Homework Sucks! No Really, it Does!

      As many of you already know, I have an unhealthy obsession for Saved By the Bell. I can name and describe an entire episode within the first 15 seconds of the show (even if they almost always start with Zack entering The Max. When I watch episodes, I tend to notice all the little quirks about Zack and the gang such as Slater's hilarious stonewashed jeans or how Jessie was off and on the cheerleading squad. I also notice that you never see any of the characters doing homework. Sure, some episodes have them studying for tests, but there's never a point where they are doing math problems or filling out a workbook for Spanish. There's no worksheets for their history classes to complete or vocabulary flashcards in an English class. I obviously realize that the show was not going to waste time and film "homework" scenes, but it makes me think...

       In my last post, I mentioned that I tried an experiment of not giving homework to my students (in case you are curious, I did this in my 7th Grade World and 8th Grade US History classes). I had come to a point where I seriously doubted the positive impact homework has. I wanted to see if not doing homework would lead to lower test scores and less comprehension. Occasionally there were times when I needed my students to finish something at home that we just didn't complete in class, and students did need to work on projects at home, but I decided that answering questions out of a textbook or making flashcards on important people were a waste of time (after all, I never seriously graded the work, kids usually just got points for doing the work no matter the quality!). I started thinking: if I want to see if they understand the material, why can't I ask them questions in class or discuss the main ideas of the chapters? Why do I need to give them mindless work at home?

        Now I'll stop for a moment and mention that I am not an expert in other class subjects. Perhaps there is a valid reason for assigning homework in a math or foreign language class where daily practice may be necessary to master skills...I do not want to come off as judgmental. Each teacher knows their class best. But after reading portions of "The Case Against Homework" and "The Homework Myth," I feel there is more than enough evidence that proves a scaled-down homework model leads to healthier students and furthermore, students who don't get burned out on learning.

       My four-year-old daughter sometimes gets homework worksheets from her preschool teacher. These worksheets are all about coloring, learning her letters, tracing, and practicing cutting...and she loves them! After waking up from a nap, she will often ask to do her homework. I joke with my wife that when she gets older and despises doing homework, we should show her video evidence that she once was excited about homework. But this phenomenon makes me wonder: what happens to a child that makes them go from enthusiasm to dread when it comes to homework? My theory is that there is a passion and love for learning new things in every student, from preschool age to high school senior. But kids resent work (both in class and at home) that teachers give out just to keep them busy. I never want be responsible for squashing a child's interest in history and social studies. If that means sacrificing homework than so be it.

       My no homework experiment is still a work in progress. I need to continue to monitor my students to make sure their comprehension does not suffer and make adjustments accordingly. I work at a school where academic standards are high and not giving homework might bring suspicious parents this next year. But I think teachers sometimes give homework because they think its a natural part of school for students ("if we had to suffer through homework than you kids do too!")...a rite of passage you might say. Well, sometimes change is a good thing and perhaps even a necessary thing.

Please Don't Call Me Rob...

     First of all, allow me to apologize for taking a hiatus from this blog. Obviously I am not under the impression that those who read this have been tirelessly waiting on pins and needles for my next entry, but I do appreciate those that have shared with me that they have missed my posts. Its nice to know that there are some of you out there who take interest in my rambling thoughts. Think of my time off as the “Tori” episodes on Saved By the Bell where Kelly and Jessie disappeared without any mention or explanation (even a die-hard fan like myself tries to ignore those episodes as if they do not exist). I don’t have a good reason for not writing lately, just like there was no good reason to have Tori on the show (well, except for her help in delivering Mrs. Belding’s baby in an elevator without any mess).

     Over the last few months, I have done a lot of thinking about how I teach and what I teach. Self-reflection is always a good idea for teachers to participate in every once in a while, but my reflections have been real challenges to what I consider to be important in the classroom. I really began to focus on what was wrong with my traditional approach, and what skills are really necessary for students to achieve before they leave high school. So one night I stayed up really late and scribbled down random thoughts about changes I could make to my classroom. And then to take it to the next level, I decided to experiment with a new approach for the last quarter of the year in some of my classes.

