Sharon Levine’s blog

One recent success story of mine is finishing “The Crucible.” Overall my kids are horrible readers, so I understand why they don’t like doing it. That being said, it has been one of my biggest frustrations with them–the minute I give them ANY kind of reading assignment they automatically hate it without even glancing at it.

My goal for my 11^th graders is basically just to read as much as I can with them and get them at a level where they’re comfortable reading challenging material on their own. As of right now I feel like I’m still a big crutch for them. They enjoy reading if I’m there to help them through it, but I’m trying to stress to them that I’m not always going to be there to help them through it. Eleventh grade has been fun because I pretty much am free to do what I want–the pressure from the state test is gone, so in my opinion it’s up to me to start prepping them for college and to expose them to as much literature as possible.

So not only do I feel it was a success to get through an ENTIRE (no excerpts) play that is actually on their grade level, but a lot of them actually liked it! In fact, many of them would get upset when I would tell them to stop reading at the end of the period because they wanted to keep going. It’s great and comforting to actually see my kids invested in their work. There were definitely obstacles along the way–I think maybe three kids did the independent reading assignment I gave them over the weekend–but I really want my kids to be able to read all of the classics that I remember reading in my 11^th grade year without them thinking that the reading is “too hard” for them. So I guess for me getting through my first full-length text showed me I can do it. Yes, yes. A success. 

"Man, this class is crunk when Ms. Levine in a good mood. When she in a bad mood it over."

In response to this article

 

 Ok, this is something I've been really struggling with. I want my kids to do well more than anything. I want them to learn, I want them to ace that damn state test, I want them to gain confidence and realize their potential. I know most of my kids haven't been challenged the way they have needed to be, and I want to be someone that pushes them. However, the more I push the more it seems to smack me in my face. When I give them anything that is the least bit challenging, even if it's completely do-able, they freak out and turn-off.  Having trouble with something doesn't inspire them to work harder, it just brings them down–they are used to getting bad grades.

            I remember at the beginning of the year, when a lot of kids still had really good grades, I did this English A-Team/B-Team thing where I posted everyone's name on the door that had good grades in my class. At this time, about half of my class were on these lists, and the kids got really into it. A lot of the ones (which weren't necessarily "A" students) were ecastic to be on the "smart kids" list. They felt smart, they bragged about it, and seemed proud of themselves. They competed with other kids to get on the better 'team.' I loved seeing them like that.

            Further into the year this list has grown very small. I want more kids on this list, but I expect them to earn it. I don't want to give them easy work; I want them to learn to work through challenges and really earn a good grade. I hate seeing them fail though. So do I keep throwing hard stuff at them and hope that eventually they'll get used to it, or do I give them things that will boost their confidence? I know the right answer is to do both, to "build up" to the challenges, but it's just becoming harder and harder to spend time creating challenging material when I know the majority of them are going to fail. I started out expecting them to study and actually try, but it starts to feel stupid to expect something when I know I'm not gonna get it. Another English teacher and I were joking how it seemed like we could have gone to school and literally not talked for the whole nine weeks and our kids would have made the same grades on their semester exam. 

            This article was almost a relief –someone who has made a name for himself as a quality teacher who realizes that the annoying "keep your expectations high" advice actually has some implications behind it. I got really annoyed with hearing that. Yes, it's good advice, but it's not that easy. 

 

 

We’ve had girls — which is one of the bad things — obsessed that their names are on it, and girls who were upset that they didn’t make the [slut] list.

Come on New York Times. What desperate newbie editor decided to publish this story? We already got our fair share of high school plastics with 'Mean Girls' a couple years back; this is not news.  What did poor Millburn High do to get picked as the one high school in the nation where high school seniors pick on the freshman? It's high school, it happens; suck it up 'cause everyone goes through it.

High school is all about teachers helping you figure out what you want to do with your future. It should be a more comforting environment. You shouldn’t have to feel new and uncomfortable.

....no it's not. High school is just four year you have to get through to get to college. At the good ones you'll learn something along the way, but other than that it sucks for everyone. 

I just can't really take this article seriously. Yeah this "slut list" is ridiculous, but whatever it doesn't surprise me. Unless someone is in serious danger....just get some counselors in there or something. It'll be over in a year.

How my classroom management plan has changed:

-I revamped my consequence ladder. I went from:

-Warning

-Writing Assignment 1

-Writing Assignment 2

-Call Home

-Office Referral

to....

-Warning

-Writing Assignment 1

-Writing Assignment 2

-Office Referral

Call home was not a tangible enough consequence, and now it's just an extra bonus! This new system was originally for my 5th period class, which has been my toughest, but I went ahead and implemented it in all my classes.

-I originally had a fancy routine for kids that don't bring supplies to class, but it was too intricate and time-consuming for me so I've just been handing out supplies with a stern look. Most of the kids leave so much stuff in my class anyway I haven't really had to give away any of my own pens or paper.

-I originally told them that I didn't want them to use pencils, but that's something I haven't enforced at all.

-I haven't been as strict on tardies as I would like to be or planned to be. 

-I gave out bathroom passes like I planned, but I kind of have just been letting kids go to the bathroom if I felt like it. I tell them they have to "earn" bathroom privileges, meaning that I'm not gonna let the kids go if they're causing trouble but if they work and "earn" it I might let them. 

Thoughts from my first couple of weeks. It would take me too long to creatively tie all of these together, so we'll just make a list: 

-"Staying consistent" just sounded like a bunch of blah blah over the summer, but it really is the one thing that has made the difference with my tough classes.

