachers making decisions! I use essential questions because I choose to use the concept of Understanding by Design. These questions help to frame a unit, to pique interest, to direct discussion, and to encourage more questions. They can be used to great advantage in the classroom - when they are a part of the teacher’s chosen method of planning and teaching.

By dragonlady

October 19, 2006 12:52 PM | Link to this

My question about the essential question is can anyone cite any research anywhere is to indicate essential questions work with high school classrooms? When our school became a “learning focused” school, we kept asking this question and no one could point us in any direction for an answer. There is a great deal of research showing how essential questions affect elementary classrooms, but if there is any research done on high school classrooms, we couldn’t find it. My students thought they were basically stupid, which taught me that bright students were turned off by these “gimmicks.”

By V for Vendetta

October 19, 2006 01:01 PM | Link to this

What the admins and the educrats don’t seem to realize, is that we are teaching KIDS. I can barely get my kids to focus on the topics and information that they NEED. How could I ever get them to focus on something as obscure as an “essential question”?

Essential questions are tangible evidence that the “powers that be” care more about meaningless checklists that support meaningless statistics than they do about actually educating kids. Here’s my essential question of the day: why do teachers put up with this crap!? (Unfortunately I know the answer, I just wish it wasn’t true)

By JustMe

October 19, 2006 01:04 PM | Link to this

Guys, come on now. There are a million educational programs that make a million claims to “improve” education. What is lost in all of this is…. the professional teacher should pick and chose what strategy to use in the best interest of their individual class (considering the strengths/weaknesses of the students, the student composition of the class, and also the strengths/weaknesses of that teacher).

When administrators force any single method or program down a teachers throat, the real translation is that they want us to do a “one size fits all” for students approach to teaching. They remove what I consider the “fun” and professional part of teaching from my job. I may as well be a robot, or a video tape that a secretary can pop into a VCR.

Why cannot adminstrators simply present the program or method during a teacher professional development day and say, “Here is an interesting way to catch student interest. Maybe some of you wish to try it.” Instead, they make a blanket rule for an entire school or an entire school system.

I think that I will start looking into teaching on a college level….. Maybe those administrators will allow me to do my job.

By JustMe

October 19, 2006 01:05 PM | Link to this

dragonlady -

I think that you are 100% correct. The vast majority of these gimmicks are “proven” on elementary students. Yet, administrators then turn around and force them on high schools.

By JustMe

October 19, 2006 01:11 PM | Link to this

V for Vendetta -

I think that teachers in GA put up with this crap because we have no real teacher union and therefore have no real recourse. We have no say and no one asks our opinion.

If this were Michigan, the teachers would have been on strike and the administrators whould have changed their tune.

Unfortunately, the politicans and the administrators in have the public here in GA snowed into thinking that it is always the teachers fault, no matter what.

Is Michigan hiring?

By V for Vendetta

October 19, 2006 01:17 PM | Link to this

Lol, everything comes from those darn elementary schools. Elementary schools are the reason we all have student work stations in our rooms. Good luck trying to plan a high school lesson that revolves around one computer. Especially considering we have a huge computer lab right down the hall.

I shudder when I think about the THOUSANDS of tax dollars wasted so I can have two mediocre computers in my room; my stupid laptop, and my useless desktop. FYI: my laptop is slower than Ted Kennedy after Mardi Gras. If we are going to spend all that money, then just get me one GOOD computer. Ok, that was way off topic, I just had to vent.

By TeachFirst

October 19, 2006 01:25 PM | Link to this

But what about the students that can not even read these questions (first grade) and we are compelled to keep 5-6 questions -1 for each subject we teach on the board and change them routinely? Does that make any sense?

By SET

October 19, 2006 01:56 PM | Link to this

Remember George Orwell’s book “1984”? (It was required reading in my high school)

This blog topic sounds like “newspeak”.

By OldSchool

October 19, 2006 02:22 PM | Link to this

Max Thompson’s “LFS” stuff is RESEARCH BASED. That means it was easy for admins to jump at adopting it to cover their….

We teachers are called upon to “differentiate” instruction to accomodate different students’ differing learning styles. Unfortunately, admins seem to employ a shotgun approach to improving instruction by demanding every teacher teach the same way. Teachers are different too and our teaching styles are different. I had a struggling student come to me today concerned that he might not be able to pull his near-failing grade up to an 80. I spent much time with him going over where he could improve his drawings by simply taking more time. Too many students push for Quantity at the expense of Quality and in drafting, that’s not real good. When he slowed down and took his time, the difference was amazing.

But…it makes for a plethora of assignments happening in one class. My students are all over the place with their work and I like that just fine. It’s MY style.

And jim dear, my tongue was firmly in my cheek with my comment (but you knew that already!) You are one of several bloggers here who would be a treat to meet in person!

By observed

October 19, 2006 02:26 PM | Link to this

What about key questions? Who has to post both essential questions and key questions?

