Dear we are teachers,
I have been teaching mathematics for the 8th grade. So far, these are the days I did a walkthrough or classroom observation. It’s one of the half days when my students finished my final exams before Halloween (failed on Friday), the Friday before I left for Thanksgiving, and before school, before winter break. Every time I got feedback that the students were rough and that my lessons were not strict enough. Is my manager intentionally trolling? Or should I gently point them out that I continue to be observed on the literal worst days of my school calendar?
– Observation Blues
Dear ob,
Happy to complete your first year! As a former 8th grade teacher, I know you have a challenging but important job.
This question is tough. It’s always difficult when you need feedback, but in a way the performance that gets feedback feels out of our control. I checked in with a friend who was the principal. They noted the importance of distinguishing between “walkthrough” and “observation.” Walkthroughs often really depend on when the principal has a free moment. The principal may happen to be there and may be available.
Classroom observations naturally have a higher interest, especially when they influence formal assessments. It’s worth working with your principal to get feedback that is actually useful to you and make sure you accurately reflect your practice. My friend recommended that I come to the principal with a solution. Principal feedback has been implemented. I would like to provide a date when you can observe a lesson exemplifying the shifts you made. You’re not saying they’re not welcome in your room, but you’d also want to see the lessons that incorporate the feedback they received. You can also explicitly mention that the day you were observed is challenging. Ask for ideas about what they did when the outside world changed the way students engage in content. As this is your first year, feedback should be a spirit of generosity and help you grow.
It may also be good to get support from fellow teachers. What do you do on Halloween or the day after the final exam? All school cultures are different, so if what was happening in the classroom was very different from the rest of the classroom, the principal’s perception could also change. You can also find veteran teachers who are willing to provide reliable, informal feedback. This tactic is not only a way to learn about your school culture, but it also builds meaningful relationships and shows you are invested in your growth.
After all, classroom observations are intended to be useful. They are also one person’s perception of one snapshot. Do your best to get the most meaningful feedback possible and focus on what will be useful to you and your students.
Good luck! i believe in you!
Dear we are teachers,
There are students making racist comments. The tricky part is that his grandmother is part of my management team. How can you handle this sensitive situation?
– Unpleasant conversation
Dear UC,
I’ve heard how difficult this is. You may find there are many problems with juggling. You can also manage difficult conversations between students and their families and navigate the additional challenges of having their families on the management team. That’s obviously an unpleasant situation.
That being said, I would like to push our thoughts a little here. This may be an unpleasant situation, but it is not necessarily a tricky situation. You know these comments are wrong. When students make racist remarks in our classrooms, it knows that every student hurts, especially those coming from historically marginalized backgrounds. Plus, you know that it is our job as an educator to create a space to safe, respectful and support all students, regardless of their background. This support includes students making these statements. This serves as an essential learning opportunity to at least understand unacceptable classroom behavior. Hopefully they will eventually learn why this behavior is just wrong.
You asked this question because I believe you care about your students.
So I recommend dealing with this as I handle other students who make racist comments. Stop the action, ask questions to students, educate them on the issues, and then move on from there. As this is a recurring behavior, its follow-up should involve management and sharing the situation with the student’s parents. If helpful, learning for justice is here some great resources (here and here) and a more detailed guide.
I know it’s difficult, but we know it’s the right thing to do. Good luck. I believe in you and hope this is a learning experience for everyone.
Dear we are teachers,
I have a hard time managing group projects in class. Every time I assign a group project to a high school student, I get a complaint that someone isn’t losing weight. I don’t want to deal with student dramas. I also don’t want to evaluate more than 100 individual projects. How can I make sure everyone gets a fair grade?
– Awful group work
Dear gg,
A story as old as time! I remember complaining about finishing my group work as a student. We addressed this issue just like last month. One important, but challenging lesson for students, is how to work together and manage group work well.
There are plenty of group work resources I really love, including a summary of this tip from the We Are Teachers site. Here are some of the classes I use:
1. Set the norms early. In my joint teaching courses, I share a group work grading policy at the beginning of the year. Redefine these policies at the start of all projects. This consistent messaging already has a clear understanding of how group project grading works, allowing you to minimize complaints later. Since we are already in spring, we can clearly define a gradual policy for group work, put it in writing, share it with students before starting the project, and make informed decisions.
2. Students have options. At the high school level, when scoring things as a group, I think it’s important for students to have the element of choosing who they work with. You can add some warnings (although you can’t work with someone who did the last project, for example), but part of learning to work together well means learning who you’re doing well. Before selecting a group, students can look back on their group work styles and make informed decisions.
If you want to create groups, consider adding additional support (such as a teacher assigned group role) or adding grades separately, as one of the skills you are evaluating is the flexibility to work with people who are not cooperating with. That is also an important lesson. It is recommended to explicitly teach that skill as part of your project.
3. Scaffolding collaborative learning skills. Create a project plan for students to define tasks, create roles, and understand benchmark deadlines before they begin work. You can then submit a clear list of which tasks you are managing in advance. If there is a problem at the end of the project, there is a clear record of what the original plan is.
4. Evaluate group collaboration. Grading collaborations help students to ensure that we value that skill. Make sure your students have a clear understanding of how they are being evaluated.
5. Implement student reflexes. At the end of the project, students will be able to reflect not only on how the group members did it, but also on how they did it. By making the grades individually reflected before they are announced, they can stop and take a vulnerable moment to consider how everyone contributed. They can also see how everyone can improve their future collaborative capabilities.
Having time on the front end makes group work a beautiful way to teach important life skills and content knowledge. And yes, scoring 20 projects is easier than scoring 100 individual assignments. I send a lot of good vibes and I believe in you!
Do you have any burning questions? Please email askweareteachers@weareteachers.com.
Dear we are teachers,
I’m pregnant with my first child and feel absolutely miserable. I can barely get up from my desk most days, have to pee every 30 minutes, get thrown into the trash in the classroom and do more than I can count. I know that some of these symptoms will improve, but I also know that others will take their place! How are you supposed to go through the next 33 weeks?
– Measure during pregnancy
