Last year Jackson Katz came to speak to our school. Afterwards, during our next morning meeting, our Dean of Faculty said that from then on she would be more thoughtful about beginning her announcements using gender-neutral language, specifically avoiding the phrase “you guys” and she invited the rest of the community to do the same.
It was awkward for a while, hearing people say “Hey — School!” or “Hello all” with obvious self-consciousness when they began their announcements. Occasionally someone would say “Hey guys” when they made an announcement and the audience would respond in some audible way, often prompting the speaker to start again “I mean, ‘hey everyone’.” It was strange and people made mistakes and it was weird. Change feels uncomfortable. Things felt a little uncomfortable for a bit.
Over time, though, the practice has seeped into our collective mindset. Saying “Hey guys” has become something we just don’t do very often. There are a couple of people who do say this, but the vast majority of our students now say something gender neutral each and every time they make an announcement. Without self-consciousness, without much thought. Just business as normal.
Using gender-neutral language is something I’ve done for a long time as a teacher. I’m not really sure when I made the conscious shift, but at some point it just sounded funny to my ear to address a room full of boys and girls with the term “guys.” I usually say something like “ladies and gentlemen” or “Hey folks!” which sounds funny at first, until it just starts to roll off of the tongue. I can’t remember the last time I addressed a class with “Hey guys, listen up!” or the equivalent. However, I’ve noticed that I continue to use “you guys” with small groups. I’m not really sure why. Perhaps it’s because of the less formal nature of addressing a group of two to four than speaking to the entire class. But for whatever reason, I haven’t–yet–eliminated this from my vocabulary in this context.
I don’t know about you, but this time of year I can get a little bit negative. I tend to look back on the year and think of all the things I didn’t do, or the things I could have done better. Usually I try to turn this into motivation to do a better job next year, but the summer is a long time to sustain that energy and I tend to be overly ambitious in my goal-setting, so by the end of the next year I find myself in the same space.
So this year I’m flipping the script. I want to think about the things I did really well. I’m hoping that others will join in and we’ll get a little matheme going! If you do, pretty please link to my post so I can see all the awesome things you rocked this year.
I don’t do a Do Now every day, but I’ve established a good routine for them nonetheless. All of my students in all of my classes know the drill and are able to participate in each step of the process (though not all choose to at all times, of course). I am able to leave classes with subs and know that students can lead the Do Now without me in charge. The fact that I’d established a clear routine really hit home with me at the beginning of third trimester–I had a class with no new-to-me students (a rarity at my school!)–and when I did my first Do Now students just dove right into the conversation without any prompting.
Here’s what I do:
Write problems on the whiteboard; students get out a piece of paper and do the problems. Usually I write up around 5 problems (exercises, really).
When students are wrapping up, I ask for volunteers to put the solution for one of the problems up on the whiteboard.
When volunteers have put up their solutions we discuss them using the following three questions:
Do you agree or disagree?
Students give a thumbs up or a thumbs down to indicate their agreement/disagreement. If they aren’t sure, they put their thumb to the side. I usually count how many thumbs I see out loud to allow for wait time and to indicate to students if I’m (not) getting enough responses.
What can we say about the documentation of work?
This is where I call on students who don’t often volunteer–or at least I try to; sometimes I forget and just call on raised hands.
Did anyone do it differently?
Sometimes I ask this one and sometimes I don’t. We get some cool variations out in the open when there are multiple solution methods being used.
So that’s my Pat On The Back. What’s yours?
What did you do really well this year? What are you proud of?
Looking over my posts from the past month I realized that this is the 30 from “#MTBoS30.”
I did it–I wrote 30 blog posts! Though not in 30 days. I missed a few days here and there. Mostly recently.
Thanks, Anne, for putting the idea out there in the interwebs, for getting me out of my non-blogging, I-don’t-have-anything-to-blog-about rut. I mean, clearly, I didn’t have anything to write about, but I didn’t let that stop me!
