Instead of writing in here this weekend, I wrote a blog entry for the Breakthrough national site, and it is now on their website. Click here to check it out to see what I (and other teachers from around the country) am up to!
Happy reading!
Monday, June 28, 2010
Monday, June 21, 2010
Rigor
All throughout my application process to Breakthrough, I kept reading about and hearing the phrase "academic rigor." It was tossed around so often, as one of my students reminded me recently, that it kind of lost its meaning. It became fluff. Today I finally discovered the true definition of this Breakthrough jargon. Academic rigor is about drawing out the potential in these kids both inside and outside of the classroom. Although "academic" infers activities that happen inside the classroom walls, every action a middle school student takes influences their academic achievement. Growth does not end at the end of each class period.
Every single one of these students are smart and well-behaved; they are not problem students. I get the feeling that they are used to mediocrity in their school-year middle schools. At Breakthrough, it is our job to change this attitude. It is not acceptable to barely complete homework assignments; every assignment must show evidence of deep thought. Challenge problems are not required, but strongly encouraged. Students who don't take the risk will be gently pushed until they do. It is not acceptable for students to give up in an activity class because the task is too easy or too hard. Instead, they must try 100% of the time to succeed or help others to reach their goals. It is not okay to simply show up each day and be a passive recipient of content knowledge. Every activity, discussion, and conversation is meant to help our students develop the skills needed to embrace academic rigor. Breakthrough is a way of life, and we strive to give our students everything they need to carry it out into the world with them.
Every single one of these students are smart and well-behaved; they are not problem students. I get the feeling that they are used to mediocrity in their school-year middle schools. At Breakthrough, it is our job to change this attitude. It is not acceptable to barely complete homework assignments; every assignment must show evidence of deep thought. Challenge problems are not required, but strongly encouraged. Students who don't take the risk will be gently pushed until they do. It is not acceptable for students to give up in an activity class because the task is too easy or too hard. Instead, they must try 100% of the time to succeed or help others to reach their goals. It is not okay to simply show up each day and be a passive recipient of content knowledge. Every activity, discussion, and conversation is meant to help our students develop the skills needed to embrace academic rigor. Breakthrough is a way of life, and we strive to give our students everything they need to carry it out into the world with them.
Saturday, June 19, 2010
Summer camp and Middle School
After three full days of school Breakthrough Houston style, I now officially feel like a Breakthrough teacher. And, after just a few short (but yet so long) days, I have realized the ultimate difference between a normal middle school and the Breakthrough philosophy: Breakthrough makes school fun. Everyday we greet the kids with cheers and high-fives when they get off of the bus. We do silly dances with them at breakfast and lunch, and have them create skits with vocabulary words. We have friendly competitions between families (or teams), and give a spirit stick each day to the student who most embodies the Breakthrough attitude. We have superheros and villains kidnap teachers out of classrooms as part of daily lesson plans. We wave goodbye to them as they get in their cars and on the buses. In other words, we bring summer camp into the school.
At the same time, however, we have exceedingly high academic expectations of our students. We expect them to take five academic classes and one elective every day. We expect them to complete their two hours of homework each night and to call their teachers if they do not understand an assignment. A half completed assignment is no better than an uncompleted one. The students are supposed to be challenged and accept challenges. There is simply no place for mediocrity.
And guess what. It works.
So, by infusing a rigorous academic curriculum with time-traveling, high-fiving, crazy dancing teachers, adolescents are actually excited about school. They want to learn and they realize how lucky they are to be receiving an education. Why don't we do this in all middle schools, not just he nonprofit organizations that are supplements to middle schools? Why don't we, as teachers, pour as much energy into teaching as we want our students to put into learning? If looking silly and acting like camp counselors instills an attitude of "excellence in learning" in 12, 13, and 14-year-olds, then looking silly is worth it.
BTH Cheer of the Day (by virtue of the amount of times we sang it :) )
People in the front, let me hear you grunt
Grrrrrr.
