Second Semester Slump

The woes of teacher life #3,812: EVERY STUDENT SLUMPS. (The term "senior slump" does not just apply to my seniors. Even my freshmen have begun to "relax" when it comes to their academics.)

Where I'm seeing it: Well first and foremost, homework. Let me take you through my policy on homework... I ASSIGN VERY LITTLE HOMEWORK because I believe the best learning and individualized application happen in the classroom with peers and a teacher assisting in the process. Call me wrong, call me too nice, call me whatever you want. BUT I DO NOT ASSIGN MUCH. Perhaps once a week. HOWEVER, my students know my policy, "the more of you that turn in your homework, the less homework I will give!" In other words, if they show me as a class that they are capable of applying what they learned in class, at home, or in life, I will have to test this skill less and less often. It may not be the BEST policy, but I truly believe it is fair and allows them to strive for a goal/reward = less homework.

But this second semester began on a rough note. I give class points to my 9th graders (First period to 20 points = whole class surprise!) Last time I brought bagels, cream cheese and orange juice for 5th period and they loved it! (Thank goodness for my philanthropy chair skills which I used to persuade local businesses to donate food for my deserving students!) In addition to awarding points for overall great behavior and excellent work I give points at the end of the week for the best class percentages. Each week I have a chart (like below) on my board and as homework comes in and quizzes are taken I fill it in. I then award points to the classes who do the best and the class that comes in third out of three gets bupkis. Generally this works well because each day is a new chance for their class to get behavior points AND statistical points by out performing the other 9th grade classes. Last semester my percentages for on-time homework (meaning how many students who were here when it was assigned turned it in on time?) were generally in the 70's (70-80%) with a few spectacular and terrible days scattered throughout. But starting THIS semester, percentages have been in the 50's and 60's, meaning only about HALF of my HONORS students do their homework and turn it in on time. Let me stress again that I DO NOT GIVE HOMEWORK CONSTANTLY so I know I am not overwhelming them AND I GIVE HOMEWORK THAT TAKES THEM NO MORE THAN 20 MINUTES, IF THAT because it is usually a similar activity to what they did in class as a group with a new topic or passage.

So why the sudden slump in homework? Why do my students think it is ok to do less work in my class? Honestly, the answer is unclear to me. I did a little research regarding the reasons students don't do their homework, but most of the answers like "not enough time" or "don't understand the task" don't apply because my students DO have time (I've checked in with quite a few) and the task is exactly like the activity in class (again I make sure they clearly know what to do). So what is it? I'm at a bit of a loss. So of course, I made a bet with them (like all sane individuals, I like to compete with hormonal teenagers...).

I told my students on Tuesday that I had seen a negative trend (and pointed it out on the board).  So, on Tuesday I gave them each a one page (just one sided) article for them to read. I had taught them about chunking, where we take one paragraph at a time and determine that portion's main idea and the author's purpose. This helps them understand the overall main idea of the text and how the author communicates it to the audience. We had done the activity in class with some fun examples and I was confident they could accomplish the task.

MY CHALLENGE: If 80% or MORE of them did the (10-15 minute) homework and turned it in on time (at the start of class) I would NOT give homework for the rest of the week. HOWEVER, if 79% or less completed the task, I WOULD give homework the next day and it would be LONGER. In other words, do the work now, reap the benefits ALL WEEK. Don't do the work now, and the expectations increase. I ask you... would you have done your homework? Would you have texted a friend a reminder? Maybe it is the teacher in me but I SURE HOPE the answer to at least the first question is HECK YEAH, MS. LANDAU!!

And this challenge was per class. So 4th, 5th, and 6th, each had the opportunity to out-do the other classes! If one class got more than 80% they would have no homework, while the two other classes who didn't, would have more work!

I made this crystal clear with a visual explanation AND even call and response:
Ms. Landau: "So class, the more homework you do tonight...."
Class in unison: "THE LESS HOMEWORK YOU GIVE!!!"

