- have the history class meet in my room at the bell. Waiting for them to come down was like dead air on the radio. I despise empty spots on the air and don't like the waiting game.
- get up the nerve to interject more. He said to feel free to do that, but I didn't want to appear rude. We had a bit of a free dialogue going, but I need to work on that more.
- Maybe more than a period? We ran out of time...
- do medium format with Photo II at the same time as large format with Photo III so both classes take part, although many of my PII kids chose to stay in the room for the lesson.
The following day, I talked with the PIII students at length about the assignment. They are to photograph a lie or a falsehood. They made the link to the Civil War lesson immediately. It clicked for them and I could see their minds working.... I might present cross-curricular information in many of my assignments, but with a collaboration with another teacher, the kids get it so much more.
So some none lesson related observations... I am one of the teachers who is a go to person when there are more challenging, at-risk students in need of a place to go. There is no honors art. I - along with two other teachers in my department - get a very varied mix of students. I haven't seen a tracked/honors class since I was an honors student in high school. This teacher was amazed at what she saw. The dynamic of the class changes in a myriad of ways. The question and answer sessions between teacher and students is different. The dialogue is dynamic. The students process and recall information differently and so the teacher's methods are different. I can see how this type of class enables differentiated instruction much more. A teacher does not have to spend so much time on management of behaviour. The period flows smoothly. There are a lot more things I want to put down but I am tired.
None of this is to say that I do not like the group I get, I do not begrudge honors teachers, I do not support (or not support) tracking. However, if we are going to evaluate teachers in the way we do and then grade those teachers based on the ability of the the students to test well... Well, some of us are at an instant disadvantage. Sure, in our SGO and evals we can put down how many IEP, BI and other students we have. But what about the challenging student with no classification? Because a challenging student is not necessarily a classified one, and vice versa. There are so many factors related to the classroom make-up that we are now being judged/rated on.
I want to write more about this but I am exhausted. I want to do the best job I can. The evaluations call for massive involvement in the school and community. Well, let me tell you what that does to a person. I cannot eat without my hands shaking. I can't sleep. I twist and contort so much in my sleep that I am apparently crying in my sleep. I cannot get rid of the circles under my eyes or the bloodshot eyeballs. I know people tell me to slow down, but this is what happens to me: the moment I take a break or slip up, there is someone there to see and lecture or scold me. If I am not there enough for a "friend" because I am trying to give myself a break, I am not a real friend. If I do not do enough volunteering on the job, it will be noted. If I say no when a colleague asks for a favour, I am not as accommodating as so-and-so. I am here by 6.15 am, involved in the union for the good of my colleagues (because the union is what you make it), do a club, spend time before and after school with students, take part in every show I can, make myself available for help for kids I don't even teach, and continue to assist graduates when needed. On top of that, I am involved in committees in my town. But it is not enough for the evals. I must live here, be here 24/7. I can't do it and stay healthy. Oh, and by the way, "All hands on deck" for the next four weeks of testing. Do not take a day off.
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