Substitute Teaching: Good teacher or good Students?

I was called back to the same school about a month later, to replace the same teacher. I hoped to have a different group, since students meet only every other day, but it was the same group. I was nerves about seeing again the kid with the black eye. He was there, but seemed OK and more serious and subdued now…

I distributed the worksheets the teacher had left there, and only later realized that their title was ‘Chapter Test’. Since nothing in teacher’s notes mentioned a test I, first, ignored it, but after confirming with students I established test discipline…

During the test, students had asked me questions and it forced me to look at the test and try to solve it. Parts of it were easy enough, but others were more challenging. At one point, a female student had asked for help on a problem that I could not figure out immediately, and I was wondering how other students solved it.

Not much later, my special student ended his test. I did notice on the previous visit that he was very quick, and the first to complete a worksheet or a test. I checked his solution to the problem the female student had asked, but his answer did not seem right to me. He also left out another, longer and more involved, problem.

I started checking every test handed back to me to see who had solved those two problems correctly.  None of the answers to the two problems seemed to be correct, and only few students even attempted to solve them …

I had only three classes that day, and was curious to see how the second period will deal with those problems. They had the same test, and checking each one, I did not find correct answers to the tricky questions, and very few attempts all together …

The third period of the day was of honors students, a very crowded class that I remembered from my previous visit. Their test was in a separate pile but looking at it, I realized it was the same. Now I was really interested in how they will perform.

The difference between this class and the others was obvious from the start. They insisted on having a review before taking the test, so I did let them ask questions.

We spent about half the period on review, despite my advice to start the test to give them enough time. They wanted to be sure, a sign of motivation and ambition.

At last, I distributed the tests and waited, impatiently, to see the result. When the first test was handed back to me, I saw with delight that the answers were exactly right. I complemented the girl for being the first to answer correctly. Later, not to spoil her pride, I did not mention that every single test was absolutely correct too…

So… here we are - same school, same population, with the same teacher - the students in the more crowded class, on the last period of the day (and week), were just superior to students in the other two classes. They were more motivated to learn, it was quite clear, but they were also… how to say it… smarter!

Teacher’s fault? Teacher’s praise? Is she to be blamed for the failure of the first two classes or to be praised for the success of the third class?

Substitute Teaching: Child Abuse Reporting

I was called to substitute at a good school on the very first week of the school year. Early in the morning, hardly awake, I debated if to accept it, and I did.

The day went well enough. Met a friend from the old school, assignment was not bad, students were mostly obedient, and I even had a chance to teach… But at the end of the day, I left the school with a nagging dilemma - to call or not to call?

On the first period of the day, a kid attracted my attention for being too active, not staying in one place, and disruptive. I called him to order several times, and only then I noticed that one of his eyes is swollen and surrounded with dark circles.

Now, I am a Mandatory Reporter of Child Abuse. Every year I go through training and tests that reminds me of all my duties, and the consequences. The question is - does a black eye constitute a child abuse? And is it my job to inquire and report?

So I did what I thought makes sense. I sent him to the nurse with a sealed note. Few minutes later, when he came back empty handed I sent him back. He returned with a generic form, stamped with date and time and signed, but no comments.

I decided to leave a note for the permanent teacher and wrote a second note to the nurse. Before I left the school, I resolved to check if the nurse was still there, and was referred to an AP.  Surprisingly he knew who I was and what it is about, and before I had a chance to speak he hinted that he’d rather not talk about it; that I know what I suppose to do, he knows what he supposed to do, and we both are aware of the jeopardy to our careers. He gave me a form, a phone number, asked the clerk to help me find the student’s information, and, hurriedly, went back to his office.

It was late on a Friday, and I wanted to go home. I resented the responsibility and felt that it was not my duty, being the most temporary element in a school full of permanent teachers and administrators, to deal with the issue. I thought that I did what I was supposed to do – send the kid to the nurse, leave a note to the regular teacher and two notes to the nurse, and talk to administrator. I documented all my steps, and felt that I can come clear before court. I even entertained the prospect of going to jail and thus highlighting the impossible requirements put on teachers.

I completely understood that I was holding a hot potato that no one wants to hold, everyone tries to escape, and when forced to hold it, attempts to get rid of ASAP. In my heart I was apologizing to the nurse, the teacher and the administrator…

In the end, hours later and back at home, I decided to do the easiest thing, maybe also the right thing, and call the phone number I was given. It was a special hot line to the policy department, and a recording referred me to a child protective agency.