By EducatorX3

October 19, 2006 02:59 PM | Link to this

I was once an administrator but am now back in the classroom. I am trying to see this issue from both sides and am amazed at how administration has taken what could be a good option for teachers and have made it so horrible for many of you. JustME - you are so right about how it ought to be done!

But I have to ask some questions…I understand that many of you don’t like the idea of any particular strategy being mandated - and I agree. Do you find any value in any of the strategies or programs that are in your school? If you were given choices about what you used and didn’t use, would you be more apt to adapt/adopt some of them? If you don’t find value in any of the processes from your administrators, how would you choose to organize your units, lessons, plans? How would you decide what to teach? How would you assess learning?

I am not being critical, but talking from experience - I have found that my students can focus on abstract concepts better when I use questions to provoke thought. I use it as a way to create interest in the facts they need to know. BUT..I have the choice about what I do in my classroom. I guess I am trying to discern if what is valued is the choice rather than the process itself.

By another teacher

October 19, 2006 03:16 PM | Link to this

Ditto the “word wall.” We are required to have one of those, too. Ridiculous micro-managment by administration that doesn’t treat teachers as professionals. WE NEED A UNION!!

By MMM

October 19, 2006 03:24 PM | Link to this

You have all just made me glad I’m involved with a charter school!

And I just spent my whole day tearing my hair out trying to prep a board agenda that wouldn’t get someone mad at me. At least mine are “real issues”.

By high school teacher

October 19, 2006 03:26 PM | Link to this

Greetings and saluations! I haven’t been blogging because I have been too busy writing essential questions. ha ha ha

I have moved to another school system, and we are required to have essential questions and word walls as well. I’d go to another system, but I think that’s the trend everywhere! Oh well. I have invested 12 years in teaching. I don’t want to stop now, so I just go with the flow. Just let me teach, and I’ll be happy. :)

By jim d

October 19, 2006 03:29 PM | Link to this

Old School,

“You are one of several bloggers here who would be a treat to meet in person!”

There’s more than a few folks in GCPS’s Central offices that may disagree with you :-))

By jim d

October 19, 2006 03:32 PM | Link to this

MMM,

Me thinks—-you worry too much what others think.

If one doesn’t ruffle a few feathers the goose don’t move.

By JustMe

October 19, 2006 03:34 PM | Link to this

EducatorX3 -

Your questions basically address everything covered in education courses in college - kinda hard to answer everything in one blog.

For organization, I take the logical approach. I look at the content for the course that I am to cover first. Then I basically divide it by the number of weeks in a semester. This gives me a starting point. Then, I make adjustments for some material that is typically more difficult or less difficult for students.

There is no way for me to know “how” to teach a topic until I get to know my students. Without knowing them, I would try to touch on as many different learning styles as possible. However, the admistration mandates to teach a certain way is eliminating this part of my job.

For organization of units, I often simply use the organization of the text that I am forced to use - I do this because I don’t want to confuse the students. Sometimes, if the author of the book hasn’t organized the material well I will jump around. But, that doesn’t happen very often.

Of course, I make sure to cover all topics in the GPS/QCC/whatever other BS we have to do.

To assess learning, there are a variety of methods that I use. Sometimes, I ask probing questions to see if the students respond with the right answer. Sometimes I give pop quizzes. Of course, there unit tests as well as other typical assessments. Some I grade and others I simply use to gauge if they understand or not.

The real issue for me is the “choice” that you mention. It seems that with every mandate from administration, there is less “choice” for teachers. To me, this is at the expense of the students.

By science teacher

October 19, 2006 03:52 PM | Link to this

EducatorX3,

I am currently taking classes to obtain my Master’s degree. These classes have offered me many new ways of thinking about my teaching, my students learning, my learning, and the new standards. There are so many things that I want to try that I have trouble deciding where to begin. I have started using scenarios, multiple intelligences, learning styles, differentiated instruction, etc. However, I also know that I have to make structured, thoughtful changes to my class so that the needs of my students are met. I have to always keep their needs and the state standards for my content in the forefront of my thinking. Just using a strategy to use a strategy, whether it is my favorite or my least favorite, it pointless. I have dropped several bits of content and activities from my lesson plans because they either did not address the new standards nor my students needs. I have added new strategies that I did not even dream about before now. I never dreamed that students could show an understanding of a vocabulary term by drawing a picture. I am not good at drawing, so it just did not occur to me. I am trying new things, and becoming comfortable with new strategies. However, I can not do everything overnight.

The classes that I am taking have also reignited my passion for teaching, and the county administrators are working hard to put it out again.

Do administrators want thoughtful, structured lessons that address the state standards and student needs, or do they want to see that I can follow their checklists mindlessly?

Which would the parents prefer?

By JustMe

October 19, 2006 05:14 PM | Link to this

science teacher -

Unfortunately, I think that in GA, the parents only see/hear/believe what is in the news and what the politicans say. What professional educators (not educrates) think to be ‘right’ is irrelavent.

By jim d

October 19, 2006 05:19 PM | Link to this

just me,

so you’re saying professional educators are treated by politicans about the same way (some) professional educators treat parents?

