Hey, Hey, Hey...What is Going on Here?

     One of the things I appreciate about Saved by the Bell is the show's attempts to tackle moral and ethical issues that Zack and the gang often find themselves in. In fact, I could use several episodes as mandatory viewing for my kids to learn the lessons/dangers of: overspending and lying (the "Lisa Card"), gambling and having unsupervised parties (Screech and "Hound Dog"), making and using fake ID's (The Attic), drug use (Johnny Dakota), and of course drinking and driving (probably the only useful "Tori" episode...I usually ignore the others). Laugh if you will but the show portrayed some pretty common mistakes made by teenagers and it certainly teaches better lessons than most of the reality TV junk on MTV.

      But I've noticed that these episodes usually focus around the kids and their parents. Noticeably absent are the teachers or even Mr. Belding. Sure Zack often gets detention in many episodes, but they are usually for academically-related offenses. Saved by the Bell gives off the impression that when it comes to teenagers' moral upbringing and decisions, the responsibility is completely on the parents...but is that right?

      I have been reflecting a lot lately on a teacher's role in their students' ethics and morality. I spent a week with my school's 8th graders on an East Coast tour. While on the trip, the chaperones discovered that one of the boys was "sexting" with a fellow 8th grade girl back home. Very illicit language was being used and if the boy's phone hadn't been taken away, photos would have been exchanged as well. My initial reaction was shock that students I had known for the last couple of years would be doing this (even though I am fully aware of how common sexting has become among teenagers). When the surprise wore off, I was left with a huge sense of sadness. I was sad to see the lost innocence of 13 year-olds. I was sad that the boy and girl did not respect themselves or each other. I was sad that these two students, and probably others that I didn't know about, thought this behavior was acceptable...my heart broke.

     As a teacher, when students make choices like these, I am often handicapped as to how much I can do in response. If they haven't broken a law or school rule, all I can really do is inform the parents and let them handle the situation (which we did in the above situation). But for me, that doesn't feel like its enough. Its not that I don't trust the parents to appropriately respond (though some may not). I'm sure they will, and if punishment is necessary, they will do so accordingly. But I believe that one of my most important roles as a teacher is to set a good moral example for my students, and if one of my students makes a mistake in judgement, I cannot sit idly by.

     I realize that I cannot expect my students to live by the same moral guidelines that I do or want my own children to, even if I think of my students as my kids (I cannot even assume that their parents have a similar moral compass!). My authority over their lives is limited outside of the classroom, but I have realized that I am not okay with that. Hilary Clinton wrote a book "It Takes a Village," emphasizing the role that all adults, not just the immediate family, play in the upbringing of children. In my opinion, teachers are a part of that village. If I catch a student cheating, using drugs, lying, sexting...I'm going to use that opportunity to have a discussion with them about the choices they are making. It may not have an impact and my students may very well ignore me since its not really my place, but I'll feel worse if I don't even try

I'm so Excited...I'm so Excited...I'm so...I'm so...Scared!

     One of the most iconic episodes of Saved by the Bell, and maybe my favorite (so hard for me to pick just one) is the Hot Sundae episode where Zack tries to get Jessie, Kelly, and Lisa to form a girl's singing group. With all the practicing and an important geometry test to study for, Jessie turns to caffeine pills to stay awake and focused, becomes addicted, and has a huge breakdown the night of the big performance (but remember when we snuck out to see E.T?). Besides the powerful lesson on the dangers of drug use, the episode also highlights the very essence of Jessie Spano.

     Jessie was the straight-A, class president (MTV in study hall!), environmental-conscious, feminist, ideal student out of the bunch. She obsessed about her grades and getting into an Ivy League school (Stansbury anyone?). She mocked Zack's laziness and freaked out if she ever received a "B." Sadly, I teach many students who are just as extreme as Jessie when it comes to their academic performance. Even sadder, I teach with teachers who expect their students to perform at the same level that Jessie did.

     I already wrote a blog on letting kids be kids and not burdening them with too much work in the name of learning. But recently, I've been thinking about the expectations that teachers unfairly place on students in their classrooms. We expect that they should be able to do/know certain things. We expect them to be better than previous years' students. We expect them to love our subject because we do. We expect them to want to be Jessie Spanos and strive to be the best. Really? Doesn't  some of that seem silly? Now its one thing to set goals for our students and to challenge them to be better than they think they can be. The problem is that often teachers set the bar too high and then get frustrated and then complain when students don't meet their expectations...and then punish them for falling short!

