I used to teach Algebra I. Over time I had developed some eccentricities that matched my personality, and made my classroom fairly efficient. My current seniors are the last students that had me for Algebra I, and when they talk about it, often they will mention the movies they got to watch. HOLY LABEL MAKER BATMAN! I don’t want to give the impression that all we did was watch movies though. When most people recollect their math class experience the imagine, something like this.
And that’s what my class was like, for the majority of time. It started with some sort of homework review, introduction of new material, and then I would release the students to work on their assignment with roughly 10 to 20 minutes of class left, very much following the, “I do, we do, you do.” This wasn’t everyday, but it was the vast majority of them.
The last time I taught Algebra I though, it was different. I would simply start class by presenting the students with a question that would be familiar to them. Either something from the previous day or something that they had been taught the previous year. I had them show me their work on whiteboards right there so that I could give them feedback right there, instead of waiting until the next day.
This worked for me because of two reasons.
The first, and most important was consistency. The last time I taught Algebra I it was my fifth consecutive year teaching the class. With the exception of open enroll students, the pipeline was from the same teacher, so I knew what to expect in terms of prerequisite capabilities. The standards were the same, the state testing was the same. Teacher evaluations were the same. Utilization of special education resources were the same. All of the consistency meant that I taught using my schema, allowing me to devote every ounce of my working memory and fluid intelligence to provide feedback for my students. I think it takes me five years of teaching consistency to be a good teacher with a curriculum. It really makes a cycle; master curriculum to teach (this is different that getting answers to tests); find a good sequence of topics; properly pace the topics to align with state testing; analyze assessment choices; and then finally be an effective teacher.
Now I said there were two reasons that allowed me to teach Algebra I the way I wanted and I’ve already talked about the consistency of a schedule. The second reason was because of the degree of autonomy I was allowed. Basically, I was told to go teach math, and that was it. As long as math was taught, the how I taught wasn’t nearly that important. So I decided to make my class fit my personality. I dumped activities that seemed to represent more of an obedience (sorry, “on task”) component. I made a promise to my students that I would not have them do any activities that I felt were there solely for busy work. I stopped feeling guilty about providing my students with downtime. Every now and then I found myself mentally fried by the curriculum, especially that first year teaching Pre-Calculus, so I couldn’t imagine how it would be affecting the students, and I didn’t feel guilt acknowledging that I was stressed too.
That manifested itself in that first Pre-Calculus class in a manner where there were several discussions about learning and mastery in general because my students were stuck with a teacher who only a survivor when it came to his math background. Much of the math class was dedicated to trying to understand why things work because I was trying understand why they worked myself. Since I was so comfortable with Algebra I, I would look at student feedback and decide I was happy with where they were for the day, and occasionally notice that there was 10 to 15 minutes of class left. Remembering that I promised that I wouldn’t spend their time with busy work, I used the time to build relationships and share aspects of my life that I found important, and yes, that might manifest itself as movies. As my relationships with my students improved I noticed that learning became more natural, and more productive.
Then, rather suddenly it all changed. First, my schedule was altered, Algebra I, the class that I was so good with, was taken away going into my sixth year at my current school. This is what my schedule has been since then.
Year 1 – Algebra I, Geometry, Calculus I, 6th Grade math aide, junior high lunch duty, senior class adivisor
Year 3 – Algebra I, World History, Calculus I, Economics, Geography
Year 4 – Algebra I, World History, Economics, Geography, Pre-Calculus
Year 5 – Algebra I, Algbera II, Pre-Calculus, Calculus I, Math Intervention, Personal Business and Finance Math, senior class adivisor
Year 6 – Algebra II, Pre-Calculus, Personal Business and Finance Math, Statistics
Year 7 – Algebra II, Pre-Calculus, Statistics, junior high study hall/math intervention
Year 8 – 8th Grade Math, Geometry, combined Pre-Calc/Calc I
I was still excited to teach because I felt comfortable teaching how I wanted to, I still had that autonomy. So I showed up the first day during year 6 with a stack of whiteboards, enthusiastic about how having the students work in class impacted the outcomes, only to be crushed when I shared that philosophy with the administration and that’s not how you should teach. I was pressed to defend myself (in writing) and referred to the experts at the local educational service center. I was even questioned about going out of order in the textbook.
