Goals

This cartoon reminded of a major argument I had about goals with Mr. AP.  He never approved of my passing statistics.  If you just looked at numbers, mine were never good.  But, if you looked further, you would see that they were excellent.  I always taught the students with the worst records and I usually got most of them to pass, never all and never as many as the other people in the department but I did better with these kids than anyone had done in the past.

When he asked me to set a goal, I said I wanted 100% to pass.  He told me that was impossible and I should be realistic and suggested an 88% passing.  I said, I would set my goal at 12% failing.  He didn't like that.  We ended the meeting without setting any goals.

Poor little Hammie is as frustrated as Mr. AP.

Aiming In The Right Direction

Enjoying last week's beautiful Fall weather, my husband and I took a walk and had a long, winded discussion about goals. He's from the business world and believes that goals have to be measurable and obtainable. (I thought I was walking with my school's administrators at the time.) Of course I disagreed with every word out of his mouth. After a while we did come to a sort of agreement and that was that I don't want goals.

I've thought a lot about what we said and while I don't want goals, I am happy with AIMS. According to the Miriam Webster Dictionary, having an aim means I am directing a course, aspiring towards something, or even directed towards a specific goal.

Aiming is something I do and can keep on doing. It is not measurable like a goal but I don't think what I do daily can be measured by a number.

I'm still not going to give myself goals but I am shooting for the stars.

I'm Not Alone

Ricochet is having the same goal issues we are having in NYC. Grades are not something any teacher can control so aiming to improve them is futile.

We can have goals to improve instruction, to find better techniques to get material across to our students, to become more engaging, etc. These goals are things we have the ability to control The grades our students get are out of our hands.

I still refuse to put a passing percentage down as my goal for the semester.

Goals For The AP

A commenter suggested the AP have goals, exactly what I was thinking on my way home today. Since I just got home from my evening job, I will only list four here.

1. Make sure there is plenty of chalk available for teacher use.

2. Make sure there is paper to run off tests and worksheets.

3. Make sure the copy machine is working.

4. Treat your teachers with the same respect you expect them to give you and the students.

Today's Completed Goals

1. Got my dad to come over and spend the day.

2. Picked up Thanksgiving turkey.

3. Marked and entered grades for two sets of tests.

4. Wrote three college letters (bringing my total so far this term to 15)

5. Straightened out notebooks for two of my four classes.

6. Wrote up exam for college class.

7. Cooked dinner for tomorrow night.

8. Checked up on my airline tickets as I never received e-mail confirmation. (Continental is unbelievably helpful.)

9. E-mailed useless, (I meant useful) goal lists to a college student.

10. Made myself a real lunch for tomorrow.

11. Wrote lessons for 5 out of 6 classes.

One more goal left for tonight--tomorrow's geometry lesson.

Maybe this goal thing is not such a bad idea after all.

Sunday Whine

We were told at a recent faculty conference to assess our students knowledge and to not move ahead until we are reasonably certain the material has been learned.

My four term algebra class has been working on equation solving since the middle of September. I gave a test Friday and little has been mastered. I don't know what to do anymore with these kids. Some try and can't put it together on an exam. Some don't even bother trying. I've called parents, written to guidance counselors, spoken to kids individually, nothing I do works. Mervin handed in a paper with three questions done. When I reminded him of the note he signed, he just said, "I can do it in class. I can't do it on a test." I believe him. He is passing every other subject this semester. And, although his eighth grade assessment shows him as a three, he has never passed math. Ginger, does the consecutive integer problems, gets to 19, 20 and struggles to get to 21 (imagine, trying to learn algebra when you have trouble counting.)

I first thought that these kids were the lowest level kids I ever taught but then I realized I was mistaken. Years ago, I taught Title 1 math, arithmetic classes. The kids had individual plans. There were less than 20 students in the room and a para was present. They didn't all succeed but they got help on the level they needed. The Board of Regents thinks they have raised standards by doing away with these low level classes. They need to think again. Nothing has really changed except now we are deliberately setting these kids up for failure by forcing them to take classes they don't have the basic skills and an aptitude for.

I just finished marking the exams--maybe I am making too much out of this. So, I will use my data to try to see where to go next.

16 passed, 10 failed

3 in the 90's

5 in the 80's

2 in the 70's

7 in the 60's

3 in the 50's

1 in the 40's

1-in the 30's

3 in the 20's

1 grade of 10

class average: 62

I guess I am now the 62% woman but I won't be happy until I am the 100% woman. I set my goals high!

