Walter Parker puts it best:
"Schools are places where diverse children are gathered. Their diversity runs the gamut from language and religion to ability and intelligence, race, and social class, gender and sexual orientation, and disability. This buzzing variety does not exist in a private place. It exists in places where diverse people congregate, places where people who come from numerous private worlds and social positions are brought together on common ground. These are places where multiple perspectives and personal values are brought into face-to-face contact around matters that 'are relevant to the problems of living together’ as Dewey put it. These arise in public places- places such as schools. When aimed at democratic ends and supported by the proper democratic conditions, this interaction in schools can help children develop the habits of thinking caring necessary for public life."
One of my favorites...
Wednesday, July 29, 2009
Create Your Own Political Party
Project in which students create their own political party, platform, symbol, etc.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjUyY3NjM212Z3E&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjUyY3NjM212Z3E&hl=en
Speech: Joining the NAACP
Task in which students write a persuasive speech
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjUxZzg2engzZzk&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjUxZzg2engzZzk&hl=en
Tuesday, July 28, 2009
Government: Island Simulation
Students are stranded on an empty "island" and create their own "society"
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjUwY3M5NmZjZmI&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjUwY3M5NmZjZmI&hl=en
1906 Atlanta Race Riot Case Study
Awesome LP, credit goes to former classmates: Jenna Wade and Vaughn Wilson
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQyZ3h4ampyZGM&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQyZ3h4ampyZGM&hl=en
Immigration Policy Debate
Really good debate activity, again credit to Joseph Nichols
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQzZHgycTZmaG0&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQzZHgycTZmaG0&hl=en
International Crisis Simulation
Another good one from Joseph Nichols
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ0ZjQzcTlqZDg&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ0ZjQzcTlqZDg&hl=en
Has Genocide Occurred in Rwanda? (project)
Awesome project, one of my favorites, credit goes to Joseph Nichols. I have copies of the primary sources and the video if you can't find them.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ2aGQ3NDh3Z3A&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ2aGQ3NDh3Z3A&hl=en
History of Suffrage Webquest
Webquest covering the history of suffrage in the United States
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ4cmRrd2txY2s&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ4cmRrd2txY2s&hl=en
1996 Olympics Case Study
Credit for this LP should go to some of my former classmates: Felicia Parton, Jamie Maceri, and Jessica Tucker
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ1Y2RqNHozZms&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ1Y2RqNHozZms&hl=en
Letter to Your Congressmen
Activity in which I had students write letters of local concern to our Congressional representatives.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ5aHNrbWJ0aHI&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQ5aHNrbWJ0aHI&hl=en
Sunday, July 26, 2009
French & Indian War Chart
Compare & contrast, timeline of events, and analysis of results of war
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQxZzg5amtoZDk&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQxZzg5amtoZDk&hl=en
Student's Plan for Classroom Government
Students create a plan for governing the classroom after the teacher is kicked out!
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQwZDc2dzl6Zjk&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjQwZDc2dzl6Zjk&hl=en
American Revolution Analysis Activity
Students analyze quotes from the American Revolution, Thomas Paine's Common Sense, and the Declaration of Indpendence
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjM5Zmh2NGM0OWc&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjM5Zmh2NGM0OWc&hl=en
American Revolution: Cause/Effect Chart
Cause & effect activity for different events of the American Revolution.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjM4ZzkybnhjZnE&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjM4ZzkybnhjZnE&hl=en
Saturday, July 25, 2009
Forrest Gump Project (Awesome!)
Forrest Gump Project Handout
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNThoY2pxaGhncg&hl=en
Forrest Gump Project PowerPoint (use to introduce topics in movie)
http://docs.google.com/present/edit?id=0AeCaw5euuELFZGRqenNzZnBfNTlmcHA3cHhuMg&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNThoY2pxaGhncg&hl=en
Forrest Gump Project PowerPoint (use to introduce topics in movie)
http://docs.google.com/present/edit?id=0AeCaw5euuELFZGRqenNzZnBfNTlmcHA3cHhuMg&hl=en
Thursday, July 23, 2009
Controversy in the Classroom
What would you do?