       I stopped giving homework. I realized that what I made the students do was busywork (worksheets, flashcards, questions from the textbook) that I never really graded…it was more like I just gave them points for doing it. I realize that you could make the argument that homework teaches responsibility and that in future careers, my students will be asked to complete spreadsheets, projects, or whatever else after work hours, but I was swayed by the fact that I was often giving them “mindless” work that did not increase their understanding of the material. Instead, I started a class blog where students would have to critically think and respond to a question I posted (and reply to each other). This would force them to use the details we learned in class to form their own opinions and have an “online” discussion with the class.

     I stopped giving tests. I realized that especially in a history class, students simply memorize as much as possible the days leading up to the test (names, dates, vocabulary, events), and then once the test is over, forget it all. They would clear their mind of the old information to make room for the new information. This made me think that if I really want to find out what they know, I should not tell them when tests were so they can’t prepare and “fake” what they know. So I started giving pop quizzes that focused on important information and placed less emphasis on memorization. I understand that this goes against the model of standardized tests that are a major part of our school system in America, but I don’t agree with them anyway…

     I’ve always known that unless my students become history teachers or find themselves on Jeopardy, the “facts” of history are not very important or useful to them. Will they be a poor doctor, engineer, small business owner, lawyer, or citizen if they do not know when the Missouri Compromise was or who wrote Uncle Tom's Cabin? Of course not. So I began to emphasize more important skills like collaboration with others, purposeful writing, critical thinking, and problem solving. I found that I could still give them the details of history but in the context of the bigger picture. To me, I was changing the focus of my class from what, when, where, who to the how and why

      If you have time, I would like to ask for feedback for this post. I guess you could say that I am asking you to participate in a “survey” style blog entry, either by commenting directly or sending me a message/comment through Facebook. Am I crazy about the homework or tests thing? Is this realistic for an entire school year? Am I just falling into a trap of the latest “fad” in education? I realize that all of this makes me seem like Mr. Belding’s brother, Rob, who showed up as a substitute teacher and became everyone’s favorite because he allowed students to choose their own grade and threw out tests. I hope I never become that extreme (nor do I want to hook up with Ingrid the stewardess…my wife wouldn’t like that very much). But I realize that I better hear from students, parents, and fellow teachers before I go thinking that this is a good idea

The Lesson of Maroon-Covered Faces

     Sometimes, kids have the best ideas. We adults don't always want to admit this, because we assume we know better than the younger generation, but kids can sometimes impress and amaze with their creativity, ingenuity, and bright ideas. I mean, just watch a few episodes of Saved By the Bell and you'll see firsthand how Zack and the gang came up with some pretty great ideas. Who could forget "Zit Off" (Crater-face Coburn couldn't)? Or the video yearbook/video dating service concept to enhance the school yearbook? How about Zack's scheme to utilize subliminal advertising to hypnotize Belding and Kelly (at least he learned to apply the lesson)? And of course, perhaps the most genius idea of all...Buddy Bands! ("hey, they work")

     I found out recently that its no different in my classroom. I have been constantly trying to improve my AP US History class ever since I started teaching the subject four years ago. I can never seem to be satisfied with how I teach the class and how I can best prepare my students for the AP exam at the end of the year. This year, I noticed students struggling on tests and having difficulty staying engaged during the class (hard to blame them since it is a 7 AM class!) So last week I decided to ask the students...how can I better serve you? I asked them what they would add to, or take away from the current class structure to make it the most ideal class for them. This led to a spirited discussion where students shared opinions, learning preferences, and wishes. Obviously not all their ideas were realistic, but there were enough suggestions that I could easily comply with: more review for tests, daily practice questions, shorter lectures (not a real surprise there), recorded lecture podcasts, small discussions/debates. My hope is that as I begin to implement this personalized approach, it will lead to results in my students' performance.