By em

October 19, 2006 05:25 PM | Link to this

My essential question for the day: “To what extent is Max Thompson laughing all the way to the bank?”

By catlady

October 19, 2006 05:51 PM | Link to this

My EQ: Is demanding that all teachers do the same thing yet expecting us to individualize instruction for each of our students hypocritical? My point is, if we recognize that little Johnny’s needs are different from Suzie’s needs, and we expect teachers to meet these needs (times how many ever students are in their classes) how can administrators decide that all teachers need to do X (such as EQ, word walls, etc. ad naseum) Or that all tearchers need to follow the “Research Based” rules of Reading First for all their students?

By catlady

October 19, 2006 05:52 PM | Link to this

I am tempted daily to use the EQ Bill Cosby posed back in the 60’s: Why is there air? Works for every lesson.

By EducatorX3

October 19, 2006 06:12 PM | Link to this

JustMe, Thanks for taking the time to give me your thoughts. We are on the same track with some things, and far apart on others. I think the most important issue, as you said, is choice. Not only have I had those education courses, I also teach them. We want to send new teachers out with all the tools they need, so we teach them to use choose the best methods for the courses they are teaching and then they go to a school where they are told that only LFS strategies are appropriate. ERRRRGGGG!

I would disagree on using the text as a guide. But I am a big believer in standards-based processes and prefer to use the standards as the base and the text as a reference. But again, I am allowed that choice. It doesn’t sound like your system allows any choices!

Assessment is another big issue, in my opinion. This concept of giving more and more standardized tests in order to prepare them to take another standardized test, is simply wasting time. I was at a conference the other day and the speaker quoted Doug Reeves: There is no evidence that weighing a pig more often makes it weigh more! I guess there aren’t enough administrators who have read his work, uh?

Science Teacher - I am glad to know that your master’s program is stimulating your creativity. (I hope that is what happens to my graduate students!) It is sad that your administrators don’t recognize the value of your renewed spirit.

So many of the bloggers complain about their administrators that I went back and talked to some teachers in the system where I used to work. I wanted to be sure I had never treated anyone in the manner that is so often described here.

I would hope that administrators would want thoughtful, structured lessons that address the state standards and student needs…that is certainly what I expected of my teachers - and now of my students. However, it seems that most of the folks on here are subjected to the checklist brigade.

Perhaps the best way to improve education in Georgia would be to stop all the questions about teacher quality and start looking at administrator quality?????

By catlady

October 19, 2006 06:32 PM | Link to this

EDX3—I applaud your suggestion about assessing admin. quality. First, start with federal,state, and county officials and policy makers. They start the ball rolling into the pig **. The principals are far lower on the food chain and might do better if they had some latitude. Then again, maybe not. We have quite a few school-level administrators with less than stellar ability/sense/experience.

By MMM

October 19, 2006 06:33 PM | Link to this

jim d,

Thanks! I just went got home from a hand holding session on what we are going to do with our principal gone for three weeks. Much crying and hugging, and I feel better now.

So how would you all feel if your principal was gone for three weeks?

It actually isn’t that I don’t want anyone mad at me—just that good governance means that diverse strongly held opinions should be heard, but then board dicipline should require that a hard decision, once made, must be implimented and not undermined by the emotional response of those that don’t “win”. So it all has to be presented in the correct transparent order.

By Newbie

October 19, 2006 06:42 PM | Link to this

EducatorX3- “stop all the questions about teacher quality and start looking at administrator quality?????” Yup

To all the thoughtful, hard-working teachers who contribute here, a heartfelt thanks. I am afraid the vast majority of parents really don’t have the slightest clue about what you do in the classroom or how very hard you work at it (ALL THE TIME)despite the ever-increasing number of roadblocks in your way. I am a parent above all, but I spent seven years in classrooms as a para and my eyes were opened. They will never be closed again.

By Jeff

October 19, 2006 07:00 PM | Link to this

Newbie:

I wish ALL paras were like you! My MOST DIFFICULT parent is a para at the elementary school in our system and thinks she knows my job better than I do (though granted, I only have 9.5 months teaching experience at this point).

EdX3: You know the school I went to, and let me be point blank and say that they didn’t give us ANY of the training you seem to be giving your students.

As far as everything being mandated: I like the fact that for once I am being EXPOSED to some of these programs, but honestly what I’m being exposed to seems to be a bunch of political hogwash (LFS, Word Walls, America’s Choice).

The two biggest things on my wishlist as far as makingmy job better and easier is: 1. For administrators (From President Bush all the way down to my Principal): LET ME TEACH!!! No teacher in their right mind WANTS their students to fail, SO TRUST US!! 2. For whoever this would fall under: Make it easier to network with other teachers in our grade-level and subject. (Yes, that is an AND there!!!) This way, those of us who are less creative could learn from the ones who are more artistically inclined! (Though I think I did one HECKUVA job on my Locker Problem lesson today, it was the only truly inspired lesson I’ve had all year!!)

