Change is Good?

Well, I went ahead and did it. The Battle of the Sexes classes have been officially reorganized. The numbers in my two after-lunch classes are now 9 boys and 7 girls and 8 boys and 8 girls. Has the gender balance been a magic bullet? No. Some personalities still stand out, but in general? The students seemed less playful and less social and therefore more focused on the task at hand.

This particular success could be my imagination, but grouping, in the form of class scheduling, small group work, and even seating assignments is a time-honored tool of classroom management. Even so, I believe we should use our power carefully. These days, we try to spin it positively to the kids, especially when we split up friends, as in you don't work very well with that person, and We just want you to be successful, and Don't worry! You'll still see so-and-so at lunch.

We do that because kids, especially middle school kids, often have a hard time with what we adults see as a simple schedule change. As an example, when I told my classes of the above mentioned switches, there were gasps and groans of horror, and many kids openly begged me not to change their schedule. This after four weeks of school.

I believe that there are far more insidious reasons for us to take care about moving students for their own good as well as the good of the class, though. In my experience, a lot of the time the kids we want to separate are minority students. In a diverse school such as ours with almost equal representation of Asian, Black, Latino, and White students, it's most often those Black and Latino cliques that get busted up in the name of group dynamics, and that gives me pause.

A.K.A.

Middle school presents an opportunity for kids to reinvent themselves-- we always tell them it's a clean start, a fresh slate, a chance to be the best they can. Some take advantage and some don't, and some are more successful than others. Six years ago, I taught a young man named Kenneth who introduced himself as Kenny. Kenny was as cute and charming as they come, but he didn't always complete his work, which was what I was telling his mom in our parent-teacher conference when she whipped out her cell phone. "Excuse me," she said to me as she deliberately dialed.

Bemused, I waited for her cue to continue. In a moment I heard the mwah mwah of a voice answering the phone. "Is Brandon there?" she asked. Confused, I wondered if I should pretend to be busy with something else. "Well get him out of bed," she told the other party. I shuffled a few papers and clicked my pen once or twice. Soon I heard another muffled "hello" and she picked up that progress report and started in on the person on the other end of the line about those missing assignments. It quickly became clear that Kenny was an alias for the student formerly known as Brandon, which was his middle name. Once she hung up, it was sort of challenging to continue the conference-- I wasn't sure how to refer to her child.

I saw Kenny's mom today in a professional development class I'm teaching. "Do you remember me?" she asked, and I smiled because when I had seen her name on the roster I couldn't wait to find out how Kenny was doing.

"I sure do," I told her. "How's that son of yours?"

"He's a senior! Can you believe it?" she said.

"Wow!" I answered. "What's he going by these days? Kenny or Brandon?"

"I still call him Brandon," she shrugged, "but everyone else? They call him Kenny, and he's doing great."

By that, I took it that he was getting all his assignments in, and silently I congratulated him on his successful reinvention.

Now Playing

I recorded the first episode of Tony Danza's reality show on A&E but I haven't had the chance to watch it yet. Called Teach:Tony Danza, the premise is that Danza teaches one section of high school English to 26 students at a school in Philadelphia. What teacher could resist watching at least one episode?

This morning at the farmer's market we ran into some parents of former students, along with a relative of theirs who also works at one of our district middle schools. "Have you seen Tony Danza's show?" she asked. When I told her that I have it recorded, she said "I won't ruin it for you, but the guy has one class of 26, with another teacher in the room with him, and they make him cry in the first episode!"

The non-teacher in our group said, "That's good, right? It shows how hard teaching is." Not having seen the show, I hope he's right that it shows teaching can be tough rather than Tony Danza can be lame, but my reservations are a little more serious than that. I've read a bit about Danza's press junket to support the show, and it sounds like he is highly supportive of teachers and the complexity of the job we do. That represents a departure from the majority of other public voices recently heard on teaching and schools.