2008. The Presidential Election. My 5th period American Government class. The issue…….abortion. The problem: do I merely facilitate this discussion over abortion with my students or do I jump in and join the discussion while sharing my own opinions with the class as well?
Controversial issues and hot button topics of the day are, by nature, generally more common in social studies classes. These could range from public issues, policy issues, and also current & historical issues. From my experiences, there are generally three main opinions held by teachers who must deal with these controversial issues in their classrooms.
#1- Teacher can include the controversial issues in their class. Students may discuss, teacher can present both sides of the issue, but the teacher remains a facilitator not divulging any other their own opinions on the matter.
#2- Teacher doesn’t discuss or include any controversial issues in their class.
#3- Teacher includes controversial issues in their classes. Teacher can present both sides of the argument, students can discuss, and teacher joins the discussion as well presenting his/her own opinions.
So…..which of the three main choices is the best?
Covering controversial issues in a classroom (especially a social studies classroom) is not only inevitable, but essential for authentic learning to take place. There are safe and strategic ways for teachers to include these topics and even their own opinions in their classes, and their students are the better for it. One thing that I want for my students is to learn and develop processes for arriving at their own reasoned conclusions. Teaching and discussing controversial topics with your students is a perfect way for them to reach and master this skill. When students are presented with an issue or problem, and they hear all viewpoints and all interpretations of the problem, including the teacher’s, only then are they able to draw their own conclusions.
This is how I try to handle this in my classroom:
While covering a controversial issue/topic, the teacher must make sure to facilitate, NOT dictate the discussion. The teacher should guide the discussion, making sure that all viewpoints are heard, respected, and explained. During the discussion, the teacher should feel more than free to include their own opinions on the issue, as long as you follow your opinion up with an explanation of your reasoning. This doesn’t mean that you should force your opinions down the students’ throats, get on your “soapbox”, or criticize someone’s opinion that is different from your own. This means you can explain your opinion to your class, then explain to them why you believe that. During any discussion, the teacher and students should respectfully critique their own opinions, others’ opinions, praise competing viewpoints, and ask clarifying questions. The teacher should help make students well-informed on the issue while making sure that there is a mutual respect established for all opinions heard on the issue.
For example, last year my students repeatedly asked me who I was voting for in the Presidential election. By the way that I had set up our classroom environment, I felt that it was perfectly fine to answer the question, and my classes ended up having some brilliant discussions about the election. As with anything, it all depends on how you set up your classroom, and how you handle things on a day-to-day basis. Could this have turned out all wrong? Of course, again, depends upon how you handle it in your own classroom.
When teachers choose not to include controversial topics in their classes and provide their students the opportunity to reach their own conclusions by hearing ALL interpretations, the students are the ones given the short stick.
Disagree?
2008. The Presidential Election. My 5th period American Government class. The issue…….abortion. The problem: do I merely facilitate this discussion over abortion with my students or do I jump in and join the discussion while sharing my own opinions with the class as well?
Controversial issues and hot button topics of the day are, by nature, generally more common in social studies classes. These could range from public issues, policy issues, and also current & historical issues. From my experiences, there are generally three main opinions held by teachers who must deal with these controversial issues in their classrooms.
#1- Teacher can include the controversial issues in their class. Students may discuss, teacher can present both sides of the issue, but the teacher remains a facilitator not divulging any other their own opinions on the matter.
#2- Teacher doesn’t discuss or include any controversial issues in their class.
#3- Teacher includes controversial issues in their classes. Teacher can present both sides of the argument, students can discuss, and teacher joins the discussion as well presenting his/her own opinions.
So…..which of the three main choices is the best?
Covering controversial issues in a classroom (especially a social studies classroom) is not only inevitable, but essential for authentic learning to take place. There are safe and strategic ways for teachers to include these topics and even their own opinions in their classes, and their students are the better for it. One thing that I want for my students is to learn and develop processes for arriving at their own reasoned conclusions. Teaching and discussing controversial topics with your students is a perfect way for them to reach and master this skill. When students are presented with an issue or problem, and they hear all viewpoints and all interpretations of the problem, including the teacher’s, only then are they able to draw their own conclusions.
