Why would parents NOT utilize the agenda?
At the beginning of every year during open house, course letters etc., we go nuts trying to emphasize that their will be daily information from teachers in the students agenda in the form of stamps or notes. Every time a teacher, counselor or principal contacts you they mention the agenda book.
Your kid had the same agenda book LAST YEAR
I have invested in over ten stamps.
I have a "keep up the good work", "Good Job", Star Student" , "Hot shot" as well as "Disrupting During Instruction", "Did not use time wisely", "Unsatisfactory Work", and "Did Not Complete Science Work" etc. This agenda goes home every day. I send out Gradekeeper reports twice a marking period. The school sends out progress reports. You are required to sign the agenda weekly...yet you still have no idea how your kid is doing in school and despite my having 142 students want me to call you every time YOURS doesn't do an assignment even though I CLEARLY mark it in the agenda every day.
I don't think so.
Monday, March 9, 2009
Thursday, March 5, 2009
Ahh, the joys of science fair...
Science fair. The most dreaded time of the year for me. Our principal DEMANDS that all of the science department participate in the academic rigor that is science fair. Mind you Science fair is supposed to work like this:
The student picks a project, does a research paper, conducts the experiment at home and composes a lovely lab report to share their new found insight with the world. We do this all over the course of three months.
Sounds nice right? Well it could be if the children actually, I dunno, did homework or had parental support...
In our school it works something like this:
December: Students are explained the concept of the science fair. Students say "This is stupid, why are we starting this if science fair isn't until March!"
January: Project ideas are due after three weeks to choose, and a ninety minute in school period at the library to gather ideas.
Students say "You didn't give us enough time to pick our ideas!", "We had to pick an idea?", "I couldn't find an idea".
Meanwhile I put over 50 books of ideas on a cart labeled "Science Fair ideas" in the school library. I brought them to the cart. Handed them books from the cart. Danced around the room announcing the due date EVERY DAY.
Mid-January: Teach them how to research their topic. Give them a template to create their rough draft. Have a rubric to go along with the template. Spend an entire 90 minute period on instructions for this. Next class go to the library. Spend ninety minutes there. 45 minutes in encyclopedias and reference books, 45 minutes at the computer. Spend everyday reminding about the research paper.
Two weeks later their rough draft is due. On the due date students say "What research paper?" " What do we have to write about?", "You didn't tell us anything about a research paper!" Because clearly this is all my fault.
I get about 40% of the rough drafts in.
February: Final Draft due after rough drafts returned. Students again say "What research paper?", "What do we have to write about?", "You didn't tell us anything about a research paper!"
I get about 20% in.
Right before Feb vacation: Teach the lab report, take a 90 minute period to explain this, tell the children to begin their experiments. They are to be done in two weeks. Are there any questions? No, no questions. Great , get started.
After February vacation: Teacher dances around room everyday, reminds to do lab report.
Due date first week of march: Teacher receives four complete projects out of 142. Students are in uproar that I did not explain nor tell them what to do for science fair. Teacher's head explodes all over the room as not a day went by from December to March that I did not mention it and tell them how and when to get help, including posting a calendar to schedule help time, posted it on the daily agenda, and verbally reminded at least once every class period.
Needless to say the whole thing is a disaster every year for the science teachers who manage to put together a meager display of sub par work with an occasional flash of insight from a motivated student. We get all stressed out because it's like how many projects you have displayed is the sum of you as a teacher.
Requiring this type of project from all your students is fine and well. But don't get mad at the science teachers when only about a third of their students pull it off. The sheer number of students for whom a "D" on their report card is totally acceptable at home dictates how successful this is going to be. When they are in front of me learning. I have them and they do great, once they leave my room, what happens from there is anyone's guess.
The student picks a project, does a research paper, conducts the experiment at home and composes a lovely lab report to share their new found insight with the world. We do this all over the course of three months.
Sounds nice right? Well it could be if the children actually, I dunno, did homework or had parental support...
In our school it works something like this:
December: Students are explained the concept of the science fair. Students say "This is stupid, why are we starting this if science fair isn't until March!"
January: Project ideas are due after three weeks to choose, and a ninety minute in school period at the library to gather ideas.
Students say "You didn't give us enough time to pick our ideas!", "We had to pick an idea?", "I couldn't find an idea".
Meanwhile I put over 50 books of ideas on a cart labeled "Science Fair ideas" in the school library. I brought them to the cart. Handed them books from the cart. Danced around the room announcing the due date EVERY DAY.
Mid-January: Teach them how to research their topic. Give them a template to create their rough draft. Have a rubric to go along with the template. Spend an entire 90 minute period on instructions for this. Next class go to the library. Spend ninety minutes there. 45 minutes in encyclopedias and reference books, 45 minutes at the computer. Spend everyday reminding about the research paper.
Two weeks later their rough draft is due. On the due date students say "What research paper?" " What do we have to write about?", "You didn't tell us anything about a research paper!" Because clearly this is all my fault.
I get about 40% of the rough drafts in.
February: Final Draft due after rough drafts returned. Students again say "What research paper?", "What do we have to write about?", "You didn't tell us anything about a research paper!"
I get about 20% in.
Right before Feb vacation: Teach the lab report, take a 90 minute period to explain this, tell the children to begin their experiments. They are to be done in two weeks. Are there any questions? No, no questions. Great , get started.
After February vacation: Teacher dances around room everyday, reminds to do lab report.
Due date first week of march: Teacher receives four complete projects out of 142. Students are in uproar that I did not explain nor tell them what to do for science fair. Teacher's head explodes all over the room as not a day went by from December to March that I did not mention it and tell them how and when to get help, including posting a calendar to schedule help time, posted it on the daily agenda, and verbally reminded at least once every class period.
Needless to say the whole thing is a disaster every year for the science teachers who manage to put together a meager display of sub par work with an occasional flash of insight from a motivated student. We get all stressed out because it's like how many projects you have displayed is the sum of you as a teacher.
Requiring this type of project from all your students is fine and well. But don't get mad at the science teachers when only about a third of their students pull it off. The sheer number of students for whom a "D" on their report card is totally acceptable at home dictates how successful this is going to be. When they are in front of me learning. I have them and they do great, once they leave my room, what happens from there is anyone's guess.
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