By Janine

October 20, 2006 09:31 AM | Link to this

EDX3 I have been reading your posts with interest. Many of the things you say sound reasonable . HOwever,You know as well as all of us on this blog know, that no matter what research you look at, and no matter which author’s/educrat’s/educator’s/celebrity’s Cure du JOur is being offered/ pushed/proposed/forced upon classroom teachers, most, if not all, have been successful, or manipulated to appear successful, on only one group of students,in only one area. Maybe a few have been tried on several groups. You seem to be aware , as we are, that the methods/strategies/whatever, used on any particular group of students should be selected by the person/people involved with those students. SO WHAT THE H—- IS IT WITH THE EDU DECISION MAKERS THAT COMPLETELY LEAVES THE TEACHER OUT OF THE PROCESS????

By jim d

October 20, 2006 09:34 AM | Link to this

MMM,

I’m confident, if you are the one that has beeen placed in charge of the school for the next 3 weeks that everything will run rather smoothly.

Just keep this link handy for any stressful moments.

http://www.vanderbilt.edu/egsa/images/hang.in.there.baby.jpg

By JustMe

October 20, 2006 09:39 AM | Link to this

Patti -

Idea for a blog…. what experiences do teachers have with out-of-touch parents?

I was listening to a morning radio show about surveys taken by parents and then also by students. The differences were amazing and highlighted how much parents have no clue what is happening in their child’s life (school or otherwise).

The questions were primarily about sexual activity, but the point was clear. For example, one question was about if their child had ever given oral sex. For the students, the response was 51%. For the parents, the response was 1%. The differences in responses was very large in most all questions.

As a teacher, over the years, I see a more-and-more hands-off approach to parenting. Parents seem to feel like that if they simply provide material things then they have done their job. Today’s parents are too involved with their own life to be concerned with their child’s life. That is when the school is supposed to step in and fill the shoes of the parent - and this is why it is an education topic.

By jim d

October 20, 2006 09:44 AM | Link to this

Janine,

Have you forgotten?

They’re the “professional” politicans.

I also think that just perhaaps EDX3 may have forgotten that. A really good politican has the ability to make a poor decision and make you think it was your choice.

By WFC

October 20, 2006 09:58 AM | Link to this

The idea of “Essential Questions” is similar to all the other “next great things” I’ve seen in thirty as a teacher. A good teacher extracts what is useful and avoid making the idea into an educational fetish in the classroom.

By jim d

October 20, 2006 10:11 AM | Link to this

Yep WFC,

That’s what a good one would do.

That being said though. How many kids will suffer due to not every teacher being as good as you?

I think thats the real question here. We have newbies and old schools here that are afraid to ruffle any feathers that will go along either because they don’t know any better or because they view it as a fad that will soon pass. The question reamins: At what cost?

By EducatorX3

October 20, 2006 10:26 AM | Link to this

Janine, I wish I could answer your question in a way that would reflect positively on at least some administrators - but I am struggling to find a way! So I will revert to the format of one of my favorite children’s books: Fortunately, at least for some systems, there are a few folks around who understand that if we teach to a level of mastery and understanding, the test scores will improve.

Unfortunately, many of the system level administrators face the same pressures that are put on classroom teachers - increase test scores or face the consequences. I guess they jump at anything that seems to promise an increase.

Fortunately there are a some really good processess/programs/strategies out there to be adapted to the needs of the students.

Unfortunately too many folks believe that what works for one, will work for all.

Fortunately there are some really good educational leaders who are working to help administrators/teachers/parents understand that fair and equal are not necessarily the same thing.

Unfortunately there are some educational leaders who aren’t now, nor have ever been, effective teachers so they totally miss the point of allowing teachers to do what they know is best for their students. AND we have many top level administrators - in systems and at the state level - who have forgotten about teaching and have bought into the idea that politicians know more about education than teachers.

Fortunately we have some really good teachers who continue to work with our students and make every attempt to fix what is wrong in our system.

Unfortunately we also have some teachers who jump on every band wagon - and those who refuse to believe that they could improve their own practice in any way.

Fortunately, we have some educational leadership programs that are working to help create good instructional leaders.

Unfortunately the majority of the administrators hired in GA. in the last three years have degrees from programs that teach on the philosophy that in “thirteen easy visits you too can be a principal.” And until systems stop putting those people in positions of leadership, we will not see the leadership we need.

In trying to encourage my pre-service teachers, I tell them to go out and belive they can change the world and if they ever run into anyone who doesn’t understand that you do that one student at a time, to call me!

Now..JimD, I haven’t forgotten anything about those who are professional politicians rather than professional educators. Believe me, I have had first hand experience with many of the so called movers and shakers. I just choose to believe, that as teachers at any level, we can do things that are not possible in any other profession. I believe that those of us who truly believe in teaching as a calling have to band together - in our classrooms - to change education. It is not going to happen if we wait on those who have to be elected to serve. We have to support our claims about what works with data. We have to do the action research in our own classrooms. We can’t wait on those “leaders” to come to us with their ideas. We have to take the initiative to push for what we know works. We also have to be constantly reflecting on our work - looking for how we can improve. When presented with the “strategy of the month,” we have to look for what is good and take it, putting away the bad.