     I try to be a realistic teacher. As a history teacher, I know that a vast majority of my students do not enjoy history, so I can never expect them to take the same interest in the subject like I did (which didn't even come out until I was in college anyway). I remember how busy my life was in high school with sports, clubs, band, drama, and church involvement, so I never expect my students to be able to devote a ton of time to only my class. If I do find myself surprised by what my students cannot do compared to any expectations, I would rather re-evaluate what I am doing or how I am teaching before I just throw up my hands and say "oh well last year's kids could write better than this...what's their problem?"

     All 8th grade students at my school recently completed a research paper. They had never done something like this before, so I didn't expect amazing quality from my one class of students. In fact, I was looking more for strong effort and a basic understanding of what a research paper is all about (so they are ready for high school) As I sat with the other teachers to grade, I was shocked at how some of them were so quick to harshly criticize the students' work. Low C's and D's were being handed out with little second thought and when we reflected on the papers, the comments like "I expected better," or "these are disappointing." or "why are these so bad?" were heard. Not once did we reflect on our performance as teachers: Maybe we didn't teach them well enough how to write this paper? Were our instructions clear? Should we have given them samples to compare before they wrote?

     Jessie Spano might have placed high expectations on herself, but as teachers, we need to be careful to not add even more. If we do, we run the risk of being narrow-minded about our students and also forgetting that we are the biggest agents of change in the classroom...not the kids. So let's "put our mind to it, go for it, get down and break a sweat" (I just couldn't resist)

Through a Child's Eyes

     One of the things I love about being a daddy is watching my 11-month little boy and 2-year old daughter discover the world. So many things are new to them that they view life in wide-eyed wonderment. My daughter will take the time to look at things out the window while we drive somewhere, or my son will focus intently on a toy until he figures it out. They're never rushing through life...they are enjoying all the little moments as they happen. As an adult, I am often guilty of living life so fast that everything is a blur.

     In my classroom I often battle between the need to get through curriculum as quickly as possible (especially hard in a history class) and the desire to take time out to help my students "discover" the past and even themselves. Its the challenge of quantitative instruction versus qualitative instruction. This has been on my mind a lot recently because I think that quality learning should be a teacher's primary focus and I want to find ways to incorporate that more in  my classroom. I teach an AP US History class and the pressure to simply load the students with as many facts as possible to prepare them for a big test at the end of the year is overwhelming. But what if I want to spend extra time on the civil rights movement so students can debate the approaches of Martin Luther King and Malcolm X? Or have my kids administer a survey in the city about the importance of political parties in voting? Or re-create the bleak conditions of families during the Great Depression?

      Once again, I can look to Miss Bliss for guidance. Certainly she needed to get through the material of her class each year but she was willing to take time to let her students discover things for themselves: the perils of the stock market, the importance of the judicial system, even taking a stand against dissecting frogs! She didn't tell the students "there's no time for that, we need to move on" or "you won't be tested on that so don't worry about it." Yes I realize Miss Bliss is just a character in a fictional show, but there's an example there worth noticing.

     When oil was discovered at Bayside High and it wreaked havoc on the environment surrounding the campus, Zack and the gang, on their own initiative, researched the harmful effects that oil drilling would cause and challenged the oil company. Those are real learning moments. A fellow teacher told me that after visiting the Museum of Tolerance, a group of students asked to organize a charity drive. The teacher turned it into a project where the students had to learn how to effectively raise funds, write proposals, and put on community events. That's real-world experience/learning that may not fit perfectly into a curriculum (by the way...this takes place in an English class!)

     At the very least, I want to be able to encourage whatever passions and interests my students have when it comes to history. These days, students are taking AP classes as a necessary requirement to look good on college applications, rather than looking to develop and heighten an already-existing interest in the subject. (I attached a trailer for a new film that explores this very topic). So I can't help but wonder if it would be fair for me to teach a more quality-based class experience at the expense of teaching the info the kids need for the test?

     I want my teenage students to remember what its like to be a young child when it comes to learning. To break from the mold of the traditional classroom experience and hopefully in the process, discover strengths and qualities in themselves that they wouldn't have seen if all I did was lecture or assign essays and tests.

Big Bopper Belding!

