Monthly Archives: February 2013

Students protest standardized testing

Kids don’t like taking tests.

I know, shocking.

More specifically, students do not like high stakes standardized tests, and they are letting us know.

In Seattle, teachers have refused to administer a school district’s standardized test, and students and parents seem to support this.  At Garfield High School in Seattle, “…Garfield teachers had the support of the PTSA, and many parents chose to opt their children out of the tests or keep them home when administrators forced the school to administer the tests.” (see Huffington Post).

In Providence, students dressed up as zombies to protest standardized testing.  There’s a nice article on this in the Washington Post with a video of the Providence student protest.  This article also includes an interview with a student in Oregon, Alexia Garcia, who is helping to organize an opt-out campaign.  There was one part of this interview that stuck out to me:

I am a senior in high school, and I’ve been taking standardized tests ever since 2nd grade or 3rd grade. I remember really stressing out over the tests as an elementary and middle school student. There is a lot of pressure put on students to do well on them. Teachers would do practice tests with us and teach us techniques to doing well on the test…. Once I started high school I realized that these tests were not actually as important as they are made out to be, in that they were not related to the class, but simply an additional state requirement. The material on the tests was not relevant to what I had been learning in class. Also, teachers would have to stop mid-unit to administer the tests, that was something that really frustrated me as a student. We would be learning something actually interesting, then have to take a day or two off to test.

I added in the bolding, just to point out what part specifically got me thinking.

By the way, you should go back and read the whole article, it is impressive how thoughtful and well-constructed her comments are.

As a teacher, I can share some of this feeling.  Being in the middle of a unit, having the students starting to really “get it,” then losing them for a few days, feels like such a loss of momentum.

As a teacher, I also feel bad for students who are tested so often.  When I was a student, there was not nearly as much testing, and I sometimes wonder how I would have felt if I was in their shoes.  Would I have enjoyed school as much?  Would I have learned as much?  Would I have been as engaged?

To think of kids taking tests every year, from the 2nd or 3rd grade up to high school, seems kind of crazy to me.  It’s just a lot.  I’m not against testing altogether, but maybe now it’s too often.  And for kids to come to a point where they realize that it “doesn’t matter” for them must be so frustrating.

In a way, I am surprised that it has taken this long for students and parents to say “enough.”

What a hockey game!

On the last two Thursdays, I had the opportunity to attend a class about statistics and sports through a program called Teachers as Scholars. It was a great class, and it gave me some ideas of things I could incorporate in my classes to try to make things more real and interesting for the kids.

When I came back to school after the first class, I told one of my Pre-Calculus classes a little about what I had learned. Specifically, because I have a few students who share my love of the Bruins, I told them about this hockey example. Apparently, based on some probability modeling, when you are trying to get that last goal to tie up the game and then hopefully have a chance of winning, you are better off pulling the goalie with five or six minutes left in the game, versus the common practice of a minute or maybe a minute and a half. You are more likely to get that goal with five minutes instead of only one. I told my students I hoped to have more insight as to why after my second session.

The second class was this past Thursday, but with the storm over the weekend, today was the first day since the class that I saw these students. When I started to explain the probability modeling behind this conjecture, one of my students excitedly asked if I saw the Bruins game last night.

No, unfortunately, I missed it.

Well, apparently, the Bruins pulled their goalie with about two and half minutes left, and my kids were so excited that what I told them seemed to have worked. In those two minutes, the Bruins were able to make the two goals needed to tie up the game.

Ok, so they ended up losing, but hey, probability worked!

“Runaway” on a snowy weekend?

Here is Massachusetts, we had a crazy blizzard that caused school to be cancelled for days.  No school last Friday as well as yesterday and today.  We just got the call that we will be going back tomorrow.  Of course I liked having the time off, but without power and heat, we were displaced for a few days – my husband and I were lucky to have a place to go, but it’s always nice to come home.

What to do on a snowy weekend with no power?  Read, of course.  Although I love to read, I never feel like I have the time.  But this weekend I did, and there is one book in particular that I am glad I had the time to read.

It was Runaway Girl by Carissa Phelps.  Carissa writes about her childhood and experiences having run away from home and the terrible things she went through while living on the street and in and out of group home, juvenile hall, etc.  Carissa tells her story with maturity and honesty, and her story is really heartbreaking.

What touched me the most was reading about all the people in her life who tried to help, who saw something in her.  As a math teacher myself, I was especially interested in the math teacher she met at a juvenile detention center.  While the other students were struggling with basic math, Mrs. W. saw that Carissa could do more.  She helped Carissa learn Algebra.  She showed confidence in her, she believed in her, and you could tell that mattered to Carissa, even as she was so troubled.  Carissa found solace, from a world that probably didn’t make a lot of sense, in math.  It made sense.  It’s funny, sometimes that’s what I like about math too.

Of course, it’s not a story about math at all.  It’s more of a story of succeeding in spite of the difficult things, the terrible things, that happen in life.  It reminds me, as a teacher, that we need to let kids know that we believe in them, that they can do anything they set their mind to.  That’s something we can all learn from.

I’ll let you in on a little secret…

I might be a little weird for a teacher, but I hate grades.

In fact, as much as I am enjoying writing this blog, I have not written in almost two weeks because the second term was ending, we had mid-year exams, and all those grades to do.

It’s not just the actual grading of papers I dislike, although that really is my least favorite part of my job.

I just hate grades.

I know, I know, how do you “measure student progress” without grades.  I get it.  I understand that grades may be a necessary evil.

But I still don’t like them.

Let me explain.

I feel like so many students care more about their grades than about actually learning.  They are not learning for the joy of it, they are learning so they can get decent grades.  Don’t get me wrong, I think it’s great when kids are conscientious, but sometimes I feel like the concern over the grade gets in the way of what should be the excitement of learning new things.

Do good grades make a good student?  I guess so.

Do good grades mean you are smart?  Maybe, maybe not.  I guess it depends on how you define smart.

Does getting good grades mean you are a creative problem solver?  Maybe, but maybe not.

Aren’t we supposed to be fostering a life-long love of learning in our students?  I think so.  But sometimes I feel like grades get in the way of that.

Like I said, I get that we need some way to measure what students know, I just worry sometimes.  I worry about students who take their grades as a value judgement of themselves.

I have this great class of Calculus students, kids who have always been in AP and honors classes and have always gotten great grades.  We had a conversation about what would happen if they were to get a B in the class – oh my!  The consensus was that this would be tragic.  But, I argued, Calculus is difficult, and it could happen – and it would be ok.  Because even if some of those students actually got a B, they all were working hard and learning some really difficult concepts.  They were making connections to things they have learned in previous years in math and to things they have done in other classes.  Isn’t that more valuable?

I also worry about the kids that typically do not get great grades.  This has been the case for some of my Algebra 1 students.  The sad thing is, some of these kids, with really great potential, let the bad grades they got in the past define what kind of student they are today.  They don’t want to try because they have failed in the past, which sets them up for more failure, which becomes a very sad cycle.

I know we probably will never do away with grades.  I would never even suggest it, I get why we need them, even though I really don’t like them.  I just think it’s important to find ways to show kids that the experience, the struggle, and the joy of working and learning and mastering something difficult is as important as the grade on the report card.