When I talked to a live person, at last, I was glad I called, not because I thought I did the right thing, but it felt good to pass the hot potato to the person who wears the right glove. She was nice, polite, not too inquisitive, checked for prior records, and when none was found said she is going to document it, but no need for me to fill a report. She gave me her full name for reference and thanked me for calling.

So, teachers, substitute teachers and all mandated reporters, when in doubt call a child protective agency! It is a lot easier to unload that burden from your chest, regardless if justified or not, and have others take care of it. It just feels better!

Teacher Shortage III: To Teach or Not To Teach

After I heard about the teacher shortage I emailed some of my friends from the old school and exchanged cheers. Year after year our group would get smaller as we watched our friends dismissed or forced into early retirement. For us the new shortage is what my friend Ellen defined as “SCHADENFREUDE”. I laughed and added, jokingly (or half-jokingly), that they will end up calling us back to work…

Few days later, I had my first encounter with the shortage. I was called to substitute at a middle school on a Friday, and before the day ended I was asked to come back on Monday to cover an “unfilled position”. “Unfilled?” I asked. Yes, more students than anticipated. They are looking to hire a full time teacher (only after “norm day”). Am I am interested?  And despite of everything, I was almost ready to say ‘yes’, with the ever hope that this time it will be different.

Then came the reality check. With Monday’s assignment came the realization that “no way!” It cannot work with middle school students, who have the attitude and nerve of juvenile criminals. I had to call security almost every period, and was close to slapping several young faces. Of course situation was worse than usual; these kids have not had a permanent teacher since the start of the school year, and were already aware of how unlikely consequences are, but no, I don’t want to do it! So when asked later to come the following day I said “Thanks! But no thanks!”

As I left that school, I realized I missed a call from another school. I was so worn-out from the day’s experience that I didn’t want to hear about another job. I waited till later to find out who had called. When I realized it was one of my favorite schools I asked if they needed me for the following day. The only answer I could get was that it was not about working tomorrow but about my certifications, and I was asked to call the next day. It almost sounded like a possible permanent position offer... “seriously?” I asked myself, “after all these years of rejection?”

That night I could not fall asleep. Tossing in my bed, I strained to remember all the things that I tried to do to improve teaching, to make sure that students had learn the material, to create tests that reflect their knowledge; all my failed attempts to make them accountable for their work, responsible for their duties. My struggle to do so without nerves breakdown. I tried to remember if I had a new plan of how to do it better next time. The more I thought about it the more hopeless it seemed…

It turned out to be nothing. All they wanted was to know if I am still substituting and if they should keep me on their list. And I am glad! I know I won’t be able to reject such a good school, yet I know it would have been the same old dreadful frustration…  

Teacher Shortage II: Special Education

Some of the fields mentioned as having specific teacher shortage were Science and Special Education. One explanation for the shortage, according to the public radio article, was that teaching credentialing programs do not consult with the districts regarding their needs and thus not preparing teachers for areas in demand.

It might be true. I don’t know what kind of communication these institutions have, but facts that I observe are not matching the picture they are trying to paint.

Over the years that I have been in substitute teaching, waiting to come across the big demand for math teachers, I kept hearing about a shortage in science and special education. I even considered going back to school to get special education credentials (meaning starting all over again…). Then I was advised not to do it since others did take this route and still could not find a job. A colleague had suggested taking qualifying tests to become a science teacher, which I did, yet I meet science teachers working as substitutes because they cannot find a position.

Situation may have changed in science, but I don’t think there is a real shortage in special education that is not due to incredible inefficiency in the system.

It is a very sensitive issue, loaded with claims of injustice and lawsuits threats, yet, I would like to hear a good explanation to why a class of general education students should suffer overcrowding of 45 students, while a class of 5-10 special education students may have two full time teachers, and three full time assistants! I am not exaggerating! Many of my assignments are in special education classes, that are usually overstaffed even without me sitting there doing nothing.

In the ‘Mild to Moderate’ Special Day Classes (SDC), there is a known, but an unspoken, agreed lie. These classes are homerooms for a random collection of students, with completely different problems. Since it is impossible to find a common ground for students with behavior problems, learning disabilities, autism, ADD, ADHD and others, the class is just a shell for these individuals. It pretends to teach all the subjects, to do assignments and take tests, but in most cases SDC means permission to do nothing. However, since schools and district are sued for not providing adequate education, they have to play the game and pretend they do.

I was recently called to substitute at a school with block scheduling, two hours a block! It was a special education class with 5 students and two (unhelpful) aids. Teacher’s instruction were scribbled on the board in an untidy manner, with instructions to have students solve problems in a science book that they did not have, from a chapter that they did not read, that included experiments that they have not done, and probably will never do!