     I turn 30 tomorrow...that's right, the big 3-0...there, I said it. Now, I'm not pouting about it (well maybe a little) and I certainly am not worried that I have somehow lost my youth (no mid-life crisis here). But this birthday does have me comparing myself to a man who tried really hard to deny and defy his age. That's right, I'm talking about Mr. Belding.

     Mr. Belding is the perfect example of someone always in search of staying "forever young." Perhaps the reason he became a principal to surround himself with teenagers. Unfortunately, his efforts often came across as pathetic. Remember how he showed up on the first day of school one year with a toupee? Or how he desperately tried to get on Casey Kasem's Dance Party (the sprain!) by touting his old DJ skills? Then there's my personal favorite when Belding has a fight with his wife and turns to students Zack and Slater for some male bonding because they too are in a spat with their girlfriends (did Slater really think Jessie would ever be okay with a Raider game as a going steady date?). It was comical to watch Belding pretend to be hip and cool around the students.

     So how does any of this relate to teaching (besides Belding serving as an example of how NOT to age gracefully)? You see,  Mr. Belding clearly showed that he wanted to be liked by the students. So he always tried to do things that would hopefully make him look cool in their eyes. That brings up a debate among teachers...is it necessary to be liked by your students?

     I may be in the minority here, but I believe that there is a correlation between a teacher's likability and his/her effectiveness in the classroom. Think about it...if your students like you, won't they be more willing to do what you want them to do and put forth better effort (just like any relationship...there's some post-Valentine's Day advice for everyone). It also leads to a more positive attitude from your students because they enjoy your class, even if they might struggle.  I even find that behavior issues go way down because students who like you don't feel it necessary to act up. Being liked doesn't mean that you have to make your class a party every day or super easy (yes kids would LOVE you if you didn't have homework or tests, but I'm not advocating that strategy). It also doesn't mean that you can never be tough on your students...you have to be willing to be disliked at times if necessary.

     All it takes is a willingness to laugh at yourself, admit your mistakes, show kids that you care about them, open up about yourself, be flexible...basically all the things that you do to be liked by others in a friendship or romantic relationship! Its just sad to me to see teachers who maintain that rough and tough exterior and seem to relish in the "mean" reputation they've earned over the years. They seem to spend more effort on maintaining that image than trying to find ways to be better teachers. Students in credential programs are taught to be the "boss" as they manage their students and that they shouldn't "smile until Christmas." Really? As Dr. Phil would say..."How's that working out for you?" Its no surprise that students in those classes aren't willing to go the extra mile for the teacher, always seem disinterested, or worse, become serious behavior problems for the teacher.

     My only apprehension about turning 30 tomorrow, is that I will lose a characteristic that made me "cool" in the eyes of my students. Being in my twenties, I was the young teacher! Students thought it was cool that I was close to their age and that I was younger than most of the older teachers they were used to. I lose that uniqueness starting tomorrow, and I admit...I will miss it. Hopefully my students like me for other reasons other than my age.

The Blonde and the Useless

     The other morning I saw one of my favorite episodes of Saved By the Bell (who am I kidding, they are all my favorite!). The one where the gang is in some kind of "life skills/health" class and they pretend to be married and have kids. I found it funny how every now and then, the principal Mr. Belding, taught classes, like this one, as if he has all this spare time on his hands!

     From a teaching perspective, the episode provides a perfect example of something I strive to do in my classroom...being creative! Sure, Belding could have lectured on marriage statistics and different parenting styles. He could have had students read a book or present a powerpoint of research they had looked up. Not only would this have made for uninteresting television, but it would make for a boring class! Instead, Belding took advantage of a perfect opportunity to have the students role play simulations, which created a unique learning experience for the class (I'm sure that's what the writers were trying to convey...). Miss Wentworth's subliminal advertising demonstration (Zack Morris is a blonde Tom Cruise) and Mr. Tuttle's group business project (Buddy Bands!) are two more examples of creative teaching episodes I love.

     If there is one thing I would want to share with new teachers it is this: do not be afraid to be creative. Dare to try something new and unique. Try a variety of methods so that you never get stuck in a routine of predictability and boringness (that may not be a word, but that is why I do not teach English). Create lessons that truly engage the students whether it's by connecting material to their personal lives, simulations, using media and music, playing a game...whatever! And if it doesn't work...try again! If the lesson doesn't pan out the way you hoped it would, learn from what didn't work and don't get discouraged. Heck, I've ended assignments and projects in the middle of kids doing them because I realized it was lame! I figured the kids would hate me for wasting their time and effort, but I discovered that they appreciated me being honest with them and willing to be flexible and try different things.