I MIght Have Over Reacted, But I Hate That Word

I got a phone call from a former student asking if she could come by to interview me. She is taking an education course and this was an assignment. Of course I said, come on over. I loved her as a student, loved her younger sister even more and was a big fan of her mom so helping her was something I looked forward to.

I say, looked forward to until I heard the first question. It was about GOALS, my GOALS for the students, my GOALS for classroom management and my GOALS for professional growth.

I couldn't believe my ears. The G-word has now infiltrated college classrooms.

I wanted to run but my body froze and I could barely move. I started to shake and my head started spinning in circles. The girl and her mom got scared. Everyone in the cafeteria stared. Eventually I regained control of my body. I tried giving her some text book answers. I tried to offer real assistance Every time the word goal came out of her mouth I snickered. I had to ask her to go on to some other questions and I promised to e-mail her some copies of my less offensive goal posts. (Hopefully she will be able to tame them down for her teacher.)

I hope I didn't discourage her from becoming a teacher. I know she would make a great one.

I'll Admit When I Am Wrong

I'll admit I am wrong when I am wrong. And, I am wrong about the total uselessness of stated goals.

Our four term algebra curriculum needs real goals, goals that can be worked on to help our students succeed not only in passing the regents but developing a foundation that will lead to their success in college. I never really thought about the necessity of these goals before I taught the four term class, but now that I have, I can see they are sorely needed.

My goal would be to help our students master the basics skills in algebra to insure success

and to teach them to think.

If I had any say in the matter (which, being a lowly teacher I probably don't have) I would toss the curriculum to the wind and concentrate on what the kids desperately need, basic skills. I would teach signed number operations and emphasize the importance of common sense in using them. I would encourage calculator use but I would also encourage solutions without the calculator. Too often, our students have no idea as to whether an answer makes sense or not. I would also spend quite a bit of time solving equations. Without this skill, there is no way algebra can be mastered. I have kids in my geometry class that passed the algebra regents but have no idea how to do this. I would also work with polynomials and try to get them to acquire basic skills here too.

If I had a say in the curriculum I would toss aside the abstract stuff like the properties of number systems. Most don't get them and the ones that do, don't remember them for any long periods of time. All of those can be done before the regents.

There needs to be goals like coming to class every day, doing work, paying attention and bringing basic supplies. These are goals for the kids. I want goals for the curriculum itself.

My Interpretation Of Goal Setting

I don't buy into this whole goal thing, but I do believe that kids need to understand what is expected of them and they need to be held accountable for their actions.

I was very happy when Mervin's mom came to see me with Mervin in tow. We discussed his current performance and what I found when I checked his middle school record on ARIS. We discussed his standardized test performances (which were good) and both came to the conclusion there was no reason Mervin should be failing.

Instead of taking out the goal sheet Mr. AP wanted me to fill in, I took out a blank sheet of paper and dictated the following as Mervin wrote:

I, Mervin Lazilump, promise to do all my classwork and all my homework from now on. I will stop complaining and start working. I will copy work from the board so I can have a model to follow when I work on my own. I will complete all exams to the best of my ability.

I made him sign and date paper, his mom signed it and I signed it and then made copies for each of us. I asked his mom to hang one on the refrigerator and one in his room so he will constantly be reminded what is expected of him.

Mervin completed this activity with no complaints. He spelled every word correctly and inserted every punctuation mark, every capital in the correct place. To me, this was a sign of the true intellect of this young man and I praised him for his work.

I didn't make Mr. AP happy because I didn't use the goal sheets but I set my goals. By having Mervin write them, I made him (I hope) more accountable for them. By having his mom sign, I made sure she is aware of what is expected of him and he is aware that she expects the exact same things from him.

I'm glad I have my age and my seniority to allow me to do what I know is the right thing for my students. The goals have been set, the method of setting them have been different. I just thought of a new goal for myself: To find a way to effectively set goals for my students. Mr. AP will probably still object. I still haven't given him a way to measure my worth with a number.

Put The Kids In Charge

We just finished a unit on studies in my college now class and we spent quite a bit of time talking about goals and questions, particularly about the way these things are worded to sway answers.

Today I posed Mr. AP's goal to the class, without telling them where the goal came from:

The teacher will have 80% of her class pass the regents exam.

The kids were up in arms with this goal. One said--what happened to the other 20%, don't they count? Another said--why has 20% been written off?

