So I am already working on the preparations for the next Photo II assignment and it struck me:  This is a group project and they are required to work as a group and individually as parts of the whole - not what happens in some other classes.   Apparently, lots of teachers have group work but the members of those groups are still working independently within that group.  So where is the cooperation?  It isn't there.  I know that some teachers give all members of the group the same exact grade.  Really?  What does that teach a student?  It teaches that no matter how hard or little you work, you will all be rewarded the same.  Great lesson there.  In my zine assignments, I observe constantly.  I notice who works and who does not, who contributes to the group functioning as a well oiled machine who who tries to throw a wrench in the works.  Each students gets an individual grade.  They complete their own self assessment.

Perhaps we need to rename these assignments.  They are not group projects.  They are cooperative assignments.  Can I copyright that?  Or will one of my colleagues who reads this take this as her own idea?

I tried something new for the critique of the Music and Art project on Friday:  I played the music the student listened to while we viewed the work on the screen.  While starting the day off with Einsturzende Neubauten and KMFDM might have been a bit alarming for the period one kiddies, I liked this method.  It enabled the work to make so much more sense.  And speaking of senses, I think the kids ended up linking the music they heard to the visceral response in ways they had not thought possible.  They wanted to trade genres.  They wanted me to give them a new one.  Some even wanted to pick their own genre.  I - as usual - refused to give in to their whims.  My reasons are that if they choose the genre, they already have their own personal associations that would direct the type of photographs they would take.  If they are introduced to a music they never heard or know little to nothing about, the response is more pure.  I like what I got, for the most part.  Of course, there are a couple of kids who bs their way through the assignment and the silence form the peanut gallery was telling.

Last week was also a big week because I handed out the individualized assignments.  Each year, in the third marking period, I think I know the Photo II kids well enough to give each one of them a unique assignment based on what I know about them, their strengths and their weaknesses.  Usually I get some people who say the assignments is too hard.  Well, this year, I was met with mass approval.  Hooray!  The first time I encountered this.  The students were very pleased and some even thanked me.  Whoa.  Some have begun shooting this weekend.  I want to keep pushing them harder and I think I need to be more honest with my feedback.  Well, maybe not more honest, but less kind.  Some of the kids are not helped by my efforts to be kind when they are just being lazy.  Sure, the kids words are still followed by honest grades, but I think I need to be more to the point.  Does the work look like filler?  Just say it.  I won't say it in a way that hurts feelings, but I can sense the senior laziness start to creep in and I refuse to let the be a repeat of last year.

I pride myself on being a teacher the students can come to.  My room is open for anyone from the time I arrive in the morning to the time I leave.  This openness comes with stipulations.  I do not allow racist, sexist, homophobic talk or any language that insults the disabled, any particular religion or ethnicity, or anyone's immigration status.  When I hear such language, I deal with it immediately.  I have rarely had to write people up because I discuss the reasons why this is not acceptable.

However...

This is apparently political.  It has been claimed that I am pushing my political beliefs on my students.  I am quite irked that we are at such a point in time that the expectations of decency, kindness, and respect are now political or representative of political beliefs.  It is clear that one's perception of threat or offense is so distorted that when their beliefs imply very real threat to a part of the community, the individual with the threatening beliefs is the one who takes offense.  The right of every student to attend school in a threat-free, safe environment is apparently now infringing on the rights of those who have suffered none of the same threats.   Those who are the threat now claim to have their rights infringed.

The game is working on some, but not me.  When I read things from other teachers like the article below, I know I am doing the right thing.

http://www.tolerance.org/blog/what-do-your-classroom-walls-convey

When I read what my obligations are as a teacher, I know I am doing the right thing.

I will treat my students with respect and continue to teach all of them.  However, I will also defend my right to have a stigma-free, cmforting classroom space for all members of the community.  If any individuals who do not support inclusion, equity, and respect cannot understand that...  Well, I have done all that I can.

I have just completed grading the work for the Social Injustice assignment for Photo II.  I began this assignment the day after Martin Luther King, Jr. day.  I showed the students some work by photographers working in the time of the civil rights fight in the mid-20th century.  Gordon Parks was one that they were already familiar with.  They were to shoot with medium format cameras.  Some of our cameras cannot accommodate flash and were to be shot outdoors in daylight.  For those using the Holga, they could use a flash and shoot any time of day.

The students had to hand in a brief written explanation of the reasonings for their shoot.  I had told them to shoot what they feel is a social injustice to someone of their age, in their lives.  This was because what I find to be a social injustice may hold no meaning for them.  The discussions at the date of the assignment were dull, uninspired.  Only one student really had the idea.  Now that I have graded the work, I have to wonder if they felt uncomfortable speaking about their ideas and feelings.  There is an element in one of the classes that stifles the honest feelings and expressions of the rest of the class.  However, when I vehemently reiterated the class climate rules (no racist, sexist, homophobic, anti-immigrant talk) due to the fact that there are classmates for whom that talk is threatening and upsetting, I received quite the backlash.  The guilty parties spent the rest of the day telling students, teachers, and all the staff they could find that I was forcing my political beliefs down their throats.  As a matter of fact, this issue may not be over.

Well, after looking at the work from their class, I think the only thing being forced on anyone is silence of those who do not agree with them.  As a teacher, I cannot allow this to happen.  I cannot allow my students to fear speaking freely in class.  Respect and kindness are not political.

Ektachrome!!!

