Passion, student behaviour and being fiery

One of the issues in classes today that stems from the home is that students have trouble accepting that a teacher has authority in the classroom. At home they argue with parents in a very democratic fashion. Students believe (wholeheartedly) that they have a right of reply to any misconception that they face.

I must admit this gets me fired up especially in my 'A' class. Any student willing to take responsibility for the care, nurture, learning needs and welfare of thirty students, get a degree as a minimum requirement for teaching can have my job if they can prove they would do it better. Until they do this, if I ask a student to be quiet or stand in the hall, see the team leader, copy off the board or attempt a question they may believe they can't do, I expect them to attempt to follow my expectation.

They will fail sometimes, and this is ok. This does not give them a right to argue and waste teaching time. It should prompt some introspection as to why they didn't understand how to do it and hopefully seek assistance from friends, pay more attention when solutions are put on the board or seek assistance at an opportune moment during class or after class. Maybe it would be a good idea to get them to journal why they have had such trouble understanding a concept and identify ways they could better understand a topic. Bringing the correct materials to class (eg. CAS calculators, pens, paper, texts), paying attention during instruction, fostering friendships with those that do understand, reading their notes (and keeping them in a place they can be used) - attending school regularly (my favourite) and catching up after sickness may be a good start.

These students do not have a right to insist on help at a time that suits them. To use a claim for help to justify poor or avoidant behaviour is not acceptable. I would love to be able to provide just-in-time intervention to every student all of the time. In a class of thirty it just is not possible. The belief that getting instant help is a right is infuriating and I don't know where it is being fostered. Maybe I should enquire into how many are only children (and thus do not have to compete for attention) and also examine my own methods of helping during practice time (maybe I am a contributer to the problem!).

When instructed on where their actions are errant I expect nothing less than silence especially with those talking during teaching time - this is done in the hall outside my room. Try my patience and half the school hears. It's fun watching them open their mouth and then hear them "but you won't let me talk to explain". If you talk during my teaching time and I have to stop the only thing I wish to hear is I'm sorry and then see an end to that behavior. Woebetide the student that interupts me again. My other students have the right to learn and it must be protected.

There must be a line between teacher expectation and student behaviour. There must be a consequence if this is crossed. A lecture, for many of my kids is enough to get the message. If they get the message, no further consequence. If it continues -they start the path to BMIS.

The argumentative nature of students at correct times needs to be fostered (we don't want meek students) - but it must be cultivated with manners and knowledge that there is a time and place to discuss the finer points of an issue. I always offer time after class for extra assistance and am happy to discuss any issues or problems from a class at this time. Funnily enough rarely is this offer taken up by these students during lunch or their own time.

Creating inspirational students

Students aren't born inspirational. They're born rather podgy blobs that whinge a lot... Some never change...

This week I spent a bit of time reminding my year 10's that they are inspirational. Lower school students look to them for cues on how to behave, on determining what is important and setting the tone within the school. If they want a happy school - be happy. If they want a school with a million rules - do stupid things. If they want a school based on success of students, show the lower years that our school can perform at a high level.

For this I think it is important that we create opportunities for them to be successful and protect those that foster these activities. It might be taking an interest in a student that is doing an afterschool ESL class, or not getting grumpy with the dance teacher that is taking students out of class for a recital, being supportive of the physical education staff and their events, supporting SOSE excursions by providing extra supervisor bodies or helping out with relief classes.

I think it also means looking for information that might help inspire kids. I recently found two books by the actress that played Winnie on the Wonder Years (Kevin's girlfriend for those of you ancient enough to remember). One is called 'Math doesn't suck' and the other is 'Kiss my Math'. The books themselves may be just the thing to get a student going and get them to believe that you care about how they think. The maths is a bit dodgy in places ('Highest common factor' becomes 'greatest crush factor') but it has a go at making maths pop culture ready and that's a good thing.

Another bit of success I've had is to let them into my life a little. Last class we created tally tables on the best baby name that we had selected. Next time I'll have a silent poll as it was a case of many just following the leader. Maybe this is a discussion in itself. We've also used my history to investigate stocks, examine salary ranges and evaluate priorities on what is important in life.

Another opportunity has been with my guitar. I am worse than hopeless, but the kids see that I am still learning well beyond school.