As it happens quite often in special education classes, it was a very long day, with very unmotivated students, no clear instruction or lesson plans, yet occupying three adults doing nothing, watching five students doing nothing… sorry… but I don’t call it ‘teacher shortage…’

Teacher Shortage – What a surprise!

Greatest news for teachers and the teaching profession! Shortage of teachers! Are you kidding me?

I completed my Single Subject teaching credentials ten years ago; a second career after losing technical job in early 2000. Math teaching should be safe, I was told…

I, since, was one of many teaching applicants at the district that could not find a permanent job. A year after year I took the long, trying, drive to the headquarters, paying application fees and parking fees, carrying all the precious original papers (Nope! No copies), arguing to no avail that they already have all these docs in their system, as well as my health records, finger prints and picture, just to get ‘oh, we already have those in the system’ (dah!), and then never to hear from them again!

Then there were years of long-term sub assignments in the hope of turning to full-time jobs. At one school, doing some impossible assignments, administrators, at last, felt guilty enough to promise me a permanent job. They almost fulfilled it, but three weeks into the school year, after an early than usual norm-day, and before registration ended, I was let go. A year later, I helped train a new, young, teacher at that school, just to see her let go few weeks later. Poor girl! Her first teaching job!

During the four plus years of long-term assignments at that school, I have seen tens of teachers being riffed every single year. Some were re-instituted, but most not. They either retired or shoved to the sub pool. On the following years, I would meet them in every school I worked, some reassigned, but most working as substitute teachers, trying to hold to their tenure for several more years before retirement.

Many of the young energetic new teachers who came to the system full of hope and enthusiasm, left, disappointed and frustrated. Most are lost forever to the teaching profession. They learned, during their short experience, how frustrating, unfair and even abusive the system is, on top of grueling job with nominal reward. Many friends and siblings of those young people, who planned to be teachers, changed their mind too; watching their peers’ frustration decided not to bother.

And those ‘lucky’ teachers who were not riffed, not reassigned, not relocated, not reprimanded for something that they did not do… They had to deal with No Child Left Behind, Standardized Tests, California Standards, Core Standards, Budget cuts, shortage of discipline deans, shortage of counselors, shortage in janitorial services, Breakfast in Class, Technology ‘progress’ that works only sometimes … to name just a few... Add to that the ever-growing population of ‘entitled’ students and parents, fueled by media and politicians’ agenda…

Funny or sad? I can’t decide…

Substitute Teaching: Back to School

This is the time of the year when decisions need to be made - shall I stay with this unsatisfying path of substitute teaching, or shall I give it up; happily retire, find a different activity that may not bring money but peace of mind, or maybe find a way to help a student completely lost on the way to graduation...

Sadly, substitute teaching has nothing much to do with teaching. In most cases, substitute teaching is not more than a glorified babysitting, especially in middle and high schools.

I randomly move between the attitude of a teacher who is trying to capture any teaching moment to enhance the horizons of the uninformed, uninterested, young crowed, and the attitude of ‘leave me alone…’ feeling that my role is so useless in trying to educate a bunch of screen-addicted youngsters that just don’t care.

Kids will be kids! That’s true enough, and talking to my school-days’ friends, we were not that much different. The difference is in the system. There were boundaries and consequences, and parents that thought that education is important, and teachers too…

Why do I go back, then, to substitute teaching?

First, I still want to work. My last long-term assignment convinced me (one more time!) that full time teaching is just impossible! Being a substitute teacher keeps me close to the profession but with the option to back up any time it gets too crazy.

Second, I enjoy returning to the same schools, watching the changes, see people that I know, meet new people, hear stories, and know that at the end of the day I can leave the problems behind and go back to the serenity of my own home…

The heartbeat of a school is the cafeteria. I always go there when I work. Unhappy schools have gloomy cafeterias with very few, isolated, customers. Lively cafeteria hints of supportive staff members finding relief in each other’s company. There is nothing like commiserating with colleagues at lunch. To me this is a happy school.

Having experienced both sides of the employment circumstances; being a full-time teacher as well as a daily substitute, gives me some sensitivity and insight to what I hear and see, and it adds to my understanding as an outside observer.

Watching and writing about it is another reason why I am still doing it…   

Ch 20 of 20: What can we do to improve?

Education used to be a privilege only the well to do or the educated elite could effort, and thus schools were filled with students who knew what they were supposed to do at school, and what the consequences of not doing it were…

The mandatory ‘education for all’ brought along with its blessing the drawback of becoming an entitlement instead of a privilege, a basic right to be used or abused…

I don’t suggest, of course, going back to education for the advantaged only. Young people need education whether they realize it or not. Some privileges of education, however, should be restrictive, not according to ability, but to motivation.