This is how I try to handle this in my classroom:
While covering a controversial issue/topic, the teacher must make sure to facilitate, NOT dictate the discussion. The teacher should guide the discussion, making sure that all viewpoints are heard, respected, and explained. During the discussion, the teacher should feel more than free to include their own opinions on the issue, as long as you follow your opinion up with an explanation of your reasoning. This doesn’t mean that you should force your opinions down the students’ throats, get on your “soapbox”, or criticize someone’s opinion that is different from your own. This means you can explain your opinion to your class, then explain to them why you believe that. During any discussion, the teacher and students should respectfully critique their own opinions, others’ opinions, praise competing viewpoints, and ask clarifying questions. The teacher should help make students well-informed on the issue while making sure that there is a mutual respect established for all opinions heard on the issue.
For example, last year my students repeatedly asked me who I was voting for in the Presidential election. By the way that I had set up our classroom environment, I felt that it was perfectly fine to answer the question, and my classes ended up having some brilliant discussions about the election. As with anything, it all depends on how you set up your classroom, and how you handle things on a day-to-day basis. Could this have turned out all wrong? Of course, again, depends upon how you handle it in your own classroom.
When teachers choose not to include controversial topics in their classes and provide their students the opportunity to reach their own conclusions by hearing ALL interpretations, the students are the ones given the short stick.
Disagree?
Secession Lesson Plan
To Secede or Not to Secede? That is the question. This is a Structured Academic Controversy.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjBjeHZoaDZocw&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjBjeHZoaDZocw&hl=en
Constitutional Convention Simulation
Awesome activity for the Constitutional Convention; can use in either US History or Government
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjFoZGdwNWc5ZA&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMjFoZGdwNWc5ZA&hl=en
Tuesday, July 21, 2009
Montesquieu Lesson Plan
Same format LP as the Hobbes one, again from the University of Virginia Center for Politics
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNmZkZGptc2hn&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNmZkZGptc2hn&hl=en
Thomas Hobbes Lesson Plan
Great LP from the University of Virginia Center for Politics
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMTJkNWJxa3p4eg&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMTJkNWJxa3p4eg&hl=en
Monday, July 20, 2009
Reconstruction Simulation
This activity/game is really awesome, and I have to give credit to Jessica Tucker. This is her plan, all I do is use it. Its awesome though...check it out.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMTlkazZuZzNmag&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMTlkazZuZzNmag&hl=en
The American Revolution: Creating a Kids Book
Same project, except used it for the American Revolution in my US History classes, donated the kids' books as well
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNTRmcHFxeGhmaw&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNTRmcHFxeGhmaw&hl=en
The Constitution: Creating a Kids Book
Awesome project, when my classes completed, we donated the books to local elementary schools
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNTNjMzl4ejdmaA&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNTNjMzl4ejdmaA&hl=en
Civil War Newspaper Activity
Includes rubric for assigned task
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfM2dtenBzczJm&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfM2dtenBzczJm&hl=en
Invention Activity (Big Business)
Invention activity for students
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMWhjZGNiNzU5&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMWhjZGNiNzU5&hl=en
Women's Suffrage Performance Task
Performance Task for US History or Government
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNGMyYnNwejk3&hl=en
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfNGMyYnNwejk3&hl=en
Friday, July 17, 2009
US History: Big Business Activity & Strike Plan
This is the easiest way that I've found to share lesson plans so far. I joined a program where I can upload documents on the web, not my actual site yet, but at least right now you can click on the link and it will take you to the copy of this lesson plan and you can "copy and paste" it to your computer or print it out.