These kids are a lot more on the ball than Mr. AP. Maybe they should be running the department.

100% Or Bust

The sixty percent woman (meaning me) met with Mr. AP today to discuss her goals for the coming year. The meeting was put off as long as possible but since she did not want to be insubordinate (actually she did, but did not want to risk penalty that comes with it) the inevitable was faced.

The sixty percent woman thought she was prepared. She asked other teachers how their goal setting activity went and no one seemed to have a problem. She was sure she could get in and out in a few minutes and keep her sanity and her beliefs.

Mr. AP quickly opened his computer and read off three questions for me to think about in terms of goals. The technology part was easy. I've already been using all that data doo doo and I had good responses as to how I will continue to use it. The other questions were not as easy.

Goals, according to Mr. AP have to be measurable and what better way to measure them is there than statistics. Since I only have one regents class this semester, it seemed obvious to him that my goal should be to do better than the sixty percent I did last year. Now, a smart person would have agreed to let him type this up and left, not me. I refused to tie my goals to a number. He tried to get me to agree to set my passing goal to the department average. Again, I refused. He got frustrated, I got mad and thankfully the bell rang so I could go to class without a conclusion to the discussion.

I've been thinking about this percentage goal all afternoon. Why would I set a goal for my classes that means 70% pass? This really means my goal is for 30% to fail. And, if the school passing average is 83% should I aim for a 17% failure rate? Whether it is worded positively or negatively, neither one of these sound good to me. Even a 95% passing goal would be equivalent to a 5% failing goal.

I can't do anymore than I already do. I am always tutoring. I have even come in weekends. I hook weak kids up with brighter kids to give them extra help. I prepare study guides. I call parents. I check all the data. Unless he comes up with a plan, there is nothing more I can do and putting a number on it won't change anything.

My real goal is the same goal I've had since I started teaching over 30 years ago. That goal is to have 100% pass. The 100% woman is so much better sounding than the average percent woman. Realistically, knowing the students I have and the ones I am sure will transfer in next semester, this is not possible. So, Mr. AP won't like this goal because my not meeting it will reflect on him. I don't care how the school looks. I don't care if Mr. AP, Principal Hula and all the other administrators get their performance bonuses. I'm here for the kids and the kids only. I won't compromise myself by putting my name to a number I don't believe in.

I hope I haven't just ended the cease fire that took so long to come by.

Tutoring

No matter what anyone says, there is no viable tutoring at Packemin HS. The school is just too big and the day is too long. The kids need the extra help so we often rely on peer tutoring.

I asked my calculus classes if they were free period nine and, if so, would they be willing to spend a day or two a week helping out in that class. I explained that the students were really weak and showed the class they type of problems we were working on. One boy said "boy,are they stupid." I jumped right in and corrected his language. I explained that just because kids were having trouble now does not mean they are stupid. I told him what he said was mean and uncalled for. I wanted my class to know that I didn't want anyone who felt like that to volunteer. Most of the kids were appalled by his words and the list I passed around looking for volunteers quickly filled up.

The most common question anyone asked me was "Do we have to tutor?" Of course, I said, "No, this is totally voluntary. Even if you sign up, and something comes up and you cannot make it, that is fine. You are doing me and my class a huge favor but never forget, you come first." The kids were shocked. The science department requires AP kids to tutor. The English teacher they had the previous year required them to tutor as well. I remember a geometry student, in desperate need of tutoring, could not meet with me because of her obligation to tutor someone for the English regents. I again emphasized that they were students first and their needs would always come first. I promised, as a reward, I would write them really great college recommendations and I would never be too busy to help them, even if it meant coming in at 6 in the morning or staying as late as necessary when my day ended.

Some kids had class the period I needed volunteers and wanted to know what other periods they could tutor. I just marked my geometry kids second exam. I am definitely going to pair some of these kids up with the calculus students.

Wow, I just came up with another goal for myself. But, I am sure it is one I would have missed giving to my AP.

My Problem With Goals

My problem with goals is not the goal itself, but the premise that unless I state my goal, as a goal, I don't have one. I've been giving this issue a lot of thought and that is definitely not the case with me.

My ninth period class is a four term algebra class. These are kids that have already been through summer school and they are more surprised by a passing grade than a failing one. With few exceptions, they do not like school and like math less than any other subject they take. My unwritten goal for this class is to find a way to reach them and this is something I work towards every single day.

