Game On! (8-21-08)

It's Thursday, it's hot and I'm exhausted. It's amazing how quickly the summer goes and the school year begins. It's as if we never left. Like how quickly Colorado falls become Colorado winters, the school year is in full effect.

Having spent a week teaching both my advisory group and my math classes I must say that I am proud of our start. We may not be off the blocks as fast and fierce as Michael Phelps, but we're certainly taking some solid strokes now that we've hit the water. Already diving into math content, the freshmen seem to be ready to work. I don't remember getting into hardcore mathematics so quickly last year. What I can't figure out is how much of our quickness in engaging kids in real learning comes from the established school culture that we spent over a year developing and how much comes from the incoming class who might just be more ready to learn than last year's group. One thing's for sure...I'm a lot more confident in what I'm doing.

From day one we've reviewed learning outcomes (LOs) for each class, discussed exactly how they're going to demonstrate their learning with proof's of purchases (POPs) and what it means to come into class and get going on your "Do Now." Filling out planners and organizing binders, items that I'm notoriously weak at following through on, have been cornerstones of class thus far. I guess it just took me a year to finally wake up and put my own beliefs aside and instead serve the client's needs. I'm not saying I want the sternness and almost excessive structure of a KIPP school (although it's hard to argue with practices that show results like theirs), but there is certainly merit to not just talking high expectations and instead living them.

Even more so, we've been living proof of our belief in the "do whatever it takes" mission that we preach. Meeting at nearly 6 am on Wednesday morning to revise a schedule that was putting 40 students in some classes and 18 in others we self-organized and solved our own problems. Rob, our principal, loves the notion of self-organization, referencing how small communities pull together when they're trying to get through a difficult time, like the blizzard of 2003 (digging each other out of snow drifts, providing food to one another, etc.) The beautiful thing is that I think the kids are starting to see/understand how we function as a team, as a family.

We've been talking about community, about what it means to work together to achieve common goals. My advisory group in particular seems to have bought into our notion of family. Coming together nearly every day, it's such a pleasure to work on a human level, getting to know students, developing bonds and preparing for a year of ups and downs. On a side note, we've affectionately nicknamed ourselves SQUAD C, for our Community, Commitment to College, Confidence and Courage,

This particular posting may be full of information with no common link or thread, but I guess what I'm trying to say in all this rant is that we're doing better. Students are on board and they're acquiring the cultural values of our school quickly and effectively. My only hope is that we can take this positive momentum and run with it. Let me leave you with a quick anecdote from yesterday's Block 4 math class.

At the end of class I looked at my students and asked how close we were to achieving our learning outcome. Hawa looked at me and without hesitation enthusiastically said, "we're getting there Mr. Singer...I think we got this. I know that we got these fractals down. Aint no thing!."

I love these students!

To see a story about Manual High School and our start to the year check out Channel 7 News...you can even see what I look like. (http://www.thedenverchannel.com/video/17228309/index.html)

Courage 8-6-08

When Lizzy, a fellow teacher, approached my classroom with Rosetta under her arm and stated "she's yours for advisory," I was in shock. Just last year Rosetta left Manual because we simply weren't supporting her learning. As much as we tried to work with her and help with her personal issues we were unable to make our school a place where she could move forward with her learning. It was my understanding that she ended up at CLA (a school designed for students who are struggling to gain credits at their home schools). Furthermore, I had heard through other students that she had gotten pregnant and given birth to a baby boy. She's 15 years old.

Walking into my advisory class, a look of fear and embarrassment washed over her face. "Join this group right here Rosetta, it's good to see you." I tried to provide her with an inviting smile. I wanted her to feel good about joining my advisory. She couldn't have entered at a more fitting time. The groups were engaged in a discussion around courage. What does courage mean? Who is courageous? What's an example from your own life where you've witnessed courage?

Here's my new definition...Rosetta. Leaving school (failing out really), getting pregnant, having a baby, and then walking into your old teacher's classroom as a freshmen all over again and deciding that it's time to do school right. If that's not courage than I don't know what is. She may not be standing up to a real lion with a small wooden sword and a shoddy shield, but I'm pretty sure her example embodies a metaphorical lion, one I hope to God she will slay.

The mumbled name 8-4-08

Having taken a leave of absence from this blog for some time I could start off my latest post in a variety of ways. Perhaps a reflection on last years successes and failures. Maybe a debrief on our state test scores and the feeling of hopelessness that rushes over me when I analyze them. I could even begin by describing my summer break. So many paths, and none of which I'm going to take. I'm sure at some point I'll come back to our CSAP data for a thorough discussion and I hope that before the year really kicks off that I take some time to reflect on last years' experience. But instead, for the time being, I want to talk about the mumbled name.

Our freshmen joined us for their first day of school yesterday. Nervous, quiet, and fairly reserved, I began to wonder if these were really our kids. Did last year's crop start out this way? I'm sure in two weeks I won't be able to stop them from talking in my class, but today there were some students who couldn't articulate a single word, not even their name. I just don't get it. What's with the kid who when asked their name mumbles back to you some sort of incoherent sound that reminds me more of Sylvester Stalone trying to speak with a mouth full of marbles. The mumbled name...doesn't that tell you everything? The confidence of a child bears, the pride they carry with them. It's no different than an interview.

If I walk into your office, offer a limp wristed hand shake, and mumble my name, it becomes highly unlikely that I'm going to be hired. Why? Because I didn't exude any sort of self-esteem or belief in my own value. This may or may not actually be true, but reality is merely composed of our perceptions. As an employer I would perceive these hidden symbols as signs of insecurity, something I don't need or want in my business.

When a high school student struggles to tell you their name while simultaneously offering you a weaker hand shake than that of the branches of a weeping willow you have to wonder how they feel about themselves. Asking a child to repeat their name 3 or 4 times only to discover from your methodical interpretation that the student's name is "Kyle" sends me a message. What has this child been through that they can't speak their own name in confidence and pride? More so, what are we going to do so that by the time we're done with them their shake will grip tighter than a new born baby's hand wrapped around your finger and their name will be shouted from the top of the mountains?

Teaching math? Is that really my priority? Maybe articulation and hand shaking should be my first lesson. Potential Learning Outcome for day 1: Students will be able to introduce themselves with confidence and firmly shake your hand.