People in the middle, let me hear you sizzle.
szzzzzz.
People in the rear, let me hear you cheer.
Whooooo!
Gooooooo Breakthrough!
Gooooooo Breakthrough!
At the same time, however, we have exceedingly high academic expectations of our students. We expect them to take five academic classes and one elective every day. We expect them to complete their two hours of homework each night and to call their teachers if they do not understand an assignment. A half completed assignment is no better than an uncompleted one. The students are supposed to be challenged and accept challenges. There is simply no place for mediocrity.
And guess what. It works.
So, by infusing a rigorous academic curriculum with time-traveling, high-fiving, crazy dancing teachers, adolescents are actually excited about school. They want to learn and they realize how lucky they are to be receiving an education. Why don't we do this in all middle schools, not just he nonprofit organizations that are supplements to middle schools? Why don't we, as teachers, pour as much energy into teaching as we want our students to put into learning? If looking silly and acting like camp counselors instills an attitude of "excellence in learning" in 12, 13, and 14-year-olds, then looking silly is worth it.
BTH Cheer of the Day (by virtue of the amount of times we sang it :) )
People in the front, let me hear you grunt
Grrrrrr.
People in the middle, let me hear you sizzle.
szzzzzz.
People in the rear, let me hear you cheer.
Whooooo!
Gooooooo Breakthrough!
Gooooooo Breakthrough!
Wednesday, June 16, 2010
First day success!
So the first day is done. And I have to say, I am even more excited about this summer and my career than ever before. There are so many things that went well the first time through, and so many things that did not, but here are just a few. My tiny science class of five surprised me every step of the way. Kudos to one of my education professors, Dr. Duncan, for teaching me about "Chalk Talk." It was a very effective way to spark conversation on the first day when nobody really wanted to speak out. However, I can't say that the rest of the lesson went quite as well. Over the course of the period, I realized that my presentation of the material is like my brain and my speaking: it goes way to fast in about twenty different directions. When class was over and I looked at the board at some of my examples, I couldn't even figure out what I was trying to say. Linear thought patterns do not necessarily translate into linear writing. Poor kids. They'll get more logical examples tomorrow :)
Although I enjoyed my science class and know it is going to be great experience, I absolutely loved my elective. I'm co-teaching a course called Leadership Coaching with an amazing teacher, and we rocked it today. I really don't know how to explain it, but I just felt on. Every step I took, I felt in control of the classroom. I had no problem pulling in kids that weren't participating and reigning in those who were over-participating. During discussion, I was able to throw out some interesting questions on the fly. I felt like the students really learned something. Everything that could have gone right did. These 43 minutes were the first time I have ever truly felt like a teacher and not simply an observer. This feeling of accomplishment is what motivated me through this super energy-draining, twelve hour day.
The best part of today is knowing that I get to do it all again tomorrow. After some sleep, that is.
Although I enjoyed my science class and know it is going to be great experience, I absolutely loved my elective. I'm co-teaching a course called Leadership Coaching with an amazing teacher, and we rocked it today. I really don't know how to explain it, but I just felt on. Every step I took, I felt in control of the classroom. I had no problem pulling in kids that weren't participating and reigning in those who were over-participating. During discussion, I was able to throw out some interesting questions on the fly. I felt like the students really learned something. Everything that could have gone right did. These 43 minutes were the first time I have ever truly felt like a teacher and not simply an observer. This feeling of accomplishment is what motivated me through this super energy-draining, twelve hour day.
The best part of today is knowing that I get to do it all again tomorrow. After some sleep, that is.
Tuesday, June 15, 2010
O-week is O-ver
Okay, so I probably did not need the extra dash in over, but it just felt right :)But yes, it is true: Orientation is over and the students come tomorrow!!!! As of 7:30 am, I will leave behind Courtney the college kid and become Ms. Angers, BTH teacher extraordinaire.