Oh, holy crap!  Ektachrome is coming back.  Hot damn.  This year needs some good news and this is definitely good news.

return of ektachrome

Reading the hyper-testosterone threads about this since the news broke yesterday, there are some naysayers.  So what if the processing is not cheap?  Let the lab employees make a decent pay if it means quality processing.  I am glad I didn't just shoot my last roll willy nilly.  Now I can use it on something meaningful.

The Photo I classes are now in the midst of their portrait shoots.  I set up the partners.  They do not choose who they pair up with.  I put a great deal of thought into this.  I consider the working styles, personalities, and unique traits of each person and then think about which pairing will create interesting or complementary working relationships.  The reactions when I announced the partnerships?  Dead silence in period 5; slight excitement in the other periods, mixed with concern about how to work with their partners.  Period 5 was a half a day ahead, so they had a jump start on getting to know their partners.  They were to interview their partners to get to know them and figure out how to approach photographing them, what to reveal to the viewer.  I was so happy with how Period 5 jumped right into it.  Everyone took out pens and papers and got right to sitting and talking. As I walked around the room, the conversations were so natural.  I didn't eavesdrop.  I just caught snippets of talk and what I heard was exactly what I wanted to hear.  Kids getting to know each other in a respectful manner with no judgment.

Then the shooting started on Monday.  I had one pair go while the rest of the class assisted and watched.  Yesterday had 3-4 groups in each class shooting.  I was so happy with how the classes did last year and this year is even better.  Students are eager to help and come up with ideas for each other.  The ideas the kids are coming up with are just so cool.  Props are being brought in.  If they need to borrow anything from another teacher, the responsibility for obtaining that item is on the student.  They are doing so well and it makes me happy to have a good week so far.

Some of the things that I keep in mind with this assignment are things from my other jobs.  If you are setting up a photo shoot for your client or publication, you are responsible for working with all involved to obtain what you need.  You need to find help and delegate.  You might not be working with a cooperative subject.  However, you cannot get out of the assignment and must find a way to get the job done.  You are responsible for the proper treatment of all equipment.  You should let the subject feel some control without relinquishing your own control.  Your editor might have specifics needed from the shoot and you, as the photographer, must meet those requirements.  This is why I have firm stipulations:  you must shoot in school; you must obtain all your own props; you cannot switch partners.  It seems that the students are getting this.  For instance, we had a simulated snow scene shoot in the hall during fourth period.  There was styrofoam everywhere.  There were two people directly involved in the shoot - the photographer and the subject.  However, there were many other hands involved:  one holding the blow dryer to simulate wind, two holding diffusers in front of the lights to avoid shadows, two helping toss the "snow", and one student videoing the scene for our records.   As soon as we were done with the "snow", two students got to work cleaning it all up without disturbing the shoot.  When all was done, there was no evidence left in the halls for anyone to have to clean up.  Well done.

It was a great day.  Then, after school. one student came to get something she forgot in the room.  She waited until the busses were gone and decided to put her film on the reel in the tank.  Then another student came to get his camera.  We ended up sitting and talking about books until 3.15.  It was such a nice teaching day. I might not be the most well liked person among my colleagues, but days like yesterday help me feel I might be doing something right with the ones who do matter.

Last week's highlight?  I repaired six cameras.  That's right.  Six broken film cameras!  While there were five Minoltas out for repair, I was able to repair six Vivitars.  To quantify that, I saved the school about $675 dollars.  How?  Well, my student teacher has brought in her magnification lamp from home. And that is how I was able to do it.  It kind of stressed the enormity of the problem within my department that the previously mentioned budget switching went on behind my back.  Because the people involved in that event have not ever fixed a camera, could not fix a camera, and have not ever made any effort to arrange for camera repairs at our repair shop.

When I attend our meetings, I no longer see the need to sit with people as some sign of solidarity.  I know what I contribute to this department and this school - a packed, quality photography program, countless hours on my clock, support and services to graduates and other members of the community, favours and support to my colleagues and administration.  We do not find employment to find friends.  I chose this career because of a desire and need.  I teach to spread my knowledge and love of the arts, enable teenagers to have a positive experience and exploring their talents/feelings/creativity, and to have a positive impact on their lives that will hopefully be carried on throughout their experiences after graduation.  I do not select a place of employment or a field in order to make friends.  If I should meet someone I have a great deal in common with and friendship develops, bonus.  I come to work to do my job, not to climb to the top of a social or career ladder.  Those things have no benefit on my students whatsoever.  As a matter of fact, since I made the conscious decision to remove myself from the toxic social environment in my building, I feel so much more present in the classroom.  I feel a euphoria when with my students.  I feed off their enthusiasm and I think they feed off my positivity.  I am also not bogged down by the petty drama and back stabbing that filled my life.  That means I can focus 100% on what my kids need from me.  I can pick up on a subtle change in demeanor much more quickly and help that student, whether the issue is class related or not.

This makes me feel like I used to when teaching.  I made such a mistake trying to be social here.  I can be cordial and cooperative without being social and this is what works for me.  For a couple of years, I was bogged down in the petty stuff because I did not want to offend.  But I know it affected my practice.  My students might not have noticed, but I did.  I am having such a wonderful time with my students this year.  The room is packed well before class each and every morning.  Students I do not even know are in this room socializing.  Why?  There is a welcome vibe.  The colleagues who used to sit here were very negative and that created a toxic climate.  I wondered why the room was not full of kids last year.  Now I know why.  It wasn't me.  It was the company I was keeping.  Kids used to come to my room to type work, print, study, or just relax and talk to me or each other.  Last year, that stopped happening.  Well, it's happening again and I couldn't be more pleased.

Oh, and the kids are doing phenomenal work.  Seriously.  We are amazed at the energy and talent.  This is the way it should be.