Like I said a few weeks ago, I’m going to keep going until the end of the school year–or at least until the end of the school year gets too overwhelming for me to blog any more. So, this isn’t the last inane post you’ll be reading from me (assuming you’re actually still reading this).
Yesterday (at the unholy hour of 7 am) I was at a meeting. The department chairs meet every other week before school to talk about school-wide issues and action items. These are kind of the big-picture things that shape the implementation of the philosophy of our school. So, not your typical “couldn’t you have said this in an email?” sort of meetings.
Yesterday’s meeting was about sustainability and how we could address issues of teachers feeling overwhelmed and stressed out. We started by listing items that seemed to come up in conversations about sustainability–or the lack thereof–and came up with a whiteboard filled with words. Many of these items, I mentioned, were endemic to being a teacher. Others were specific to our school, or at least for our “type” of school.
One item in particular that stood out for several of the teachers in the room was the idea of student-centered teaching being more challenging than a more teacher-centered style. Not that anyone was advocating that we all begin lecturing, rather they were pointing out that these types of lessons often come with increased planning, preparation and facilitation–all of which take up time and energy from our personal reserves. There was also discussion about how different disciplines (e.g. Humanities versus Science) had different challenges that made being student-centered difficult.
This is where I got really amused.
I don’t remember exactly what I said, but I do remember the gist of our science department chair’s response. And the fact that she looked at me as she said that,
It’s easier in some disciplines to be student-centered.
I let her know after the meeting how funny I found this comment. I told her that in any other school I’ve worked at (and many that I haven’t) the person saying those words would have been a math teacher. The fact that she was directing this comment to me–the math teacher!–was a sign of how different our school is from so many others. We have built a math curriculum that is student-centered pretty much at all times.
And now, since we’ve done such a good job at this, our colleagues are of the opinion that this is simply easier to accomplish this feat in mathematics. That the subject matter lends itself to student-centered learning.
I’m actually super proud of myself that I didn’t laugh out loud in the meeting.
But I’m more proud that we’ve clearly done a great job of doing what we do and doing it so well that our colleagues think it looks easy!
Today at morning meeting, during meditation (yes–we meditate at my school), the person leading meditation gave us a gratitude reflection. Apparently Fridays are gratitude meditation days–who knew? In any event, today’s prompt was to think about the teachers who we felt gratitude for and to think about them and all they did and do for us each day. I immediately (because I am super-snarky) leaned over to the teacher sitting next to me and whispered, “This is awkward.” But then I closed my eyes and participated.
At first I thought about one of my college professors. And then I tried to think back to a few of my high school teachers. And then I thought about some of my colleagues, who help me learn and grow now.
And then, thinking about who helps me learn and grow in my current teaching-life, I naturally shifted focus to the MTBoS.
So, having been prompted, and having felt grateful, I want to share my gratitude with all of you who share your classrooms with me, who give me great lesson ideas, who help me reflect on my own teaching and who push me to become a better teacher for my students simply by being your awesome selves.
I want to say, it really is great having another (excellent) math teacher in the house when you get sick and don’t have sub-appropriate lesson plans. Not that I’m convinced that my colleagues felt that a lesson involving dice was “sub-appropriate” either, but they have to trust me–it was better than trying to do what I had actually planned for Tuesday.
And because it wouldn’t be fair to tease you with that and then not deliver, here’s the goods. The link below gives you the downloadable/editable version.
Lying to the young is wrong.
Proving to them that lies are true is wrong.
that God’s in his heaven
and all’s well with the world
They know what you mean.
They are people too.
Tell them the difficulties
can’t be counted,
and let them see
what will be
these present times.
Say obstacles exist they must encounter,
The hell with it.
Who never knew
the price of happiness
will not be happy.
Forgive no error
it will repeat itself,
will not forgive in us
what we forgave.
Translated by Robin Milner-Gulland and Peter Levi (revised)
This poem hangs on the side of my bookcase in my office at school. I’d almost forgotten about it until I went to get some magnets during class today.