This past week and a half has kept me so busy. It is true that you really do eat, sleep, and breathe Breakthrough. I haven't been able to write because of how busy I have been, but my lesson plans must come first. However, now as I am starting to get the hang of things, I will try and write a bit more. No promises :)
So, I don't have long, but here are a few salient points that I want to share about Breakthrough Houston. Maybe these aren't the most important, but they are the ones that are sticking out in my mind at the moment.
1-I will never again complain about making a lesson plan for one of my education classes. It is infinitely harder to make a 6 week unit plan (or several unit plans) and a week's worth of lessons on a subject you know virtually nothing about in just a few days.
2-If I had had science teachers like those in my department in high school, maybe I would have stuck in the field. Probably not, but I would have at least enjoyed myself more.
3-It is amazing being around people who are passionate and 100% dedicated to education every single day. Even on my worst days I am inspired by the energy around me. And, it is nice to know that despite our multitude of differences (ages, races, colleges, backgrounds, opinions, etc.), we have bonded like family.
4-I am continually impressed by these people, especially the teachers who are still in high school. I don't think I would have been able to handle this much work or responsibility in an effective way four years ago. I would have wanted to, but I wouldn't have been ready.
5-To borrow a phrase from our affirmation, We ARE Breakthrough. Tomorrow morning we will begin our six week long adventure in which we pour ourselves into our education and our students' education. We will do crazy cheers, stop in our tracks at a spirit check, learn massive amounts of content area knowledge, apply pedagogy some have only just learned about (wait time, multiple intelligences, Dewey anyone??)take risks, and promote breakthroughs. We are Breakthrough, and I can't wait to show it to these students.
This past week and a half has kept me so busy. It is true that you really do eat, sleep, and breathe Breakthrough. I haven't been able to write because of how busy I have been, but my lesson plans must come first. However, now as I am starting to get the hang of things, I will try and write a bit more. No promises :)
So, I don't have long, but here are a few salient points that I want to share about Breakthrough Houston. Maybe these aren't the most important, but they are the ones that are sticking out in my mind at the moment.
1-I will never again complain about making a lesson plan for one of my education classes. It is infinitely harder to make a 6 week unit plan (or several unit plans) and a week's worth of lessons on a subject you know virtually nothing about in just a few days.
2-If I had had science teachers like those in my department in high school, maybe I would have stuck in the field. Probably not, but I would have at least enjoyed myself more.
3-It is amazing being around people who are passionate and 100% dedicated to education every single day. Even on my worst days I am inspired by the energy around me. And, it is nice to know that despite our multitude of differences (ages, races, colleges, backgrounds, opinions, etc.), we have bonded like family.
4-I am continually impressed by these people, especially the teachers who are still in high school. I don't think I would have been able to handle this much work or responsibility in an effective way four years ago. I would have wanted to, but I wouldn't have been ready.
5-To borrow a phrase from our affirmation, We ARE Breakthrough. Tomorrow morning we will begin our six week long adventure in which we pour ourselves into our education and our students' education. We will do crazy cheers, stop in our tracks at a spirit check, learn massive amounts of content area knowledge, apply pedagogy some have only just learned about (wait time, multiple intelligences, Dewey anyone??)take risks, and promote breakthroughs. We are Breakthrough, and I can't wait to show it to these students.
Tuesday, June 1, 2010
T-minus 3-6 days
Okay, so normally a "t-minus" account does not include a date range, but it does for me. In just three more days (Friday!) I will be leaving bright and early to fly to Houston, Texas for the next two months. In six days (Monday), I will start my first day working with and for Breakthrough Houston.