And yes, I do believe that most of the mandates are backed with good intentions - not all, but most - and refusal to examine our own practice and ignore what could be useful simply because we don’t like how it was presented or who presented it, is counter productive. I hope I never become satisfied with what I do in the classroom. There is always room for improvement.

OK….sorry this is so long, as you can tell, it is my passion.

By RBoyd

October 20, 2006 11:04 AM | Link to this

My 7th grader attends a Dekalb County School, and despite ability, is failing all of her classes. When I ask her teachers for help, their responses are curt and dismissive: “I teach the class every day. What more do you expect me to do? Or, “She did not do the assignment. I do not give make up work. There is nothing more she can do.”

I send my child to school every day, and she knows to behave herself at school. My problem is that she hates the school and will not do her work. Watching her fail is like being told to stand idly by while she plays in the middle of 285 during rush hour. The only thing her school does is send me failing progress reports every three weeks. They send few graded papers home. They do not respond to e-mails. Conferences are unproductive. From sparse, seldom updated teacher websites, I know of only rudimentary requirements. I know, for example, that book reports are due monthly. But I cannot find out what format the report should take, nor do I know how they are graded—or even that my child is not doing book reports (they are done in class) before I get the progress reports the teachers are required to complete. The same is true for science projects. I know of them, but not when they are due or if there are intermittent steps in the project that must be completed at various stages before the final project is completed.

Does anyone know how I can get her teachers (and the school administration) to actively partner with me to help me help my totally disengaged, disinterested youngster. Without accountablity for my child’s lack of progress, her teacher seem content to do no more than record her continued failure. Should I get Sonny involved through his “Sonny Do” list?

Lowndes 24@bellsouth.net

By parentof2

October 20, 2006 11:22 AM | Link to this

RBoyd: That’s a pretty serious problem—too serious for a blog in my opinion. I’m not a teacher so I can’t give you any advice there. But if you were my sister or my friend asking me for advice, I would say you need to talk with a professional counselor.

I don’t know the details, but it sounds like your daughter has some other serious issues. Total disinterest in school in an otherwise healthy and intelligent middleschool girl is a symptom of a larger problem, as well as a problem in itself.

I would start with the school counselor and ask for her or his help and perhaps for professional counseling and tutoring/testing recommendations. And hurry, time is of the essence.

By JustMe

October 20, 2006 12:20 PM | Link to this

RBoyd -

First, let me appologize because I am almost certain that this will come off sounding offensive….

Your posting is a GREAT example of what I mean when I say that parents don’t know how to parent. Your child doesn’t do an assignment. Whatever shall I (as the parent) do? Isn’t it the school’s fault? Isn’t it the teacher’s fault? Why won’t they help me (the parent)?

Your child needs a proverbial kick in the rear!!!!! Take away (the likely) many benefits that you are providing your child until they do the assignment on time! Take away the playstation. Take away the cell phone. Take away the TV. Take away the iPod. Take away her allowance.

She needs to understand that she has tangible negative consequences associated with her school failure. She needs to see these consequences immediately.

It is not the school’s job nor the teacher’s job to hover over YOUR child in the evening and force a pencil in their hand until the assignment is complete. That is YOUR job.

YOU should find out the assignments by some reliable method. Then YOU should sit her down as soon as she comes home from school at the kitchen table and NOT let her get up until the work is completed. YOU should check the work to make sure that it is correct or at least not BS.

When she does bring home a good grade, you can then give a positive reinforcement and allow her to have her iPod back.

By JustMe

October 20, 2006 12:22 PM | Link to this

RBoyd -

First, let me appologize because I am almost certain that this will come off sounding offensive….

Your posting is a GREAT example of what I mean when I say that parents don’t know how to parent. Your child doesn’t do an assignment. Whatever shall I (as the parent) do? Isn’t it the school’s fault? Isn’t it the teacher’s fault? Why won’t they help me (the parent)?

Your child needs a proverbial kick in the rear!!!!! Take away (the likely) many benefits that you are providing your child until they do the assignment on time! Take away the playstation. Take away the cell phone. Take away the TV. Take away the iPod. Take away her allowance.

She needs to understand that she has tangible negative consequences associated with her school failure. She needs to see these consequences immediately.

It is not the school’s job nor the teacher’s job to hover over YOUR child in the evening and force a pencil in their hand until the assignment is complete. That is YOUR job.

YOU should find out the assignments by some reliable method. Then YOU should sit her down as soon as she comes home from school at the kitchen table and NOT let her get up until the work is completed. YOU should check the work to make sure that it is correct or at least not BS.

When she does bring home a good grade, you can then give a positive reinforcement and allow her to have her iPod back.

By JustMe

October 20, 2006 12:26 PM | Link to this

RBoyd -

First, let me appologize because I am almost certain that this will come off sounding offensive….