-I wore heels the first day and then never again after that.

-I had to make myself  sit down during class. It's impossible to stand for eight hours.

-My throat only hurt for the first couple of days.

-Classroom management role-plays weren't "worst-case scenarios," but rather, "this stuff happens every day" scenarios. 

-A behavior chart saved me with my fifth period. Thank you, Karl.

-I'm trying to teach 9th grade material to some students that are on a 2nd grade reading level. These kids can't read and the material is over their hand so they turn into behavioral issues. Inclusion isn't working. I have no idea how to differentiate to that level. This has been the hardest part.

-I'm not sure how I could do this without everyone I have with me. I love everyone I work with, both the teacher corps and staff members.

-Our school lunches are really good. Good job, North Panola. 

-It's like groundhog day, every day. I think the only thing that's really been getting to me is the monotony of these days. I'm almost glad I have more than one prep because I get to change things up in the middle. The days are so long.

-I am lucky. I have an amazing room, overall good kids, a smart board, and good people helping me out. I'm not as behind as I thought I would be for my first couple of weeks as well.

-It sure would be nice to have internet at our house. 

-I love our house. There were chickens in our front yard yesterday.

-I really like Batesville. There isn't really anything to do but I still like it. 

-I really lucked out with our administration. I was initially hesitant to send kids to the office because I didn't want to worry about it reflecting back on me, but they are completely supportive of us. 

-My room has turned into the 7th period planning "therapy room." It's my favorite part of the day. 

-I'm writing this in third period and it's absolutely silent right now. I love these kids.

-I'm really sick of these stupid girl attitudes I keep getting. It's gotten better, but I'm not sure how many girls I had to tell to lose the 'tude. Rolling eyes—can't stand them. 

-My kids love germ-x.

-A bunch of them keep bringing in music for me. Love it.

-It's amazing how different the different periods are. Third period I can sit back and write a blog and know everyone is on task, fifth period I'm an army sergeant up at the front. 

-No one can say my name right. It's ok though, it's funny. 

-I hated the kids the first couple of days. I had a nightmare about my 5th period class. This all has changed, which everyone told me it would, but I was a little nervous. I'm starting to really like most of them.

-The days really suck when I'm not fully planned. I feel a lot better when I go into the day with what I know is a great lesson plan. I'm looking forward to when I can start getting ahead, I'm still doing the "planning for the next day" thing. 

This summer was to sum it up: a growing experience. I flew home yesterday and the first thing my brother-in-law told me was that I seemed different. He said I seemed a bit more humbled, and I agree. I came down here to one of the most backwards "not what I was used to" places I could possibly put myself, and I ended up really loving it. It did take a while to adjust, and adjust to everything: the food, the town, the people, the program, but it happened, like always. I know I'll eventually adjust to my school and to full-time teaching, and it's good to know I got through even a little piece of the puzzle, and that so far I still like it. I felt this program did everything and anything they could do to adequately prepare us for the fall. I did a lot of research on the alternate-route certification programs and ended up choosing this one because I felt I would get the best training, which I feel was the right decision. From waking up at 5 every morning, to sending kids to the principal for starting fights, to staying up all night lesson planning, to panicking when the copier broke down, to arguing with other staff about how to schedule our units, I feel like this summer was more than beneficial, it was necessary. I can't say I'm completely confident about having my own class and starting the school year in less than two weeks, but I can say I'm as confident as I can be right now. I am nervous, but there's nothing anyone can do to help me with that except throw me in. I remembering feeling like I was just being thrown into everything at the beginning of the summer, but that's how you learn to swim.Wow that was corny. But it's true, this summer has been great. It was intense and quick, which is how I learn best. I feel prepared, and I have met great people and made lasting memories along the way. Even more corny. But you know...it's been a great summer. Bring it on North Panola. 

Tahina: Great idea, you're right...the students do have a lot to say, but often no outlet allowing them to say it. I would have liked to hear more from them though; I know in my classroom every one of my students was preparing for college and had a lot to say about it, and I think some more one-on-one interviews would have made the documentary stronger. I would have liked to hear some more voices, but that being said, I really enjoyed it.

Asia: I think our nation likes to ignore issues like this like it chooses to ignore the problems in our public school systems. Prisoner abuse is something that deserve much but receives very little attention. Your presentation was full of statistics and stories that the public needs to see, and it's embarassing to think this is going on today, right down the street. Great topic, really caught our interest.

Kelly: Teenage pregnancy is an issue that is going to be very relevant to us throughout the next couple of years, and I think it was very beneficial for us to receive a bit more information about it. I remember how big a deal it was that this one girl got pregnant our senior year of high school; middle school pregnancy wasn't something I could even fathom until recently. It just reminds you of how different the culture is down here. Sex-ed was embarrassing and awkward when we had to go through it, and I think we starting have to go through it in fifth-grade, but it's something that I have always remembered. It makes you wonder,it seems so easy to start one maybe two classes on it, what is taking so long? I've asked myself that a lot of times with things down here, ...what in the world is taking so long?

Shanika: I thought your presentation was very well done. You could tell this was a topic you cared about and put a lot of effort and research into, and I found myself wanting to become involved with the programs you mentioned. Out of all the "behind the times" and negative things we hear about down here, (go back to the other two presentations) it's really great to see so many people moving in the right direction, and to consider us as some of those people...that was a great feeling.