     Now I get it. Some teachers would say that they don't have the time, personality, or desire to be creative in their class. Their methods work in getting students to learn _____ (fill in the blank), so why fix something that's not broke, even if the kids may think it to be "boring"? Or teachers may worry that unique lessons that get kids running around the school, or get them debating controversial ideas, or get them doing puzzles in class borders on a lack of classroom management. My response is simple...since when did teaching have to equal no fun!? Wouldn't students want to learn more from you if they know you're trying to make the class enjoyable for them? I think its a cop-out to not even try (and it's also weak to just play "review games" before every test and say the counts for being creative). I've had students play a version of "capture the flag" where everything is a metaphor for the age of European exploration. I've divided students into tribes to play "Survivor" and compete in class challenges while we learn about a unit. I've even strapped on a marching drum to have the students march like Civil War soldiers (without shoes on). The reward for me is watching how students remember more from those lessons or units than the "normal" ones.

     I'm not perfect and I hope this post does not come across as bragging. In fact, I was reminded of the importance of being creative just last week when I witnessed my high school students moan when they look at the clock, slap themselves to stay awake, or flat out fall asleep in my class while I just stood and lectured. Its hard to not get upset or take it personal. So I spent my weekend trying to create a whole new way of teaching the class that avoids me boring the kids to death. This new method may bomb or it may work out well...all I can do is try

MVEMJSNUP!

     Excuse me, but I'm about to get political with my blog. I promise this won't be a frequent thing. I guess with yesterday being election day, I am slightly inspired to write about a topic that I'm sure will not make me popular with other teachers. There has been a lot of talk the last few years about reforming America's educational system. From No Child Left Behind to Race to the Top, there's no shortage of politicians who have some opinion on how to fix America's schools. I think everyone can agree that the motivations and intentions behind reform efforts are well-intentioned: we want to have the best schools in the world providing the best quality education for tomorrow's future. So why is it that teachers are often the people who stand in the way of change?

     In one episode of Saved By the Bell, the teachers, encouraged by Zack and Slater who wanted to go on another ski trip, went on strike. Zack later felt guilty because the strike prevented the Academic Quiz Bowl Championship against Valley from happening and Jessie and Screech were looking forward to competing (how Lisa made it on the team I'll never know). The silliest part of the episode, besides Zack filling in for Screech on the quiz team was what it took for the teachers to call off the strike and go back to work: things like money for a staff Christmas party, a staff lounge, and closer parking spaces. Really? That's what got Mr. Tuttle and the other teachers all hot and bothered?

     That may not be the greatest metaphor to use, but today's real-life teacher's unions feel the same to me. Don't get me wrong, I understand and appreciate the hard work that unions do, negotiating salaries and benefits, and standing up for teachers when necessary. But I also think that unions can be a hindrance. As a teacher, I believe that my highest priority should be what is best for my students, not for myself. So if that means staying late at school to hold a study session for my classes, or working through my lunch break with other teachers or students,  or coming in on a furlough day to get my classroom ready for the first day of school, or anything else that goes beyond what I'm "contracted" for...I'm going to do it! It also means that if my administration wants to evaluate and monitor me as a teacher to make sure I'm doing a good job for the students I'm responsible for (no matter how long I've been a teacher), then I welcome that.

      In almost any other professional field (business, law, medicine, corporations, sports, etc.), you're held responsible for the work you do. If that performance is not up to par or falls short of expectations, you could be demoted or even fired. And while that does suck...most people would agree that it at least makes sense. So why are teachers so afraid of that kind of accountability? Unions are strongly opposed to any political plan by the government, Democratic or Republican, that allows schools to get rid of bad teachers.  In fact, many politicians won't touch school reform for fear of losing the unions' voting support! Teachers want the same perks you find in the business world such as tenure, job security, and benefits, but are not willing to have the same kind of accountability! Heaven for bid we actually try to fix the teachers who are in charge of our students! Certainly there needs to be an agreed-upon measuring stick for what constitutes a good and a bad teacher (and it should be more than just test scores). And yes, teachers should probably have the opportunity to improve and change before being let go. But I don't want to work with poor teachers who are a part of the problem as to why America's schools are under-performing! Too many teachers are just going through the motions every year because they know their job is safe so they can do whatever they want. Teachers always claim that their students are their first concern...I think its time we act like it.