     Time will tell if these are great ideas, but it has made me think recently about how accountable I am to my students. I truly believe that I work for my students so that they can reach their greatest potential. Like many teachers, I repeat lessons and activities each year because I think they work and are effective. At the same time, however, I know that my students are different each year. There's no guarantee that last year's lessons will result in this year's success. I get new ideas from my colleagues but sometimes they don't translate in my classroom and with my personality/teaching style. I know administrators occasionally come in to evaluate my teaching, but I usually pre-determine what they see and purposefully demonstrate one of my better lessons that utilize multiple good teaching strategies.

       The trick is for teachers to be vulnerable with the very group of people they're supposed to act "perfect" in front of...our students! Since they are in the classroom each day and have a great deal of responsibility in the learning process, shouldn't they know what's best? This doesn't mean that I turn the entire class over to my students' whims (I can only imagine the "study hall" every day experience). But when it comes to becoming a better teacher, sometimes my students have a "Buddy Bands" idea that needs to be allowed to come out.

Kelly and Screech!!??

     I installed a new kitchen faucet the other day in my house all by myself. I'm sure that my wife is tired of me bragging about this "do it yourself" project, and some of you may even wonder why this is a big deal. Well you have to understand, I am usually horrible when it comes to home improvement stuff. I get easily frustrated, or get stuck at the easiest of steps, or have to call in help from someone with "handy-man" experience, or do things wrong and have to start all over (sometimes a combination of all four). Usually I doubt myself before I even begin. So when we decided to finally purchase a new faucet, I couldn't sleep the night before I was going to install it! Now it wasn't a Jessie Spano hyperventilation because she got a "B"...but it was pretty close.

     After 3 hours (hey I'm not Ty Pennington!), I was done and I have to admit that I did a little happy dance in the living room when water came out with no leaks. I had this incredible sense of pride that I was able to accomplish something that normally, I fail at. My wife has always believed in and encouraged me, but I had to see for myself that I could do it! It reminded me of Kelly's struggles with science on Saved By the Bell. She turned to Screech for tutoring help and after some Barbie and popcorn demonstrations and some late-night sessions with Kevin the Robot, Kelly understood the material and passed her next test. You could literally see the thrill in her eyes when she knew the answers to Screech's questions about radio activity. I felt the same way with my kitchen faucet.

      This, in turn, made me think of my students. As a history teacher, I see plenty of frustration at students who have a hard time with memorization, or essay writing, or test-taking. I'm sure teachers of other subjects can relate. I've been wondering if I give students opportunities to have their "kitchen faucet" moments. Too often I encourage them with only words. What if I gave them a makeup or modified test, or daily practice questions to prepare in advance, or talked through an essay with them before they wrote one? What if we play a review game where students can actually see for themselves that they can memorize the amendments to the Constitution or the chronological order of events in China's history? This is going to sound obvious, but students are inspired the most when they see results. Discouraged and frustrated students are usually those who have struggled before and are quick to give up and not try.

     I know some teachers are hesitant to make things too easy for students. We have a natural tendency to want to push our students, challenge them, set high goals and have them go out and reach them. My suggestion is that we create small milestones along the way that students can reach, realize their potential, avoid making excuses, and push on towards the bigger goals we have for them.

A Trip Down Memory Lane...

     One of the last episodes of Saved By the Bell (and I should know because I own all of them on DVD...which shouldn't come as a surprise by now) is a strange "time capsule" episode where a group of new Bayside students discover a video from Zack and the gang describing their years at Bayside. Its basically a series of flashbacks and favorite memories from each character (but why isn't anyone else in their graduating class in the video...what, the six of them are the only students that matter?...but I digress). To many, this may seem like a pointless episode, one only made to fulfill an entire season, and simply a "look back" before the graduation episode. But I have to admit, it is one of my favorite episodes because it reminds me of all the moments that made Saved By the Bell great.