Right now, if anyone else would like to publish and share lesson plans you can e-mail me a copy at lee2686@uga.edu and I will upload it to my program, make a link, and everyone can view it. All of the lesson plan links will be stored on my blog under the section "Lesson Plans"...duh...lol...and I'm doing to divide them up into categories based on the accompanying lesson plans.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMmMzejg5c3Jm&hl=en
Right now, if anyone else would like to publish and share lesson plans you can e-mail me a copy at lee2686@uga.edu and I will upload it to my program, make a link, and everyone can view it. All of the lesson plan links will be stored on my blog under the section "Lesson Plans"...duh...lol...and I'm doing to divide them up into categories based on the accompanying lesson plans.
http://docs.google.com/Doc?docid=0AeCaw5euuELFZGRqenNzZnBfMmMzejg5c3Jm&hl=en
Update!
Just a quick update:
I am still trying to figure out a way for us to easily upload lesson plans and other stuff like that onto the blog site. Also still working on getting the word out about the site. Thanks!!!
I am still trying to figure out a way for us to easily upload lesson plans and other stuff like that onto the blog site. Also still working on getting the word out about the site. Thanks!!!
Thursday, July 16, 2009
Discipline & Day One
“Never smile until Christmas.”
“Shock and awe.”
“Be Clint Eastwood.”
All of these were suggested to me upon entering my first year of teaching, what was the purpose of these suggestions? Letting me know how to handle the first day of the school year for my first year of teaching. Luckily, before my first day, I sent a letter of help to one of my former professors asking him for advice. I do agree that the way we handle our first few weeks in the classroom determines much of how the rest of the year will turn out, but there’s got to be a smarter way to handle it. So, taking what I learned from my professor and my very own first day of school, I think the following is a bit more useful.
I believe that many discipline problems a teacher faces throughout the year can be traced back to the relationship that was begun at the very beginning of the school year. If you handle your first day like the quotes above, the relationship between you and your student will become confrontational rather than collaborative. Dr. Ronald Butchart once told me, “when a teacher dominates his/her classroom, this is a form of oppression”, and I think that’s definitely true. When you dominate, what else is left for the kids to do but resist? And when this oppressor-resistor relationship becomes cemented, you are in it for the long haul.
So, how should the beginning of the school year be handled? This is what I have learned from my limited experience and with the help of those who have taught me.
First off, your classroom must be set up in a way that celebrates collaboration not domination. That means working with your students to develop the type of classroom environment that you want, not telling them how it’s going to be. Domination doesn’t get you respect, you gain respect by respecting your students. It may be different in other classes, but since I teach social studies, the beginning of the year was a good time to talk about oppression, resistance, and other topics like that. Take your students’ suggestions, have a sense of humor, of course there is going to be the kid who says “we should watch movies”. That is the fun of it. One cool thing to do is to have each of your classes create their own classroom "Constitution".
Also, I think it is extremely useful to get students talking about and critiquing the ways that they have been taught in the past. Ask them, in my case: WHY do students hate studying history? What makes classrooms dull for you? Again, there will absolutely be jokes, but who cares? The students will begin to talk seriously about how they prefer to learn, and by taking their suggestions you are giving them ownership.
In the end, I wanted to work with my students to set up the type of classroom in which they could learn and engage themselves best, and I didn’t think that I could achieve that by following the advice from the top of the page. I am definitely not saying that you shouldn’t have rules, or give up all of your control in the classroom. We know that’s not smart, but just know that there are ways to set up a collaborative, non-oppressive classroom without it becoming chaos.
Thanks to Dr. Butchart for the advice he gave me on this topic.
“Shock and awe.”
“Be Clint Eastwood.”
All of these were suggested to me upon entering my first year of teaching, what was the purpose of these suggestions? Letting me know how to handle the first day of the school year for my first year of teaching. Luckily, before my first day, I sent a letter of help to one of my former professors asking him for advice. I do agree that the way we handle our first few weeks in the classroom determines much of how the rest of the year will turn out, but there’s got to be a smarter way to handle it. So, taking what I learned from my professor and my very own first day of school, I think the following is a bit more useful.
I believe that many discipline problems a teacher faces throughout the year can be traced back to the relationship that was begun at the very beginning of the school year. If you handle your first day like the quotes above, the relationship between you and your student will become confrontational rather than collaborative. Dr. Ronald Butchart once told me, “when a teacher dominates his/her classroom, this is a form of oppression”, and I think that’s definitely true. When you dominate, what else is left for the kids to do but resist? And when this oppressor-resistor relationship becomes cemented, you are in it for the long haul.
