Figuring out Failure

So, nine weeks down. One quarter completed. I’ve survived 1/4 of a school year, but I’m not satisfied with the way things are going. On Tuesday, students took a county-mandated final exam which covered the standards I have taught over the past nine weeks. Out of four classes, three failed (one failed miserably) and only one class surpassed the county average.

Emotionally, I am exhausted. I have run the gamut of emotion: from shocked to embarrassed to angry to hopeless to, finally, determined. I am determined to have all classes surpass the county average by 10 points this quarter. I am determined to make my students work harder and learn more than they thought possible. I am determined to learn from this quarter and not make the same mistakes again.

When I sat down to pow-wow with the kids this week, they were probably just as shocked at their scores as I was. They all thought  they knew the content. I asked them to reflect on the past quarter and write what they thought went well and what went wrong. Many admitted to me that they weren’t taking Language Arts too seriously, but now they will. All classes admitted that they waste time in class by talking and goofing off. A lot of kids promised to do their work this quarter. I am going to give them that responsibility.

As for me, I rushed through the material. We had so many standards to cover last quarter that I felt rushed. I didn’t adequately cover some of the concepts that I should have. I didn’t give as much practice as I should have. I had the students writing a lot (and their writing skills are through the roof — they’re going to rock the writing test), but I wasn’t doing a good job of getting the kids to incorporate the concepts in their writing. I didn’t provide ample review before assessments. I think, worst of all, I allowed myself to take student misbehavoir personally. I allowed distruptive students to take instructional time away from my classes. This quarter, I am not going to give as many warnings for behavior. I am going to crack down on the talking and off-task behaviors. I’m not going to punish the whole class for the antics of a few.

Two of my classes met or surpassed the school’s average, so I know I taught them what they needed to know. The classes that failed are the classes that I struggle keeping on task. I need to find ways to engage those students who refuse to do assignments. I need to find ways to successfully teach all students — not just those who want to learn. Any advice is appreciated.

I also asked the students to write a report card for me. I asked them to tell me how I am a good teacher and how I could be a better teacher. Aside from the one student who said I am racist and evil (I gave him 3 detentions and a referral this quarter, and he refuses to take responsibility for them — read about him in The Student Who Cried “Mean Teacher”), every other student gave me thoughtful and constructive advice. Here is what a few of them said:

“Strangenewteacher could be a better teacher by giving more conduct cuts to those who need them.” I completely agree!

 ”Strangenew teacher is a good teacher because she does not give up on us.”

“Strangenewteacher is a good teacher because when she explains things she always gives an example to helps us understand better.”

“Strangenewteacher could be a better teacher by giving more study guides.” I agree!

“Strangenewteacher should slow things down a little bit and stop moving so fast with our learning.”

“Strangenewteacher is a good teacher because she is determined to teach. Also because she makes us understand the stuff.”

“Strangenewteacher could be a better teacher by giving us two choices to pick from for our Friday journals.”

And my favorite:

“Strangenewteacher is a good teacher because she teaches with enthusiasm and excitement. For instance, I was in science one day and out of nowhere I heard her say, ‘Awwwww…. I forgot the comma in my who clause!’”