Your posting is a GREAT example of what I mean when I say that parents don’t know how to parent. Your child doesn’t do an assignment. Whatever shall I (as the parent) do? Isn’t it the school’s fault? Isn’t it the teacher’s fault? Why won’t they help me (the parent)?

Your child needs a proverbial kick in the rear!!!!! Take away (the likely) many benefits that you are providing your child until they do the assignment on time! Take away the playstation. Take away the cell phone. Take away the TV. Take away the iPod. Take away her allowance.

She needs to understand that she has tangible negative consequences associated with her school failure. She needs to see these consequences immediately.

It is not the school’s job nor the teacher’s job to hover over YOUR child in the evening and force a pencil in their hand until the assignment is complete. That is YOUR job.

YOU should find out the assignments by some reliable method. Then YOU should sit her down as soon as she comes home from school at the kitchen table and NOT let her get up until the work is completed. YOU should check the work to make sure that it is correct or at least not BS.

When she does bring home a good grade, you can then give a positive reinforcement and allow her to have her iPod back.

By JustMe

October 20, 2006 12:42 PM | Link to this

Sorry all. I don’t know why my post went up 3 times….

By Janine

October 20, 2006 01:37 PM | Link to this

RBoyd I had pretty much the same situation with my son ,albeit quite a few years ago. Luckily it was BEFORE all the balderdash about SELF ESTEEM.His teachers didn’t use quite the abrupt responses to my concerns as your daughter’s teachers did..in fact they seemed to be as very concerned and tried a good many things themselves. His father went so far as to write out note cards with all the multiplication tables on them, then sent him to his room, and would not let him come out until he learned them ..one by one. We also did pretty much what JUSTME suggested..taking away privileges, etc. Finally after umpteen conferences with umpteen teachers, I finally told him that he was on his own. I told his teachers that I would not be attending any more conferences and to address their concerns to my son. They probably thought I was a terrible parent, especially since I was a teacher myself. However it eventually worked and he graduated , went to college and is quite successful today. He often tells the story of our abandonment and how well it worked for him..and us..

By 30 Year teacher

October 20, 2006 03:02 PM | Link to this

RBoyd,

While Justme has made some valid points often it is necessary to know just how to implement the ideas. In my school (middle and high school) each child is issued a student organizer at the beginning of the school year. It contains a daily place (like an adult’s daily planner)for students to write the assignments for each class. When our students are not turning in work we require that the student write the assignment and bring it to the teacher daily to be initialed by the teacher. If it has been completed in class we can indicate this and also make comments when necessary. At home it is up to the parent to see that the work is completed and then the parent signs each night as well. This pretty much prevents the student from lying “I did it in class” when it was not done in class and allows the parent a daily report. Because we post tests, reports, etc. at least a week in advance, you will also have notice of due dates here. Please note it is up to THE STUDENT to take the initiative to have the SO book signed by the teacher. Although we do try to remember to do it we frequently have several children involved in this program and kids can slip out of class before we can sign.

Please be aware that this only works if you, the parent,follow up at home. You must have and enforce consequences if your student does not do the work. The school consequences are obvious. The student will fail! I would suggest that you implement a reward system when your daughter does follow the rules and begins to take some responsibility for her school work. Please be aware that nothing breeds success like success and acknowledging each mile stone as she reaches it will usually make a student want to succeed even more.

If your school does not have organizers I have seen them at both Office Depot and Staples. Good luck!

By 30 year Teacher

October 20, 2006 03:17 PM | Link to this

RBoyd One more thing. As far as knowing formats for book reports, projects, etc.. . Teachers almost always provide information sheets, rubrics and other guidelines to be followed in these instances. Your daughter should have these and if she denies it I would start searching the book bag. Also sit with her and organize her materials. That means a folder or specific section in a 3 ring binder for each class. Also provide a special (I find a clear folder works best) folder which will hold nothing but her completed homework that is to be turned in the next day. In other words by the end of the day this should be empty because all the work has been turned in.

If she does not bring her textbooks home ask the school if you can have a set to keep at home. Our students each have a set of books that stay at home and we have a classroom set to be used at school as well but this is unusual in many districts. However, with a set at home the “I forgot my book” excuse is eliminated.

Again good luck.

By Jeff

October 20, 2006 03:34 PM | Link to this

RBoyd:

I’m not one of your child’s teachers, but you sound EERILY like a parent I have to face in yet another meeting that will be a COMPLETE waste of my time next week.

What I would tell you (and my parent if I could):

YOU need to take responsibility for your child’d failure, but more importantly YOU NEED TO MAKE YOUR CHILD TAKE RESPONSIBILTY FOR HIS/HER OWN FAILURE!!

I CAN NOT FORCE YOUR CHILD TO LEARN. I can only present the material as best I know how. It is YOUR CHILD’s responsibility to take the notes and do the work. I DO NOT ACCEPT “But I don’t know how to do it!” if your child has been talking or otherwise not paying atention in class. I further do not accept that statement if no attempt has been made to do the work. I am in the position of having my entire curriculum dictated by the state, and the state has everything up for ANYONE to download. I have neither the time nor obligation to assist your child at any time other than when they are in my class, and honestly, I have a life other than school as well - and I’m a single first year teacher!

