We're teaching, but are they learning?

This is a question teachers spend their lives answering. Today I am giving an assessment in the computer lab. A portion of this assessment was taken from an essay we read together as a class after reading Their Eyes Were Watching God. It was a scholarly essay with some difficult language. We wrote the most salient words on the board and discussed them carefully that day. They stayed on the board two more days and we talked through them again in each class. I told students they needed them in their notes and would be tested on them. Today a student came to me nearly in tears, saying that she did not do well on the assessment because I had not told them yesterday to study for this specifically. Here's how I wish I could respond: "Uh-oh, I didn't make it easy for you to jam the info into your head at the last minute? I wanted you to actually know the concepts based on the teaching, not last minute cramming."

Another student said she had missed the day we first discussed the terms. Did she get the notes from another student? No. Hmmm, is this my problem? I know I sound like a heartless high school teacher. Perhaps I'm becoming one.

Some people love power

Today's a strange day. Today I am an observer in my own classroom. Not the proud, evaluating observer I am when students are doing presentations. Today the coordinator of the fancy program I teach in, and the guidance counselor who serves our students are outlining for our students the choices they have and expectations they must meet as they embark on a two year program of study. She spends a great deal of time on theatrics. The second the bell rings she says, "Take out a piece of paper for a pop quiz." Then she asks them about the future that some of them have only just begun to consider. "Write the top two schools you are considering in state, one from out of state and at least one private university." Even though they scribble with a purpose, I know a few of these kids are clueless about their future or what schools are public/private. Not all, of course. I am blessed with bright students. Naturally I don't object to her talking with our students about their futures, I do object to her arcane, almost comical methods. She asks them to remember the colleges they listed--right after she has collected the papers. She spends time talking about how the others classes (present Juniors and Seniors) are doing on this work or that work. She enjoys telling them about how rules and regulations have changed and how hard it used to be, tells them how much easier it is. Then she shifts to tell them how difficult it will be. When I hear it with my students' ears it's just too easy to tune out. Too easy. I'm off to get more coffee.

More about Ms. Let-Me-Make-this-Hard-for-You. She tells them the reason she wants them to copy what she writes on the board as she talks is that if she printed it out and gave it to them, they would read ahead and wouldn't be listening. While this might be true, counting on each of them to faithfully record what she's saying is a little silly. She wants them to share the information with their parents--but many of them would never share their hand-written work with a parent. She ends each concept with "There's much more to say about that, and we may be able to get to it later."  She reminds me of all I hated about school. Even more so when she stopped her presentation to bawl a kid out who had whispered a quick comment to a neighbor. Hard to believe that kids are subjected to this until they are 18+. No wonder the drop-out rate is so high.