So, how should the beginning of the school year be handled? This is what I have learned from my limited experience and with the help of those who have taught me.
First off, your classroom must be set up in a way that celebrates collaboration not domination. That means working with your students to develop the type of classroom environment that you want, not telling them how it’s going to be. Domination doesn’t get you respect, you gain respect by respecting your students. It may be different in other classes, but since I teach social studies, the beginning of the year was a good time to talk about oppression, resistance, and other topics like that. Take your students’ suggestions, have a sense of humor, of course there is going to be the kid who says “we should watch movies”. That is the fun of it. One cool thing to do is to have each of your classes create their own classroom "Constitution".
Also, I think it is extremely useful to get students talking about and critiquing the ways that they have been taught in the past. Ask them, in my case: WHY do students hate studying history? What makes classrooms dull for you? Again, there will absolutely be jokes, but who cares? The students will begin to talk seriously about how they prefer to learn, and by taking their suggestions you are giving them ownership.
In the end, I wanted to work with my students to set up the type of classroom in which they could learn and engage themselves best, and I didn’t think that I could achieve that by following the advice from the top of the page. I am definitely not saying that you shouldn’t have rules, or give up all of your control in the classroom. We know that’s not smart, but just know that there are ways to set up a collaborative, non-oppressive classroom without it becoming chaos.
Thanks to Dr. Butchart for the advice he gave me on this topic.
Wednesday, July 15, 2009
Members!!!
I just want to thank my wife and my sister-in-law (kind of) for being the first to join the blog! Thanks for the support!!! Hopefully, the next few hundred people who join and contribute to the site will be complete strangers, LOL. Thanks again...
In Development...
As of right now, I am trying my best to figure out all the little kinks that go along with building one of these things.
Two cool things however:
1. I found a tool that I just added that allows anyone to upload a document (like a lesson plan) and share it with others in a live forum. I would think this could allow for some good sharing of lesson plans and other things.
2. I added a document program and once I figure it all out I believe that it will allow members or readers to actually upload documents that we can keep on the site and share with each other.
Hopefully it will be worked out soon. As I'm working on this I'm also going to start to try to get the word out about the site with the upcoming school year steadily approaching.
Thanks...
Two cool things however:
1. I found a tool that I just added that allows anyone to upload a document (like a lesson plan) and share it with others in a live forum. I would think this could allow for some good sharing of lesson plans and other things.
2. I added a document program and once I figure it all out I believe that it will allow members or readers to actually upload documents that we can keep on the site and share with each other.
Hopefully it will be worked out soon. As I'm working on this I'm also going to start to try to get the word out about the site with the upcoming school year steadily approaching.
Thanks...
Tuesday, July 14, 2009
Graduation Test Re-testing Today!!!
Well,
Today marks the beginning of retesting for the Georgia High School Graduation Test at our high school. For the past two weeks, we have offered tutoring sessions for each part of the test at the high school. We offered tutoring sessions Monday through Thursday with four separate sessions that they could choose to attend. The sessions were held from 9:00-10:30 a.m., 10:30 a.m.-12:00 noon, 5:00-6:30 p.m., and 6:30-8:00 p.m. One of our more dedicated teachers actually drove a bus to pick up several of the students and bring them in for tutoring.
As I understand it, the purpose of GHSGT re-testing is for schools to have a better chance of meeting AYP. During the school year, we set a goal for every student to make at least a 519 on the tests which is considered "Pass Plus", 500 is actually the passing score. Those students who met the score of 519 were rewarded with a day at school spent on the track with music, water slides, and other sorts of fun activities.
So, for the GHSGT re-tests, we had students who failed parts the test and students who passed, but did not meet the score of 519. The students who chose to come to a certain number of tutoring sessions before the re-tests will be rewarded with a free trip to White Water amusement park in Atlanta one day later in the summer.
This whole situation has caused great debate at my home. My wife and I have differing opinions on this whole issue.
