Differentiated Education

Way back in prehistoric times, when I was a high school student, everyone in my crowd wanted to go to a four year college. Lower middle class kids from families with no college graduates were supposed to do this. There was no decision. We all took the academic classes that would lead to college acceptance and strived to do our best. We all took them except for one girl, Minnie. Minnie was smart but just not interested in pursuing a career in teaching or nursing, the only careers we knew of that were available to kids like us. She wanted to be a secretary and instead of taking the courses we took, she followed the path that brought her a commercial diploma (in those days, the politicians were smart enough to know everyone wasn't college bound and schools offered programs to meet differentiated needs.) I remember how we all begged and pleaded with her to reconsider. We all thought she was throwing her life away.

I ran into Minnie yesterday at the funeral of an old high school friend's mother. Minnie not only looked great, but she is doing great. She has had a position in the same company for many years, has worked herself up and is now earning a very nice salary. She has benefits and retirement packages and everything else anyone could possibly want from a career. In other words, Minnie, the only non four year college graduate in our crowd is one of the biggest successes around.

Today I am thought about Minnie as I taught my classes and once again tried to convince a group of kids why it is important to know the difference between SAS and HL. I wondered how Minnie would have turned out if she had been subjected to the education my students are being subjected to. I wondered what went wrong with the system that took the classes that Minnie loved and did well in and did away with them. Yes, technology has come along and made many of those classes obsolete but there are plenty more classes like those to replace them.

Minnie did eventually go on to get a two year degree from a local community college. She could have continued on but never had the desire. Wouldn't it be great if the kids today had the same opportunities Minnie had at their age? Money is always a factor but think how much money could be saved on remedial courses, think of the way students will start to appreciate school and think of the number of dropouts that will be prevented.

I know I sound like a broken record but education has got to change. Charter schools and closing down schools are not the answer. The type of courses offered is what needs improvement. It is up to the powers that be to learn to really differentiate education.

Pushing Buttons

I love pushing buttons and clicking things and ARIS has given me a whole new set of buttons to click on.

I clicked the button to find the eight grade NYS assessments. After conferring with a colleague, I even think I understand them.

In my class of 35 students (over sized at the moment), I have three 2s and two 1s. In my class of 33, I have one 4, four 2s and one 1. The T class, which is combined with one of the other two will add four more students split with 2s and 3s. I also realized that the T class will be very over sized as these kids are just an addition to the already existing classes. I wonder whether this is a problem that will be rectified or a new way the Bloomberg/Klein regime found to legally create over sized classes.

I thought 3s were okay until I talked to an colleague from an intermediate school and she convinced me otherwise. I've heard the 2s and 1s know almost nothing.

What I would like to know is why an $80 billion computer like ARIS can't come up with a program that will put like abilities together. The poor kid with the 4 will be sitting in a class with kids who can't add. What kind of education will he get? With 34+ kids, there is no way to differentiate enough to help the child with the 1.

Somebody else better start pushing some buttons and start getting these kids in the right classes. I've got the data at my fingertips but I have no clue as to how to use it to help these kids.

Buzz Words

Billy joined my geometry class this term. (He was in another class last semester.) Since it is important to me to know where my students are coming from, I asked him how he did the previous term. He answered fine, but, being the cynic I am, I checked his data (yes, I used that word.) I wasn't surprised to see that Billy had failed. All failing kids use the word "fine" when asked how they have done in the past.

Billy came to class a few times and then started missing too many classes. I happened to run into him on my way home on one of his missed days. He was talking to a former English teacher who really likes him and knows about his troubles in school. I asked Billy for his cell phone number and his mom's cell phone number and promised to use it whenever he wasn't in my class He supplied both rather easily and I hoped this meant his cutting days were over.

My hope was short lived. But, true to my word, I've been hitting the phone every day he is out before I leave. And, while he is still cutting, his cutting is down to at most one day in two weeks. I even got him to show up and take (and pass) an exam last week.

I was pleasantly surprised when Billy showed up Wednesday, before the vacation. I always try to differentiate so I made it a point to praise Billy for being in class almost on time (a goal for him to actually be on time is coming, once he masters getting to class daily), compliment him on passing the exam and asking him to try to do a little more work in class (another goal for him). Billy, while not a student, is very bright and articulate. He just looked at me and said:

"Mrs. POd, you know I am a cutter. Some days this is the only class I go to. I look at the clock and see I better get moving. You are the most persistent teacher I have ever had. "

I asked him about his mom's reaction when he cuts and he told me he doesn't worry much about it because he stays mostly with his dad.

My next goal (oh no, I used that word again) is to get his dad's phone number. After that, I've got to figure out a way to get Billy into all his classes.

Now I've got the buzz words in place. I set goals that I shared with my student. I raised my expectations. I differentiated. I checked data. I can write them down, hand them in and make myself look like an educational scientist at her best. But, they would all be lies. I'm not accomplishing all that much with Billy. In fact, I am probably accomplishing nothing with him. I have strong reservations about his ability to pass my class and even stronger ones about his ability to pass the other ones he's taking. I don't know how to help him and words alone won't do it.