I ran through my records to analyze a little bit what is going on. About 37% of my students are not passing – that is up from last year, but still pathetic I think. Many of them miss a lot of days and make no effort at all to make the work up. I am here every day after school but could count on two hands the number of students that have taken advantage of my willingness to help them. No matter how hard I try I cannot get the Native American students interested enough to put forth even a minimal effort. Of those not passing, 43% are Native American. Out of all of my students with origin other than Caucasian, only about 21% are passing – and only one of these is a full blood Native American. The ones that are passing for the most part include other nationalities such as Tongan or Mexican. Any ideas from anyone would be appreciated. Thanks - James
Thursday, October 18, 2007
Post from James on 10-16-2007
I gave a multiple choice test today and the results were somewhat pathetic. The test wasn’t much different in format than the CRT that they will take at the end of the year, on which my teaching will be evaluated. I’m not sure what else I can do when so many students do not value their education and take it seriously.
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James,
I think your ability and willingness to look at this data and to think about how to improve indicates qualities of a concerned and effective teacher. I think we are sometimes surprised with what we find when we dig a little deeper into what we are curious about, I know I am with my own teaching. I think my experiences at the charter schools have in some ways mirrored what you describe in your post. In my first week last year with the Native American students I assigned take home assignments whereby they would interview community and family members to investigate their community’s views on science. I had visions of us synthesizing the results of the community survey and comparing it to tenets of the nature of science to see whether or not the views aligned. I saw it as a way to initiate discussion about the Nature of Science early in the school year and to set the stage for continually focusing on NOS throughout the remainder of the year. I was disappointed when none of the students returned any of the surveys. I extended the deadlines and made sure to explain what ideas I had for using the surveys, but still received none. Finally after a month of extending deadlines, I had the students interview two people each in the school during class time. This experience and many others since have led me to minimize the work that is assigned outside of class for these students. I hope this isn’t lower the bar too low. I want these students to succeed and want to hold them accountable; in my own experience I have been better able to do this if I plan to have them complete their assignments/activities in the classroom. For me, this doesn’t completely violate my philosophy of teaching in that the assignments I want them to do at home are not ones that would have them completing drill and practice problems, but would be ones that support where we are going in the classroom. In methods classes, I have found that I can expect much much more outside of class, but with these students this is not the case or at least has not been in the way that I have approached it. I don’t see this as giving in, but as putting them into the position so that they can succeed. I continually give them feedback on the work they do in class (if I don’t, they won’t do it either) and from time to time they test me by trying to just do something even if it is unrelated to the assignment to see if I am paying attention. I continue to pull the cart up the hill with these students but every so often I am elated with their response. I see success with these students as the ultimate victory, not because I think any less of their abilities, but probably more because I see the disconnect between my ideas of schooling and a culture that is not aligned with my vision (which may/is jaded by my whiteness and mainstream experiences). I don’t know if the idea of limiting assignments to the classroom is the right answer and I would certainly say it isn’t for all groups, but for this one I am pleased that it at least keeps me from having to fail them and slam the door before they every come in to learn. I would love to hear others thoughts about this and what you might do/try differently.
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