Most of you reading this blog probably know about the Breakthrough Collaborative and my almost year-long relationship with this non-profit. But, in case I haven't talked to you about it for a while, here is a short recap. The Breakthrough Collaborative is a national nonprofit organization with 33 locations nationwide that aims to "increase educational opportunity for motivated middle school students and inspire talented high school and college students to pursue careers in education." The middle school students are smart kids who have a lot working against them. Most of are from low-income families and are "minority" (if that word is even appropriate anymore) students. At Breakthrough Houston (BTH), they are all rising 7th, 8th, and 9th grade students. The high school and college students are smart kids who want to do something amazing over the summer. Any high school student or college student (over age 16 :) ) can apply; no teaching experience or coursework is required. Because all of the participants are students, the program is able to use the "students-teaching-students" model. Research shows that it is unbelievably effective. But, words are only words. To learn more, check out the newly designed Breakthrough website, read reflections from students and teachers, and watch some videos. Here is one to hold you over until you can go there :)
So what exactly will I be doing for the next 8 weeks? I will be teaching, leading, and learning. Primarily, I will be teaching science, specifically alternative energy, to 9th graders at BTH. I know, I know, you are probably all thinking, "but wait...she is going to be an English teacher!" Yes, you're right. Teaching science is probably going to be a challenge, but accepting challenges and making them part of your everyday life is part of the mission of Breakthrough. If I can't do it, how can I expect my students to? Besides science, I will also be teaching an elective and an activity (a leadership course and dance), attending faculty meetings, grading papers and projects, assisting kids with homework, forming relationships with my team members, and so much more that I can't even begin to imagine.
So yes, I may be crazy. I am going to one of the hottest cities in the country for the summer in a state I have never been to, staying with a family I have never met, and teaching a subject that I thought I left behind in high school. But I doing this because education is my passion. ALL students, not just those who live in the right neighborhoods and have the resources, deserve quality teachers, not just those teachers who enter the profession because they have nothing else to do. I have the passion, the drive, the energy, and the intelligence to make a difference in the lives of these students. For the next two months, Breakthrough truly is going to be both a verb and a noun. I will live it, and I will be it.
Check back often if you want to follow along on my adventure.
Most of you reading this blog probably know about the Breakthrough Collaborative and my almost year-long relationship with this non-profit. But, in case I haven't talked to you about it for a while, here is a short recap. The Breakthrough Collaborative is a national nonprofit organization with 33 locations nationwide that aims to "increase educational opportunity for motivated middle school students and inspire talented high school and college students to pursue careers in education." The middle school students are smart kids who have a lot working against them. Most of are from low-income families and are "minority" (if that word is even appropriate anymore) students. At Breakthrough Houston (BTH), they are all rising 7th, 8th, and 9th grade students. The high school and college students are smart kids who want to do something amazing over the summer. Any high school student or college student (over age 16 :) ) can apply; no teaching experience or coursework is required. Because all of the participants are students, the program is able to use the "students-teaching-students" model. Research shows that it is unbelievably effective. But, words are only words. To learn more, check out the newly designed Breakthrough website, read reflections from students and teachers, and watch some videos. Here is one to hold you over until you can go there :)
The Power of Students Teaching Students from Breakthrough Collaborative on Vimeo.
So what exactly will I be doing for the next 8 weeks? I will be teaching, leading, and learning. Primarily, I will be teaching science, specifically alternative energy, to 9th graders at BTH. I know, I know, you are probably all thinking, "but wait...she is going to be an English teacher!" Yes, you're right. Teaching science is probably going to be a challenge, but accepting challenges and making them part of your everyday life is part of the mission of Breakthrough. If I can't do it, how can I expect my students to? Besides science, I will also be teaching an elective and an activity (a leadership course and dance), attending faculty meetings, grading papers and projects, assisting kids with homework, forming relationships with my team members, and so much more that I can't even begin to imagine.
So yes, I may be crazy. I am going to one of the hottest cities in the country for the summer in a state I have never been to, staying with a family I have never met, and teaching a subject that I thought I left behind in high school. But I doing this because education is my passion. ALL students, not just those who live in the right neighborhoods and have the resources, deserve quality teachers, not just those teachers who enter the profession because they have nothing else to do. I have the passion, the drive, the energy, and the intelligence to make a difference in the lives of these students. For the next two months, Breakthrough truly is going to be both a verb and a noun. I will live it, and I will be it.
Check back often if you want to follow along on my adventure.
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