Like the hockey player trying to score, I practice. I try different strategies some work, some don't. Even the ones that work today might not work tomorrow and will probably not work next week. Like the hockey player, I am always trying to redefine my play to be able to score the goal that will win the game. Unlike the hockey player, there is no Stanley Cup possibility in my future, there is just the knowledge that I succeeded with my students and that is enough for me.

Now, back to this whole idea of goals. Almost every teacher I know feels the same as I do. We strive every day to do the best we can for our students. It is demeaning to be told we need to speak to a supervisor to explain these goals. Any teacher who does not feel as I do is probably not a very good teacher and should not be in a classroom. Writing a goal on a sheet of paper or discussing this goal with a supervisor is not going to change who this person is as a teacher. Some of the worst teachers around are probably some of the best goal setters, so what is the point? Why all of a sudden, after all these years is writing a goal so important? Can anyone really believe this one little word will change anything?

When the student does not succeed, the teacher's goals, or lack of goals can be held accountable. This is just another way to blame the teacher for all the ills of education.

The G Word

After being my usual obnoxious self at a meeting with UFT and administration, I decided to make the admins happy and try using the word goal in my millionth speech to my period 9 class. As I skated around the room, trying to get them to do some work, I stopped at individual desks, as I always do and spoke to them. This time I said "My goal is for you to take out a pen and paper and to start writing. My goal is for you to do the work the way I want you to do the work. My goal is for you to copy what is on the board so you will be able to use these problems to help solve additional ones." They looked at me like I was nuts. It was only when I got in their faces and put the pen in their hands did some start working. Over the course of the period, I must have repeated these goals ten times.

I will be lucky if I succeed with half of these kids. They know what I want them to do to help them pass. Calling these things goals is not going to change a thing.

Mickey update--he was back to his old self today. I have a feeling this kid might be on something. My hopes have been dashed. The G word did nothing for him today.

My Kind Of Goal Setting

I've decided that I am not going to let one day of this summer vacation get wasted. When I am not traveling, I am going to be enjoying my own city and seeing it as if I am visiting from far away.

My most recent goal included a tour of Brooklyn Heights and Dumbo. Being a Bronxite and then a Queens resident, Brooklyn has been a foreign nation to me. But, armed with my Frommer's 24 Great Walks in New York, I hit the trail. It was really easy getting there, I only had to change trains once. The architecture in this area is amazing. And, the view of the East River and the Manhattan skyline take my breath away. The pictures don't do the area justice. I was afraid of rain and left my good camera home.

Borough Hall train station

Borough Hall

Cadman Plaza open air market

Statue of Henry Ward Beecher--ardent abolitionist.

For baseball fans

This block houses at least 8 banks. The Chase building is one of the most spectacular around.
(next four pictures)

I wish I could have taken the pictures inside. The ceilings were a sight to see and the chandelier has sculptures of women on them.

Manhattan skyline

All in Brooklyn Bridge Park.

Brooklyn Bridge

Manhattan Bridge in the background.

Trolley tracks and cobblestones still around.

Views from the Manhattan Bridge. I walked the Brooklyn Bridge last week, I had to try a new one today. It was kind of fun. The trains run along side the pedestrian walkway.

This water tower has seen better days.

Brooklyn Bridge

View of Lower East Side from bridge

After exiting the bridge, we tried to continue our walking tour in Lower East Side. We got half way through and the skies grew gray so we hopped on the train. My next goal will be to continue this tour.

(Lower East Side pictures in a later post.)

The Comics Are Relevant This Week--Goal Setting

Non Sequitur 5/13/09

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.

Message to Michelle

Michelle:

Let's get this out in the open:

You would prefer I spend my time in school writing goals rather than:

1. Helping my students with the material they are learning

2. Contacting parents about possible problems my students might be having in class.

3. Tracking down cutters and trying to get them back to class.

4. Writing meaningful lessons.

5. Marking exams so I can return them in a timely fashion.

6. Meeting with other teachers to find out what is going on in their classes and learn something that might help me with my own.

7. Meeting with guidance counselors.

8. Getting to know my students on a more personal level.

9. Eating lunch--maybe you think I am too fat anyways.

10. Going to the bathroom--I'll just buy a value pack of Depends.

You are making a heck of a lot more money than I am and if you choose to work 24/7, that is your business, not mine.

Don't take my lack of goal writing as a lack of commitment to my students or my job.

