Dear, we are teachers.
I am teaching eighth grade math in my first year. So far these days are the days I have had a drill or class observation: Halloween (dropped on Friday), Friday, we release before Thanksgiving, and half a day before school before winter break when my students have completed my final exams. Every time, I get feedback from me because my students are noisy and my courses are not strict enough. Did my administrator deliberately drag me? Or should I point them gently to them that I have been observed all the time on the literal worst days of school calendar?
– Observe the blues
Dear ob,
Congratulations on completing your first year! As a former eighth grade teacher, I know you are doing challenging but important work.
This problem is a difficult problem. It’s always hard when we want feedback, but it feels like performance that we can’t control in some ways. I signed with a principal’s friend. They point out the importance of distinguishing between “traveling” and “observation”. The drills often really depend on when the principal has a moment of freedom. The principal may happen to be around and useful.
Classroom observations (especially their impact on formal assessments), understandably higher bets. It is worth working with your principal to ensure you get feedback that is actually helpful and based on an accurate reflection of your practice. My friend suggests to find the principal through solutions: You have implemented the principal’s feedback and you want to provide some dates because they can observe a course that illustrates the changes you have made. You are not saying they are unpopular in your room, but making sure they also see courses that combine feedback they receive. You can also explicitly mention the days you observed, which are challenging. Ask them what they do when the outside world changes the way students engage in content. Since this is your first year, feedback should be in a generous spirit and help you grow.
Also, getting support from colleagues can be a good thing. What do they do after Halloween or final exams? Each school culture is different, so if what’s happening in your classroom is very different from other classrooms, it may also change the perception of your principal. You can also look for a teacher who is willing to give you some trustworthy informal feedback. This strategy is not only a way to learn your school culture, but also creates meaningful relationships and shows that you are invested in growing up.
Ultimately, classroom observation is helpful. They are also one person’s opinion on a snapshot. Do your best to get the most meaningful feedback and focus on what works for you and your students.
Good luck! I trust you!
Dear, we are teachers.
I have a student who is doing racist speech. The tricky part is that his grandmother is part of my executive team. How can I deal with this delicate situation?
– Discomfortable conversation
Dear UC,
I heard how difficult this might feel. You may feel that there are many issues to be solved: having a difficult conversation with students and their families and joining students’ families on your administrative team. This is an uncomfortable situation.
That being said, I want to push our thinking a little bit here: This may be an uncomfortable situation, but it is not necessarily a tricky situation. You know these comments are wrong. You know, when students make racist comments in our classrooms, it hurts all students – especially those from historically marginalized backgrounds. Plus, you know that creating a safe, respectful and supportive space is what we do as educators, regardless of their background. This support includes students making these remarks. At least you can understand what is unacceptable classroom behavior, which can be an essential learning opportunity. However, hopefully they finally understand why this behavior is wrong.
I believe you care about your students, which is why you ask this question.
So I encourage you to deal with this because you will deal with any other student who makes racist comments. Interrupt the action, question the students, educate the questions and move on from there. Since this is a recurring behavior, follow-up may include sharing the situation with your government and the parents of your students. If it helps, then learn for justice (here and here) and here are a more in-depth guide.
I know it’s hard, but we both know it’s the right thing to do. Good luck. I believe in you and hope this is everyone’s learning experience.
Dear, we are teachers.
I am working hard to manage group projects in my class. Whenever I assign group projects to my high school students, I complain that someone hasn’t lost their weight. I don’t want to deal with student drama. I also don’t want to grade over 100 separate projects. How do I make sure everyone gets fair results?
– Collective work
Dear GG,
A story as old as time! I remember complaining about the student’s completion as a student. I recently dealt with this last month. For our students, a crucial but sometimes challenging course is how to do a good job of collaborating and managing groups.
The group workouts I really like have a lot of resources, including a lot of tips from our website. Here are some of the things I use in class:
1. Set specifications in advance. During the course, I shared the group work grading policy at the beginning of the year. We reiterate these policies at the beginning of each project. This consistent messaging helps minimize complaints as students already have a clear understanding of the grading work of group projects. Since we are already in the spring, I have clearly defined a group work scoring policy, written it and shared with students before they can start the program so they can make informed decisions.
2. Let students choose. I believe that in high school, if you are rating things as a group, it is important to give students some choice in the people they work with. You can add some warnings (e.g., you can’t work with the people who were on the last project, etc.), but part of learning to work means learning who you are working with. Have students reflect on how their group work before choosing a group so that they can make informed decisions.
If you do want to create groups, consider adding additional support (e.g., group roles assigned by teachers) or grades separately, because one of the skills you are evaluating is the flexibility to work with people you may not be able to choose to work with. This is also an important lesson; I only recommend explicitly teaching this skill as part of the program.
3. Scaffolding collaborative learning skills. Have students create a project plan where they define tasks, create roles, and find the benchmark deadline before starting work. They can then submit a list of who manages what tasks in advance. If there is a problem at the end of the project, what is the original plan.
4. Assessment team collaboration. Grading collaboration can help students see that we value this skill. Make sure students have a clear understanding of how to evaluate.
5. Implement student reflection. At the end of the project, let students reflect not only on the performance of their group members, but also on their performance. By having them reflect individually before the grades come out, they can stop and take a non-defensive moment to consider each person’s contribution. They can also study how everyone can improve their collaboration capabilities in the future.
When you put your time on the front end, group work can be a great way to teach important life skills and content knowledge. And, yes, grading 20 items is easier than rating 100 individual tasks. I’m sending a lot of good resonance, I believe you!
Do you have a burning problem? Send us an email at AskWeareTeachers@weareteachers.com.
Dear, we are teachers.
I was pregnant with my first child for seven weeks and felt absolutely painful. I barely get up from my desk for most of the day, have to pee every 30 minutes, and throw garbage into the classroom more than I have calculated. I know some of these symptoms will get better, but I also know others will take their place! How should I spend the next 33 weeks?
– Teaching during pregnancy