By 30 year teacher

October 20, 2006 03:42 PM | Link to this

RBoyd, Tried to send you an email to the address included in your posting but it was returned recipient un recognized. Sorry.

By OldSchool

October 20, 2006 04:23 PM | Link to this

RBoyd, has your child been tested (yeah, I know…the T word!) for learning disabilities or perhaps reading ability? Have you checked into Sylvan Learning Centers? They’ve done amazing things for a number of children I’ve known.

Is there a college near you? Maybe you could get with the Psychology and/or Education departments and have them check your child’s abilities (I’m really not saying all this very well but I hope you get my drift.)

Sometimes it’s just a kid being a kid. Middle school is such a challenge because of the physical and emotional growth going on (hormones anyone?) My youngest was terribly anxious all through middle and into high school. She was shy and would get so nervous before big events she became physically ill. We also discovered a slight learning disability with her math skill/understanding and she had major test anxiety. It took a mild medication to even things out for her. Persistence paid off for all of us as she even attended the university of HER CHOICE 8 hours from home in another state, graduated with a 3.8, and has a great job with a major record lable in Nashville.

Stay vigilant and keep trying. And this might stir up a wasp’s nest of anger but maybe a rather humble approach to the teachers would help. I went “hat in hand” to each of her teachers and managed to win over the toughest one by genuinely asking for help and not placing blame. I am not normally a meek person but I can be anything when it comes to getting help for my kids. It works.

By jim d

October 20, 2006 04:27 PM | Link to this

Sounds like Jeffy needs to eat a bit of something. This was a bit harsh, don’t you think?

“I have neither the time nor obligation to assist your child at any time other than when they are in my class”

Jeff, did you honestly think teaching was a 9-5 job?

By luvs2teach

October 20, 2006 05:00 PM | Link to this

RBoyd - is this new this year, or has it been a problem in the past? If it is new, you need to investigate a few things - does your child have new friends? She may have fallen in with a crowd who doesn’t think school is cool, and may be trying to fit in.

On the flip side, have former friends disappeared? Is she alone a lot? Does she no longer talk on the phone? She may be depressed or ostracized at school. Check her arms and legs for evidence of cutting - check her room for tools to do it.

Does she have new habits? I’m not necessarily talking about drinking or drugs, but even things like staying up late on the phone or on the computer. This may be cutting into her homework, and also making her too sleepy in school to pay attention and function.

First, home environment - I would go clean her room, with or without her, but with no warning. My personal children were always told that while I respected their privacy, if I EVER suspected something, I would tear their room apart in a NY minute. I would check her bookbag, purse, gym bag, and pocketstoo. You may find notes written in class (you’d be shocked at some of the things we find out from kids’ confiscated notes - sex, drug use, cutting, bulimia..). You may find missing assignments and directions for projects. you may find lyrics to songs that express how she’s feeling. Hopefully you won’t find anything else. Remove TV, video games, computer and phone if she has her own in her room (I’d leave the stereo). She can earn them back later, and right now, they may be part of the problem.

DON’T BE AFRAID TO DO THIS!

Second - make sure she has a place to study and tools to work. From the teachers (who seem less than helpful, but I’ll get to them later), get homework hotline numbers, websites, and e-mail addresses (BTW - let an administrator know if your e-mail goes unanswered more than 48 hours - that is unacceptable). See if the teachers can provide websites that will offer extra help (since they don’t seem to want to). Someone mentioned an agenda - we use those at our school, too, but the deal is that the child must remember and the parent issues the consequence if they don’t. Find out if your school/teachers post grades online, and if they do, check them at least weekly with your child.

For awhile, you may need to go through the bookbag and check the agenda everynight with your daughter - you can attach a reward or consequence to things as you see fit. Someone’s earlier post had some great ideas about getting her organized - make sure that she does the work - your kjob is simply to monitor that it gets done until she establishes better habits.

Finally, the school - enlist the help of your school counselor - perhaps she can put her on a contract of some sort. No more conferences - it doesn’t seem like they’re helping. However, I do suggest that you take a day off work and shadow her for the entire day (our school allows this, and I love it). You will find it enlightening, I’m sure - realize, of course, that her behavior will be different with you there, but also realize you will see her teachers and her friends. See if the teachers will give you a phone number for her to use if she needs help. Many of my colleagues offer this, and it’s rarely used, but it also takes away the excuse, “I didn’t understand when she talked about it in class.” I tell my kids I’m in the book, and I’m the only one with my name - I’ve had 2 - 3 calls in the last 6 years.

Compare all graded papers with her grades on her progress report. If she is not getting everything back, find out why.

With or without the counselor, work out some sort of plan - when you do this, you get this back. If this occurs then you lose this. Let the teachers know what you are doing, and ask if they will help (signing agenda, or contract). Someone said be humble, which is good advice, but your teachers sound less than helpful - if they say no, then get an administrator involved. Be a squeaky wheel - if most teachers see that you are doing your part, they are willing to help. It’s only when teachers feel that they are asked to be the parent that they get prickly.

