The Late Work Conundrum Dilemma

There has been a debate going on for decades between teachers and administrators: should they accept late work? I think it goes MUCH deeper than this question. Isn’t about the students learning the content? If they need more time, should they be able to have it? If they decide to get on board, don’t educators believe in second chances? Does zeros promote responsibility? Do zeros motivate most students to achieve? Well, this week I found myself in the late work conundrum trap, but I am embracing it. It’s funny how rigid I used to be when I first taught. I am reaching far more student with understanding and love than I ever did.

This week I sent out 50 letters to parents and students letting them know that there is missing work and that it has to be turned in to show mastery in the content and skills for quarter one. I offered my services after school once again. I am sure that there will be several types of responses, both good and bad, but I hope that parents understand that the last thing that our students need is to passed on to another grade without gaining the knowledge and skills necessary to function in the adult world. It’s a lot of work for me to take late and missing work at the end of the quarter, but I am there to serve my students and parents. If that is what they need, I am willing to extend myself.

Some students need more time. They may or may not have put it off, but once they do decide to do it, I can go back in and change their grade. When a student does not complete their work, I believe there has to be a reason. There are many reasons; nevertheless, if they need more time, I will give them an incomplete on their report card until they complete it with mastery.
Folks, what does a zero do? It does a lot of things and none of it is good. None of it gives the correct message. Most high school students could care less about a zero, but what they do care about is if the teacher who has invested in them wants them to grow and succeed. If the teacher gets this across, one is more likely to get more work and growth from his or her students. Since I sent out half of my entire class load, I have a lot of work to do building relationships etc. I am not giving up! I will keep trying to reach them and help them to see the importance in what they are doing.

True, students are not adults and do not understand what they will need to be able to do when they get out there in the real-world, but parents and teachers do. In short, we are on the same side and want these teens to be successful both short and long-term.

You don’t have to agree with me on this. We can agree to disagree!

Suspense and Horror is the Hook

This month my 11th graders are reading Bram Stoker’s 1987 Dracula. I stumbled upon this book as an 11th grade book choice when I took over another teacher’s assignment right before the school year started. It looked rather large; I wondered if the massive size of it would intimidate and scare my students. Yes, they were a bit apprehensive about it; but once we got going, they were excited and at the edge of their seats. This is because there is much left for the mind to ponder and think about it. Though they will tell me it’s not true. This book is setup the way things used to be. It reminds of the movie Psycho. You don’t see it all, but man, if your imagination goes wild….. you are terrified! Also, the story is being told in the genre of real-time horror. As one reads Harker’s journals, it appears like it is happening as he tells the story. This too adds to the tension and reality of Dracula’s evil presence. It is nothing like the horror genre of the McDonald's generation. There are no secrets or things left to question. You might say it's the silver platter generation getting all they want served up blatantly. This type of in-your-face horror ruins it for me. I need suspense and things left to the imagination to truly appreciate a book or movie. Funny how the kids are realizing the same thing.

Anyway, I am reading it on Mondays, Wednesdays, and Fridays with them. On Thursday, many of my students came in saying, “Are we going to read Dracula today?” They were telling me how much they were looking forward to it. I was delighted that they were enjoying the text and learning all at the same time. They have not complained about their Dracula comprehension quizzes, and they are doing quite well with them. My classroom copies of Dracula seem to be disappearing each day. Though a hardship in the long run, I guess this is a sign of a loved book!

FCAT Retake Anxiety: It's Real for Both Teachers and Students!

In order for my students who are taking the Reading FCAT retakes a week from tomorrow, today I downloaded the ePat Launcher software. They will have one practice test. Though I have been creating online testing simulations, the students are concerned about not being on this software to practice many times.

Since this is not a new concept, I am perplexed with the idea that we do not have more practice tests in the new online testing format. Why isn’t FCAT Explorer converted into the new format. There is a big difference between taking an online test and pencil paper test. Are the students, teachers, and parents the only ones who understand this? I feel like a skipping CD. Is this more about money and less about student success? I have to answer this question with a mighty YES!
Let’s not forget that our paid is tied to these new online tests too. Teachers feel their hands are tied. Students feel like both their hands and feet are tied in knots. What else can I do to make them feel better? I praise, encourage, teach them with whatever tools I have, and I hope for the best.

Teachers feel powerless often to the laws, policies, and new testing requirements and procedures coming down. We seem, for many, to be the last people constituents want to listen to or respect now days. I hope someone reading this will email or call our state representatives and our governor and tell them enough is enough! Write the president too! Flood the White House. Now is a good a time as any!

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