     It may very well be the history teacher in me, but I enjoy reminiscing about the past. My wife and I will sometimes find ourselves talking about our time of dating and courtship to revel in how everything came together so perfectly for us. I can easily get lost in looking at family photos of my kids as they've grown up and instantly the memories those pictures capture come flooding to my mind. I keep every card or note any student has ever written me so that I can re-read them for encouragement or for plain old sentimental reasons.

     The other night, while my wife and I were at Disneyland for a date night, I ran into a former student of mine from six years ago (she spotted me as we waited in line for Space Mountain...remember when Mario Lopez used to do the video instructions for that ride?...anyways, her yelling "Mr. Harp" certainly got me to turn around). She's in college now, but it seems like just yesterday she was a little 7th grader in my world history class. That's how I feel about all of my former students whether they come back to visit or I see their updates on Facebook...weren't they just sitting in my classroom the other day? When did they grow up? How did they become these young adults all of a sudden, embarking on their futures? (it also makes me feel a little old, but that's beside the point)

     This reflection always makes me wonder what impact I have made on my students. Did I make a difference in their life for the one or two years they were in my class? Was I a positive influence and role model for them? Sure a lot of my former students remember my games/activities and the "fun" we had in class, but I hope that there's more than that. You see, like many teachers, I didn't go into this profession for the money (shocking, right?) or for fame, or even because of an intense love of history. I wanted to be a teacher to influence the younger generation. To leave them with an idea of how education and learning can be fun. To help them discover their passions and gifts. To develop their abilities to lead and work as a team. In short, I hope to inspire them, through my words and actions, to be better people. That means more to me than whether or not they remember ancient empires or antebellum America. Who cares if they passed my class or a state test if they're not a better young man or woman?

     I may never find out if I make this difference. I don't get to hear from most of the students I have had in the past. For every random Disneyland run-in, there is another couple of dozen students that I have no idea what they are up to and where they are headed. I unfortunately don't get to be there to see the flowers that are my students grow and blossom. But its still an important job to plant the seeds.

Stupid Johnny Dakota...

     “There’s no hope with dope!”…ah, yes, the catchphrase from the Saved By the Bell drug episode. You know, when famous actor Johnny Dakota comes to Bayside to film an anti-drug commercial using Zack and the gang, but it turns out that Johnny smokes marijuana and offers some to Zack and Kelly (yeah right, because Hollywood actors always invite high school students to their parties) so he proves he’s a hypocrite and the students quit on the commercial. Mr. Belding was so proud that they turned down a chance for fame and did the right thing. It was one of those “serious” episodes where the characters were role models for young viewers like myself. In fact, it was an example of an “inspirational” moment on Saved By the Bell, right up there with taking on the big oil company on behalf of dead animals, saving “The Max” with an all-night radio-a-thon, and helping a homeless father and daughter during the holidays (hey…I thought she moved in with Zack…)

      As teachers, we sometimes (or frequently) have plenty of reasons to be discouraged and to lose hope when it comes to our profession or students. It can be quite saddening to hear about a student’s personal problems at home (parents divorcing, sick loved ones) or watch them struggle to stay afloat in your class academically (can never seem to pass a test or turn in homework). And it can be pretty frustrating to handle the students who seem to purposefully cause behavior problems on a daily basis. Just last week there was even drama at my school over conflict between some teachers and our principal. It is stuff like that that makes the teaching job suck. It makes me come home and breathe out a huge, depressing sigh once I hit the couch. I love what I do, but every year, I have my moments of feeling disheartened.