There are two factors that can completely change the climate of education in our country: System’s accountability and student’s accountability.

Student’s accountability has to do with motivation to graduate. Motivation must be part of the picture. In contrary to all the wonderful theories that I learned at the credentialing school, it is not up to the teacher! Motivation should come from the student or at least from his/her family. Despite the disapproving silence from my professors, I still believe this is the key!

With years of teaching experience came the realization that indeed, students’ motivation does not count as a factor in students’ achievement. We talk about teachers’ motivation to teach well, about school’s motivation to perform well, administrators’ motivation as their career is heavily weighted on students’ achievements, but we don’t talk of students’ motivation. As if all the other factors could make up for students’ lack of motivation and be OK…

If there is one big missing link on the way to improving education, it is students’ motivation. You can bring the horse to the water, but you can’t make it drink…

Of course, if we could motivate students to study by invoking interest in the subject, it will be the perfect way of learning, but it is a rare commodity at this age. There are few who learn for their own enjoyment but it is hard to count on it... Furthermore, if a person really enjoys history, chances are that he/she does not care for math, for example, but the fact is that every subject does count...

Ideally, a source of motivation should be internal, but it could be also external; being promoted to the next grade level, being able to choose a good university, pleasing a parent or a teacher, or even appreciation of a certain group of friends…

The source of motivation could also be avoidance of undesirable consequences, like transferring to a lower level class, removal from the school, separation from the group of friends, parents’ punishment or privileges taken away…

Students who attend school with one purpose in mind – disruption (no matter why – teachers are not therapists), should not be in a classroom with students who are there to learn. Students who consistently doing nothing in a classroom should be removed from a regular class and be placed in a program that suits their needs at the time, regardless of ability. They could be channeled to a vocational learning, individual learning, or even to a program that involves part time employment and part time schooling, similar to continuation schools. These students can be engaged in activities in which they excel and happily participate. When ready, mature and emotionally stable, they could be re-introduced to the regular academic program.

I don’t mean to ban these students from an academic lane altogether but to let them decide when they are ready for the challenge. Once they are ready it will take them half the time to complete their studies. In the meantime, their peers in the academic program will cruise without interruptions and be able to learn twice as much…

From time to time, a school would do something creative along this line. A school where I worked decided to remove the problematic and unsuccessful math students from algebra classes and put them in a general math. I was assigned to teach them. My experience over all was quite good and I felt students benefited from the extra help. The real advantage, though, was for the algebra teachers … they experienced such an improvement by the removal of few problematic students … They were actually able to teach instead of fighting discipline problems…

Another school, a private school contracted with the district, was dealing with the disruptive students by isolating them from the general student population. Students were assigned to a special program, working individually, and were not allowed to mix with their classmates, not even during break. These students had to meet very strict conditions before they were able to go back to their general classes.

When I was teaching at the special education program, I noticed that students were so embarrassed to be in the special classroom, they would do anything to hide it from their pals. Coming from breaks, for example, they would walk with their friends pass the classroom and once they were safe, they would sneak back. This is an example how avoidance of a situation might motivate students to do well.

Students should be motivated to be at a certain settings. Students at a Magnet programs, for example, behave completely differently from their peers in the regular program. Schools should create curriculum to which students would want to belong, and face consequences of removal for not complying…

Many things are different now from the “then”, that are beyond our control, like discipline measures, respect to authorities, cultural changes, technology. But one thing cannot change - students must do their job. They must be accountable!

The other factor in improving education has to do with system’s accountability, meaning setting a bar for successful education, and calling for students to reach it, rather than lowering the bar to meet students’ level…

A grade of ‘B’ in math analysis must have the same meaning in a well to do areas as in less fortunate neighborhoods. It should mean that a student is competent in this subject, as well as Algebra and Geometry. There should be one standard level in each subject that defines success or failure. A system cannot be accountable if a grade means different things in different schools. I don’t care what level of math should be mandated for graduation, but this level should be uniformly enforced.

To achieve a standard bar, equal for all students, we must have an objective, state wide (or nationwide) standard matriculation test in every subject; A test that will be fair, straight forward, and will require the same level of competency…

As I write, I know how impossible it will be to implement these changes, for reasons completely unrelated to education, but rather to politics… Nevertheless, to be ready for the future and able to compete with other nations on equal footing we must create an objective bar, measured by objective tools…

Carrying out this plan will dramatically improve our educational level. Creating an accountable system will demand accountability from its students that, in turn, will inspire and motivate them to actively perform, not just passively comply, in order to graduate…