Then came the day, during the first week of school, when I lost one of my Algebra II classes to a fundraiser meeting that came with no notice. I decided to take the opportunity to spend some significant time with the other Algebra II class not working on math, but building relationships that would make the rest of the year more productive and efficient. Of course, that would be the day that I got a walk through, my first experience with a “gotcha” moment, and was proceeded to be lectured about wasted time. I was told that this wasn’t an official walk through, but just checking to make sure I am using my time wisely.
In my Personal Business and Finance Math, another class that I was new to, I showed a video to the students about rationalization, and it just didn’t sink in. YouTube made the recommendation to show this Berenstain Bears video, so I tried it. It went perfect, the kids embraced the dorkiness of being high school students watching kids cartoons, and they seemed to grasp the concept of rationalization. But one of those educational service center experts walked by and I was later lectured on the inappropriateness of showing a cartoon, and then had to provide a written rationale for my choice.
Then came the day I gave a problem in Pre-Calculus that got me in trouble. We had spent weeks working on trig functions, especially transformations of trig graphs. I gave the students a problem in a worksheet that asked them to do the reverse, given a set of points, find a trig function. I was called down to the office and was lectured about how students aren’t capable to performing this task without being explicitly being shown how to do it first. It just goes on and on.
Novice learners were timed on problems to see how fast they could complete them.
I give out too many A’s.
No one learns anything in your class.
Students told me they didn’t care, they’re going to get a B.
There needs to be more ways to succeed in your classroom.
It is impossible to learn anything in your class.
You let the students do nothing.
More people would be complaining if the grades were lower.
Students will lie to defend you.
I want to tell them to shut it and punch them in the face.
If I were a student I don’t know what I would be learning.
There needs to be more grades in your class.
I’m not going to do it since it’s not graded.
On top of all those messages I have been receiving, the state has changed the end of year test. We have new standards to deal with. I’ve had to adapt to becoming a full inclusion classroom that doesn’t track students, meaning I have had classrooms with students with IQs in the 80’s have been in classes with gifted students. Now students are being pressured more than ever to get college credits while still in high school. Students and teachers are feeling intense pressure to get the most amount of academic achievement at an ever earlier age.
When we give students messages over and over and over again that they are dumb they start to internalize it and it becomes a self-fulling prophecy. The messages I’ve received the past three years, that my students are lie to me, that all they do is take advantage of me, that all they do is walk all over me, well, I start to internalize that too. So when they come to my class exhausted and stressed, then do not respond to my prodding questions with thought, quit from fatigue during complex tasks, I no longer meet them with sympathy. I just keep going because, well fuck them, I won’t let them take advantage of me anymore. If they are tuning me out it must be because they have already mastered the content. They can fail, their grades aren’t my problem. That’s the teacher I am now.
And here’s the bottom line, in this current environment, I am not the teacher anyone needs. I tried desperately to hold on to a few of my values, but slowly selling out one little piece at a time, bowing to the pressure from administration, students, parents, tests, has made me a bad teacher. I am a bad teacher because I got sucked into the spiral of my own paranoia. Instead of meeting my students fatigue, exhaustion, and confusion with sympathy and grace, I coldly pressed on. As it just became more confusing for them, more of them decided to just quit and I don’t blame them. Why should they stress out over math they won’t need other than to jump through some hoop to get a college degree? They have no incentive to master the topic. As long as they are getting a B or C, they’re good.
As I write this, I keep staring at the information about conic sections on my board that I used in Pre-Calc and thinking over and over to myself, this is not how it should be done. The more I look at it, the more appalled I am. It dumbs down our students and it dumbs down the math. It’s a result of me trying to hold on to three years ago, adapting to my new pressures, but producing an abomination.
That’s not education. If that’s what I am producing it’s time for me to go. I thought I knew what my calling in life was, but if this is all the more I am capable of making, this passion has just turned into a burdensome job, which means I am no good for anybody right now. I’m not teaching. I’m torturing.
I hope that I actually made a difference for a couple students along the way, because right now I shouldn’t be here.