      Fortunately, I was inspired. I held a mock trial for the Boston Massacre where students act as the witnesses and lawyers and jury. They get character role-sheets but have to create their own testimony and cross-examination and opening/closing statements. They do 100% of the work and all I do is guide and offer suggestions. When they presented, I was blown away. Everyone was so prepared and there were several moments where the classroom felt just like a real courtroom. A few days earlier, some of my students invited me to join their Facebook group where they post their own poems (some silly, many serious). I can’t tell you how impressed I was with their writing and their reflections. I couldn’t wait to share it with some of the English teachers at school, and hopefully we’ll be able to put on a Poetry Reading night at school or at a local coffee house.

      Now these are the moments that make teaching worth all the discouragement. Students have the ability to inspire all of us, even during our darkest moments. I think often teachers tend to dwell in the negative. When someone asks about our day or our classes, we often share of the troubles we are having first, rather than celebrating the positive. If we stay in the “mud” too long, we will completely miss out on the wonderful things are students have done and are doing, both in and out of the classroom. I also think we need to provide more opportunities for students to be able to shine in our classes. Too often I spend a lot of class time in front teaching or running an activity. I am inspired by other teachers at my school who create projects or assignments that allow their students to take the lead, giving them a chance to showcase their talents (my mock trial revealed I have a few young actors and actresses in my class and a couple of future lawyers…)

      Inspiration is there, sitting in my desks every day…I just need to have the right perspective to look for it. And it shouldn’t take Johnny Dakota to discover it.

Fantasy Classroom?

     For the past couple of years, I have played fantasy football. My wife thinks its geeky and a waste of my free time, but I have enjoyed having other reasons to watch more football. Not to brag, but I've done pretty well every year that I've played, always finishing near the top of the leagues I'm in. My strategy is always the same: draft the perfect, well-balanced team and then look to add or trade for up-and-coming players. I spend hours over the summer and each week during the season reading about statistics and studying schedules of the players I want for my team (this is where my wife could be right about that whole "waste of time" thing). Like everyone else who plays fantasy football, I look for players who will consistently perform at a high level and deliver yards and touchdowns for my team week in and week out.

     It has gotten me thinking...wouldn't it be cool to draft the perfect classroom? You know, comb through the "statistics" of the students at your school to find the best and brightest students. The ones who study hard, always turn their assignments in, think critically, go beyond what is expected of them, behave perfectly, and have a genuine love of learning. The ones who never give you a problem all year long. Then you and the other teachers hold a draft and take turns selecting your ideal students. Just like Zack chose teams in that Army Cadet program episode. He stacked one team with the athletically gifted and the other team with the pathetic wimps. Yes I realize that the episode ended with the "underdog" team winning, but you get my point. With the perfect class, my job as a teacher would be so much easier! There would be no need to adjust my lessons to make sure all students understand the material. There would be no need to provide extra help at lunch or after-school because no one would need extra help. There would be no need to ever change my teaching style because my students would adjust to me. Oh imagine the possibilities!

     Wait a second...there's a reason they call it "fantasy" football...its not real. I could waste time dreaming up this perfect classroom, but its not going to happen. And to be honest, maybe that's a better thing! Technically, the students I receive each year are random and haphazard (sometimes the only reason they are in my class is because it works with their schedule), but I firmly believe that there is a God-appointed reason each one is in my class. The reason may not be obvious right away but I try to make it my goal to figure out why each of my 160 students occupies a desk in my room each year. Each boy and girl brings their own unique personality, learning style, needs, and past with them. I have to believe that such diversity will encourage me to be a better teacher to help them. Perhaps I need to provide extra help to the two girls who struggle with tests and how to study. Maybe I need to experiment with different teaching techniques to reach the students who don't learn by just lectures. Perhaps I need to show more compassion to the boy who needs extra time on homework because he doesn't have access to a computer at home. Or maybe I need to be a positive role model for students when it comes to life outside of the classroom.  If I don't believe, I'll become the teacher who spends most of their time complaining about their students rather than celebrating them.

     Maybe instead of focusing on ideal students, I should spend more time asking how I can be the ideal teacher (who still plays fantasy football) for them.