Lastly whenever a leadership event occurs I draw their attention to it and suggest that they pay heed to things done well or poorly as they will soon be in that position. If they can learn good leadership habits now, they will be in better stead going forward.

Year 12 leaving ceremony

It was interesting to watch the leaving ceremony for the year 12's. It gives you a lot to think about for times where you are helping set up such an event and things that kids really need to do to make these events successful.

Firstly all kids need to feel included in the ceremony - not just the popular kids. Photo montages need to include everyone, memorable events need to cover the full spectrum of students academic, sporting, VET; dominant personalities need to celebrate and value the achievements of all, not just the popular few.

Perhaps we need to consider how we could create photo libraries for all years, mini yearbooks documenting events as they occur as part of the various handshaking ceremonies throughout the year.

There was a clear lack of thanks from the current year group. There was a brief thanks to all our teachers and then a celebration of all the events where misbehaviour had occurred and had perhaps caused embarrassment to students, the school or disrupted classes. This left a sour taste in the mouths of the senior teachers as a lot of effort had gone into getting this cohort over the line. Many have decided to give the graduation ceremony and dinner a miss. Maybe this is an indication that we need to focus on those that appreciate our efforts and that the efforts at 'inclusive' education have gone too far. Maybe students beliefs are right and we are not doing enough! I don't know but somehow I doubt that our efforts are best spent on students that perform at a very low level (even with all the help in the world) and take away time from students that could really use extra help. There needs to be further authority given to schools to move students that will not respond to learning opportunities to free up time for those ready. Perhaps it is just my utilitarian tendencies showing through.

When all graduate there is a clear diminishing of value placed on secondary graduation. With graduation rates of 80-100% and all students needing to continue school to year 12, graduation for many has limited worth. Many leave with little more knowledge than they had at year 10. It has diminished the achievements of those attempting TEE courses, there is little recognition of the difference in effort required. I feel for those that attempt TEE courses and get fails on their certificates due to external circumstance instead of taking the easy option and doing VET or alternate education courses.

Another clear transformation is the knowledge that these kids will probably communicate with their cohort for some time unlike any cohort from my time. The advent of Facebook and mySpace will mean that they can have instant communication with their cohort and an instant network to resolve issues and celebrate success. I don't know if this is a good thing as coming of age was about new times and new people, the removal of negative reinforcers and a new beginning.

The lack of concern of students for their TEE exams and the haphazard attitude to study borne through portfolio entry and low TEE scores is definitely to their detriment. The baptism of fire is now more dip in a warm pool. These students have managed to leave school without any anxiety of security and self worth - how will I support myself, what occupation can I do, how will I be worthy of my life partner, how will I be a valid contributor to society? Resilience is something borne of experience and these students lack any real concept of the difficulty of gaining true independence.

Casio Classpad 330, Finding the mean and missing values

I posed the following question to my year 10's in order to continue our learning of the new calculator. It is an example of solving a problem where the mean is known but a value in the sample is not.

"Q: A class had 5 students. Student results in the last test was {50,56,64,72,81}. Isabella joined the class and the new mean became 68. Did Isabella score higher than the old mean and what was her score?"

H: If the mean of {50,56,64,72,81} is less than 68 then Isabella has scored higher as a higher score by Isabella will raise the mean. Since we know the new mean (68) we can work out Isabella's score by working backwards.

Set up a working pane with a main application and a list editor. Title a column 'list1'. Add the 5 student results to the list editor.

Click in the main application and type mean(list1) using the soft keyboard. Hit the blue exe button. The answer is 64.6 .
A: The old mean 64.6 is less than 68 therefore Isabella has scored higher.

To find Isabella's score click in the list editor and tap the next empty cell in list1. Press the x button. Click in the main application pane on the line that says mean(list1). Press the blue exe button.

This will return a sum to work out the mean of the list for values of and value of x i.e. (x+323)/6.

As we know the new mean alter the first line to read mean(list1)=68. Highlight the solution sum and tap Edit in the menu bar and then Copy. Paste the sum on the next line in the main application pane. Highlight the sum, tap Interactive on the menu bar, then tap Advanced on the sub menu and then tap solve. Tap ok at the base of the dialog box. The answer is x=85.

A: Isabella's test score was 85.

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