My wife's view: Why should students who failed the test get a chance to take it again and then be rewarded for it?
My view: I understand some of the negatives about rewarding those who are not initially successful, but to meet what the state requires, is there a better way of handling it?
My wife and I both graduated from the school that I am teaching at in 2004. A lot has changed since then, especially the tests that our students take and the requirements from the state.
GOOD LUCK TO OUR RE-TESTERS!!!!!!!!
Thoughts???????????
Today marks the beginning of retesting for the Georgia High School Graduation Test at our high school. For the past two weeks, we have offered tutoring sessions for each part of the test at the high school. We offered tutoring sessions Monday through Thursday with four separate sessions that they could choose to attend. The sessions were held from 9:00-10:30 a.m., 10:30 a.m.-12:00 noon, 5:00-6:30 p.m., and 6:30-8:00 p.m. One of our more dedicated teachers actually drove a bus to pick up several of the students and bring them in for tutoring.
As I understand it, the purpose of GHSGT re-testing is for schools to have a better chance of meeting AYP. During the school year, we set a goal for every student to make at least a 519 on the tests which is considered "Pass Plus", 500 is actually the passing score. Those students who met the score of 519 were rewarded with a day at school spent on the track with music, water slides, and other sorts of fun activities.
So, for the GHSGT re-tests, we had students who failed parts the test and students who passed, but did not meet the score of 519. The students who chose to come to a certain number of tutoring sessions before the re-tests will be rewarded with a free trip to White Water amusement park in Atlanta one day later in the summer.
This whole situation has caused great debate at my home. My wife and I have differing opinions on this whole issue.
My wife's view: Why should students who failed the test get a chance to take it again and then be rewarded for it?
My view: I understand some of the negatives about rewarding those who are not initially successful, but to meet what the state requires, is there a better way of handling it?
My wife and I both graduated from the school that I am teaching at in 2004. A lot has changed since then, especially the tests that our students take and the requirements from the state.
GOOD LUCK TO OUR RE-TESTERS!!!!!!!!
Thoughts???????????
Breaking in the Blog...
Hey, this will be a short first post. I just want to get the message out about what this blog will be about.
I am a teacher, and so far I love being one. There are things that education can do that are extraordinary, and I believe in them with all my heart. I believe that my professors and UGA's Social Studies Education program prepared me to become an educator who can change the way that students learn and live.
When you come out of a "progressive" (that word, I don't know why, sometimes seems to carry a negative undertone) education program like UGA's, I believe that you go into your first year as an idealist. And believe me, that is not a bad thing. However, many people will tell you that the things you learned in college can't be applied in an actual classroom, that it is not possible, worthwhile, or realistic. If my first year of teaching has proven anything to me it is this:
Being an "idealist" is a good thing, the things that you learn in your education program can and do work, and teaching "against the grain" is a difficult, but worthwhile journey. This blog will contain my thoughts on these exact issues, my journey as an educator, and hopefully some authentic discussions with those of you who take the time to read this.
Thanks, and I'm looking forward to sharing my ups, downs, trials, tribulations, successes, lesson plans, anything and everything with you!
I am a teacher, and so far I love being one. There are things that education can do that are extraordinary, and I believe in them with all my heart. I believe that my professors and UGA's Social Studies Education program prepared me to become an educator who can change the way that students learn and live.
When you come out of a "progressive" (that word, I don't know why, sometimes seems to carry a negative undertone) education program like UGA's, I believe that you go into your first year as an idealist. And believe me, that is not a bad thing. However, many people will tell you that the things you learned in college can't be applied in an actual classroom, that it is not possible, worthwhile, or realistic. If my first year of teaching has proven anything to me it is this:
Being an "idealist" is a good thing, the things that you learn in your education program can and do work, and teaching "against the grain" is a difficult, but worthwhile journey. This blog will contain my thoughts on these exact issues, my journey as an educator, and hopefully some authentic discussions with those of you who take the time to read this.
Thanks, and I'm looking forward to sharing my ups, downs, trials, tribulations, successes, lesson plans, anything and everything with you!
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