NBC and other high-profile media organizations have been paying a lot of attention to public education lately, inviting philanthropists, politicians, chancellors, and bureaucrats to speak about what the "problems" are. Notably absent? The voices of teachers... but don't worry: an actor who by most measures is a bit down in his career and taught one class for one school year is evidently a more than legitimate spokesperson for our profession. Just ask Oprah.

My Theory of Parking Dynamics

I believe that you should never wait for a parking space, especially if the garage or lot is really crowded. By doing so you stop the flow of traffic, making it difficult for people to both get into and, more importantly, out of spaces. If everyone simply drives until a parked car is ready to pull out, then everyone will get a space with roughly the same amount of waiting time. By following this practice, you may increase your own personal wait-time occasionally, but your wait will also decrease at other times, as will the general frustration level of all parkers, you included.

Doesn't that make sense? Who's with me?

(Remind me to post my theory of merging when a lane ends on the highway sometime.)

In the Kitchen

I spent 20 minutes or so when I got home tonight julienning some butternut squash to toast in the oven. I wanted to use it as a crispy garnish for risotto. I tossed it with olive oil, sage, salt and pepper, and put it in the oven with a timer to check and turn it in 10 minutes, knowing that I would have to attend to it closely so that it would cook evenly. Things happened... the phone rang, the neighbors stopped by, and I watched my squash, truly I did, but not carefully enough, because the last time I checked, some were perfect, some were still a bit limp, and a good bit were too done to

Maybe that's a good analogy for teaching: All the shreds of squash start out roughly the same-- they are in the same pan, in the same oven, but they don't bake evenly. Who knows why? You have to stay focused and keep checking and making adjustments so that all the individuals who make up the collective are well-prepared; otherwise it's all no good.

On the Same Side

The other evening was Back to School Night and it's always kind of interesting to meet the parents after knowing their kids for a couple of weeks. Sometimes there are surprises, but generally it's nice to put a face to the moms and dads. As for myself, in the very short time we have, I try to give an overview of my course and leave them with a good impression along with my contact information.

The next morning, one of my students was insisting that he hates writing. I asked him to give our class some time to change his mind, and then I mentioned  that I had met his parents the night before. He rolled his eyes and sighed. "I know," he told me. "My mom said she liked you."

"Uh oh," I answered. "I liked her too. Guess you're in trouble now."

He went back to his desk and started to write.

Battle of the Sexes

By some random act of computer-generated scheduling I have one class this year that has 13 boys and three girls and another one with 12 girls and four boys. They meet back-to-back, immediately after lunch, first the boys, then the girls.

For a variety of reasons I won't go into, there's been a lot of contention surrounding the master schedule this year, and at first I didn't think that my little disproportion was enough to request a change over. It was true that neither of those classes ran quite as I expected, even after I had taught the exact same lesson three times before I ever saw them. The boys were silly and rowdy: they didn't keep their hands, feet, or even their shoulders to themselves, and they took at least ten minutes to wind down from being outside at lunch. The girls, on the other hand, were constantly minding someone else's business-- questioning, directing, and correcting, and openly competing with me for the class's attention. Because I didn't have these issues in my other classes, I was pretty sure it might have something to do with the gender imbalance. Duh.

Still, I felt like it was somehow wrong to complain, that it showed some kind of teaching weakness and might even be considered to be whining. I thought that a veteran educator such as myself should easily be able to accommodate these different group dynamics, so I decided to approach it from a research perspective, noting the differences and varying my instructional strategies to address them. Well...

Let me state for the record that all of my English classes are heterogeneously grouped, by my choice. I have found that diversity of all kinds is a strength in our reading and writing groups, and maybe that's why I'm still struggling with these classes. Those guys are still pretty goofy and those girls are still really bossy, and all that social energy is beginning to impact the amount of work those classes get through.

I haven't decided exactly what I want to do next, but I will confess that I pulled up the schedules for every child in each of those sections, and it was pretty easy to find a two-for-two switch with a couple of other teachers that will create a little more gender diversity in my 5th and 6th periods.

Should we do it?