The business of education is not the same business as in the private sector. Never forget that. We have no control over the products we are working with. We can't control their natural abilities, their home lives, their study skills, or anything else. Writing goals will not change this.

And, let's just say I do write a goal: "Mary will come to class prepared to work every day" and Mary does this. Mary has met the goal. Unfortunately, Mary still cannot master the material. Must she be passed because she met the goal? And then there is Johnny: "Johnny will raise his grade from a 90 to a 95 by June" and Johnny cannot meet this goal. Should Johnny be penalized? Should we really have different standards for different children?

This whole idea of goals sucks. It is just another way to dump on the teacher and blame the teacher for all that ails education today.

Git Er Done

Larry The Cable Guy is one of my favorite comedians. Even though some of his politics are way to conservative for me, I like his openness and his candor and the way he just wants to get everything done.

The emphasis on goals this year made me think of him. Goals are what is important. Achieving success is not as important as looking like we are achieving success. We were given a list of goals before parent teacher conferences and told to check off one for every child we saw. I took one look at the goals and chucked the paper. I refuse to tell a parent that the goal I have for their child is to practice every night. My goals are simple. Come to class prepared to work. Do your homework. Study. Learn to think. Pass the class.

Mr. AP asked some parents to check that their child was taking notes in class. The parent felt that it was not his responsibility. Now Mr. AP wants each teacher to check that the kids are taking notes.

Goal #1: Parents will take more responsibility for their child's learning. They don't have to be an expert in the field of mathematics to see that the child is taking notes in class and doing homework.

One of the parents I spoke to last night was upset because there was no real plan in place to give her daughter the extra help she needs to pass math. The girl is sweet, hard working and very limited in mathematics. Tutoring in the library does not fulfill this girl's needs. I agree. Last week, I was working with six kids at the same time, four of them were in different classes. It was impossible to help them with more than one or two problems apiece. The librarian wanted to bring over three more kids and got upset when I told her absolutely NO!!!!!!

Goal #2 to our administration: Provide real help to struggling students, not help that looks good on paper.

Another parent was grateful that her daughter was finally going back to her classes instead of wandering the halls. Unfortunately, there are still too many kids (one is too many as far as I am concerned) wandering around.

Goal #3 to our administration: Come up with a real plan to get the kids back in classes. Offer them support to get them to keep going to class.

I got a new student in my geometry class this week. I went to her former teacher to try to find out why the change was made this late in the term. I discovered that the girl was not doing well in her honors class. I asked why she was put in a remedial class instead of a regular class. The teacher did not know, but felt it was the wrong class. I went to guidance to get it changed. The counselor was adamant about it not being her decision and I had to go over her head to help get the girl in the correct class.

Goal #4 to the guidance counselors: If someone asks you to do something that you know is wrong, don't do it. You have a great supervisor, go to her and get her to help you make the right decision. I know most of you are barely out of diapers, but you are in the grown up world now. Learn to stand up. Learn to think. Stop taking orders blindly.


Goal #5: If you recommend a change, follow through to make sure the change was done correctly. Don't be afraid of consequences. You have tenure. Nothing is going to happen to you because you made an inquiry.

The teacher above was afraid she would be yelled at because of this change and was afraid to do anything herself, yet she was happy the girl was gong to be put in the correct class immediately.

And, while I am on guidance counselors

Goal #6: When a parent calls you and wants you to arrange individual tutoring with a certain teacher for their child, say NO!!!!! Do not put the onus on the teacher. You know that teachers are not operating as private tutors in the building.

And finally,

Goal #7: Stop wasting paper and time on goals. Get ER Done!

Goals

We were told to think of goals for the coming year. I got up early this morning and thought of mine. I have a feeling mine are not what Mr AP has in mind.

1. To not be afraid to speak out when something is bothering me.

2. To speak out when something being done is not educationally correct.

3. To stop being intimidated by the principal’s office.

4. To speak out when I see others being ill treated.

5. To stop taking “crap” from everyone.

6. To stop blaming myself every time I fail to reach a student. To finally come to terms with not being able to save the world.

7. To continue doing what I know is best for my students, in spite of what so called education experts say.

8. To get more work done during my 6 hours and 50 minutes in the building so I will do less outside of school.

9. To keep my school day to 6 hours and 50 minutes.

10.To enjoy a full lunch period with no work and no tutoring.

11. To be more organized.

I am sure this list is probably not complete. Any suggestions for additions will be appreciated.