The point is, they got it and many of them left the room nudging their friends saying, "dude, don't forget!". One even tweeted about it reminding peers to do the work!

Ok. I've blabbered on and on and on and you must be thinking, just tell us already. Ok.

On Wednesday I arrived excited, ready to reward and praise my incredible 80%-ers! But alas the results were as follows.

4th period = 76%
5th period = 73%
6th period = 74%

I'll give them a nod for consistency BUT I'd rather see consistent SUCCESS!!!

So the challenge continued. At the end of class I announced their numbers and showed them the sadder of the two slides I had prepared, assigning them a two page homework (again, a practice activity much like what we did in class). Many of them made annoyed sighs, but the majority of them understood that they need to ALL do their homework to succeed as a class. I understand that I am judging them as a whole, rather than as individuals. HOWEVER, the students who always do the work are given the opportunity to inspire their peers AND build their great grades up! The regular "forgetters" are starting to feel the pressure from their friends. So, though I do not think it is the "perfect" process, I do think it sends a good message. In their lives, college, and career, they WILL be judged upon the work of their teammates and friends, especially if they work in a position with collaboration.

Friday finally arrived, and they KNEW if the percentage was too low again they would have a LONG PACKET for the weekend!! I had them all printed up and ready to go. The students filed into class, turning in work and watching each other. I took the pile, taught the lesson, and at the end of the class walked up to the board with the homework packets in my arms. I wrote their percentages on the board:

4th = 87%
5th = 80%
6th = 85%

Each time the class erupted in celebration. I jumped up and down congratulating them and each time threw the homework packets on the ground for effect! It was an awesome end to a tough week and I think if anything they learned that when they hold themselves and their peers accountable, they can all reap the benefits. You must be thinking, but what about the few who still did not turn in their work? Well, I had a nice long phone call with each of their parents and should be receiving all late assignments on Monday :)!

Cheers, 

Ms. Landau

Googly Eyes!

After a much needed break from teaching... I'm back! Rested and relaxed, I walked into the second half of the year with new energy and zeal. Luckily I found that my students had not FORGOTTEN EVERYTHING like I nervously predicted! This is both a validation of their genius and a reiteration that my teaching style is making things "stick" for my students. (Release huge sigh of relief!)

We began with a review week since semester one exams are next week. This struck me as odd. Why give tests after a two week vacation from school? But I found that coming back into a review week was a very good way to ease back into the rigor of school. Kids were ready to show me what they remembered and prove that they could ace anything I threw at them. I'm sure they will do phenomenally well next week!

For the holidays my younger sister gave me a huge pair of googly eyes (which are very important and humorous items in our family) and I knew exactly how I could use them. Oliver the octopus is the newest addition to my classroom and the kids were shocked when they walked in and saw that he had taken over the back wall. His sign says "Ms. Landau SEAS you!". Obviously I had to use a pun; I am an English teacher after all! My kids know I'm ALWAYS watching for phones and distractions so this was perfectly appropriate. They love it and I even had some students bring their friends by after school to see Oliver and touch the giant googly eyes. (THANKS NICOLE!)


One thing I'm worried about in the upcoming semester is a the "senior slump". My 12th grade honors students should be receiving their college acceptances in the next couple of months and I know in high school I started slacking the second I got my first acceptance in November. My hope is that they will stay extremely engaged as I explain that they need to be prepared for the high caliber of college and university work. The expectations of them next year will be lofty and if they slump in my class they will not be able to cope with the upgraded difficulty they encounter in the fall.

Regardless, I'm excited for the next two texts: Frankenstein (for my seniors) and Animal Farm (for my freshmen). These two books are layered with depth of characters and exciting conflicts. I think my students will really love the writing and shifts of perspective as well as be able to apply all their prior knowledge to delve deeply into the themes.

That's all I've got for now! I'm thrilled to be back and ready to see where I can take these kids in the next five months, which I'm sure will fly by before I know it. Think back to the tough high school tests you took all those years ago and wish my kids good luck on their exams!

Cheers,

Danielle

(Ms. Landau)