Rembmer, it’s your job to monitor - it’s her job to do the work!

Best of luck, and keep us posted.

By Janine

October 20, 2006 05:32 PM | Link to this

RBoydLike 30yearteacher I think 7th grade is old enough for you to insist that your child be repsonsible for his own success or failure. No more going through bookbags or checking agendas/organizers. What if you had 5 kids, could you do that for all? and remain sane??? Best think I ever did was to give my child the respect to allow him to make his choices….and pay the consequences..

By Jeff

October 20, 2006 05:38 PM | Link to this

jim:

TRUST me, teaching is MUCH more than a 9-5, and that is WITHOUT before/after school tutoring. When parents ask me to tutor their child, it is basically asking me to work EVEN MORE for free. Would you ask your surgeon to work on your ankle after paying him only for your open heart surgery??

I’m at work AS I TYPE THIS, getting things ready for next week. I won’t leave campus until around 11pm tonight, and I’ll still have TONS of work to do this weekend. But I’m not complaining about that at all, I knew it and accepted it when I decided to become a teacher. I just get MAD AS ZELL when parents ask me to tutor their kids, as it is a DOUBLE slap in the face the way most parents phrase it. ie: Can you please give our child extra assistance after school? Meaning: Can you please give our child extra assistance after school for free, since you obviously can’t cut it in the classroom with the whole class?

By luvs2teach

October 20, 2006 06:31 PM | Link to this

Janine - under normal circumstances I would agree that a 7th grader SHOULD be responsible for the upkeep of his or her bookbag - however, I’m getting the impression that this isn’t normal.

7th and 8th grade are when kids get lost - I don’t mean academically, I mean emotionally, mentally, and what not - it’s when they start trying drugs; it’s when they start experimenting with sex; it’s when they start experimenting with cutting, anorexia, bulimia.

I suggested going through the bookbag, not for solely academic purposes, but to look for her notes to friends, candy that she shouldn’t have in school, i-pods and playstations that aren’t allowed in school, books that might be clue to how she’s feeling, diuretics and laxatives for bulimia, toothbrush and paste for brushing after making yourself throw up, razors, nail clippers, or sharpened pen points for cutting, and yes, even drugs - prescription, non-prescription, or street - condoms - anything that could be a clue to her change in behavior.

Does that shock anyone out there? It shouldn’t, because those items are regularly found in the rooms, bookbags, and purse of 12 and 13 year old girls - private or public school.

Many parents have no clue what their kids are up to (see the post about the parent surveys vs the student surveys), and part of the problem is that they think they are old enough to take care of themselves. Or they don’t want to be seen as overbearing or pushy or nosy. Or they want to be seen as their friend.

Get over it. It’s not your job to be their friend; it’s your job to be their parent, and if that means taking away the door to their bedroom, then do it.

Tough love is still love.

By 30 Year Teacher

October 20, 2006 06:49 PM | Link to this

Janine, I don’t remember saying a 7th grader is old enough to be responsible for their own success or failure although of course under ordinary circumstances they should be. I did recommend Mom get in to the book bag as well as the agenda. I think she needs to do a lot of checking up until her daughter is on an even keel once more.

By thomas

October 23, 2006 05:51 PM | Link to this

Personally I think this whole business with Essential questions and Word Walls is insulting. I think the whole school environment has become insulting. These sick systems are quite frankly sickening.

You see, any real professional would be insulted by the treatment the average teacher is now subjected to. In some school systems and schools, teachers are treated like two year olds who must be bound and constrained and constantly monitored. I happen to work in a school system that is the most sickening, ridicious thing I have ever encountered in my entire career. I have heard people complain about things, but what I have seen since I have been here takes the cake.

Back to those Word Walls and “Essential Questions”, nobody looks at them and nobody gives a d* about them. The only people who care are morons who don’t know what the h* is going on in a classroom and what to make a judgement in 90 seconds upon entering a room. It’s hard to do and you cannot get a good picture of what HAS been going on in a classroom by looking around a room.

I remember what a student asked me one time about an objective that was on the board (this preceded the Essential Question). A child asked me “what is that?” She asked me “what does that mean?” TLW describe how the first humans came to the Americas. TLW will identify nouns in a sentence. Why does a ten year old have to see this? What is the point?

By Jack

October 24, 2006 11:35 AM | Link to this

The point, Thomas, is pretty simple — we teachers are expected to justify the paychecks of those above us, i.e. administrators, central office people, etc. They come up with this foolish nonsense; we have to implement it and make it work, or else those who buy into it at the school or district level look stupid. I don’t know how many times in my 18+ years of teaching I’ve said, “Success does NOT come in a box!” only to be proven right time after time after time. If these people will just let us teach and get the heck out of our way, there’s no telling how great schools could be. I understand we must have administrators; when, however, did it become my job to make their job easier?