     When I was in 7th grade, the teachers in my school district went on strike for a better contract and salary. Definitely, a worthy cause to protest. In their place, schools had to hire replacement teachers, usually subs or unemployed workers looking for a paycheck. Its no surprise that the quality of education my classmates and I got that semester was horrible (which I'm sure was the message teachers were hoping to get across). But that strike sent a larger message to me...it made me wonder if my teachers really cared about me? I am pretty sure that there isn't an issue so big that it would cause me to join the picket lines for teachers, because I just can't do that to my students. My hope is that within the next few years, teachers (and the unions that represent them) will stop being a political obstacle, standing in the way of needed changes and reform. We owe that to our students and to society as a whole. (This is where an Obama-like "Yes We Can!" feels appropriate...but I've already gone too political)

Happy Wrong Number By The Sea

          Remember the Malibu Sands Beach Club? You know, the place where Zack and the gang got summer jobs one year working for Mr. Carosi? Those episodes are remembered most for the summer romance between Zack and the boss' daughter Stacey Carosi. At first, Stacey thought Zack was the typical California surfer dude who didn't understand hard work and Zack thought Stacy was a snobbish East Coast girl. Eventually they fall in love when they're able to see past their stereotyping of each other. A cute, albeit cheesy love story, but it's also a lesson for me as a teacher. Quick side note...the Malibu Sands episodes remind me why Saved By the Bell is not a good model of parenting. What kind of parents allow three teenage girls to stay in a beach house for the summer with no parental supervision and the opportunities for boys to come over?
          As a teacher, I find myself really having to fight against stereotyping my students. Whether it's from their physical appearance or early academic performance, it's tempting to typecast teenagers as trouble-makers, or geeks, or annoying, or air-headed, or lazy (the list goes on). Before I even get to know some of these kids and their stories, I unfairly judge them and paint them into a corner they can't get out of, because I won't allow them. My stereotyping usually doesn't affect how I teach, but it definitely affects how I respond and interact with students. I might roll my eyes when the kid who doesn't listen asks another question I've already answered if he was only paying attention. I might not be as helpful to the struggling student who has missed his last three homework assignments because I don't think he/she is trying. I might get into a sarcastic argument with that "thug" student who seems to go out of their way to be difficult.
          Obviously, those are my low moments as a teacher. I'm not proud of myself. Sadly, some teachers don't feel guilty about stereotyping. I've heard them talk in the teacher's lounge about students in such a negative manner, but then figuratively shake their heads as if there's nothing that can be done to change the child. As a parent myself, I would never want my son or daughter's teacher making assumptions about their abilities or character. Plus, students must know when teachers have stereotyped them and it only makes school harder for them!
          I will never forget a student I had a few years ago named Nicholas. He entered my class in the middle of the year because he was expelled from his former district. He was 12 years old and his file was already full of run-ins with police, gang-related activity, rumors of drug use and weapons brought on campus, and a reputation for being very disrespectful with teachers. I tried to keep an open mind, but within the first few weeks, he was challenging me in class in front of others, instigating, and trying to "look cool." It wasn't long before I just gave up on Nicholas, assumed he couldn't be reached and decided to challenge him back (yeah, because that's a solid plan that was going to work...take note of my sarcasm). To this day, Nicholas is my biggest regret. I often wonder what has happened to him and how I could have handled things differently. He was probably used to teachers holding his past and reputation against him. If I had approached him with a clean slate in mind and not been so quick to stereotype and quit as a teacher, perhaps it would have made a difference. Maybe not, but as teachers often encourage their students: you'll never know unless you try.
          In a way, stereotyping students is being pessimistic about them. It also demonstrates laziness on the teacher's part. I need to be willing to go the extra mile for students even if they have had problems in the past. I need to be willing to see past appearances because they can be deceiving. I need to be willing to be surprised by students who prove my assumptions wrong. If they had continued to stereotype, Zack and Stacey would have never loved each other, or Zack and Slater would have never become best friends with that cool handshake, or Zack would have never dated the handicapped girl, plus-size girl, or wrestling girl (why did those girls always disappear after one episode...no high school has that many transfers!)