Ash in the Sky

Mount Redoubt continues to release pressure in the only way it can - through eruptions. Several airlines have stopped flying into and out of Anchorage (temporarily) because of the danger of engine failure. Because so little ash has fallen in Anchorage it still seems surreal. We are not (yet) walking around with masks and I have yet to see any ash here, although that will probably change today.

A school community can behave in much the same manner as the volcano. There can be periods of peace interrupted by eruptions that shake things up for awhile and then everyone readjusts to the new normal. We reassure our students that everything will be fine and proceed forward. In my mind the new normal that I am adjusting to is the need to use technology in a more effective manner in my classroom to broaden my reach in teaching. I am not ready to let technology supplant me as some scholars seem to suggest we should do - but I do believe I need to incorporate it more into my teaching style. I have decided that the sky will not fall if I do so!

Volcano Music

The volcano blew Sunday night and continues to huff and puff and blow. So far, Anchorage has not been seriously affected. There were flight cancellations yesterday and I am anxiously watching the Ak Air website today as the MLMS bands are supposed to be coming home from San Diego today - in fact my son is at the airport doing check in as I write this. I won't rest easy until that plane touches the tarmac here in Anchorage.

The last blast from Redoubt occured last night after 7PM and the volcanoligists are saying we could have up to a months worth of eruptions. We cannot see Redoubt as it is cloudy so it makes all a very "distant" event. Maybe the sun will come out and the mountain will settle - it is all part of my spring wish list!

The Skinner Box

Right this minute I am thinking about sociological or psychological experiments. I haven't heard of anyone doing a Skinner test on operant behavior or spouting Watson's theories, but they underlie a project we are committed to in our school: the advisory period.

The idea behind advisory is excellent - teachers will connect with a group of students throughout their entire 4 years at Bartlett. In this 1/2 hour class we work on social issues, personal development and job skills. That is the theory, the reality is that I see many kids just wandering the hallways, I gather many "orphans" into my classroom and while I make sure to get a little bit of something in each period it often seems to be a wasted effort on my part. Maybe it's not - I have some pretty great kids in my advisory class and I certainly like them, so the idea of making a connection has been achieved.

So is our experiment a success? Are we achieving the aim we desire for the program as it exists? Are the kids better off for participating in our experiment?

I don't know.

Statistics

Only 9 Mondays remain in this school year. Okay so technically 9.25 remain as we are done with 3 of our blocks for the day. Now, I say this not to indicate how closely I am counting down to May 22nd, but more as a take on Benjamin Disraeli's quote "There are lies, damned lies, and statistics."

And the statistics I am concerning myself with right now hve to do with the P/F rate in my classes. The only class I am truly concerned with is the one that has had a "toxic" dynamic the entire school year. I definitely have more on the low side in there than in any of my other classes- by a long shot. How does a teacher negate the negative influences in a class...hmmmmmm..... well I have to say that in the same class I have a few students who are also above 100% - so perhaps it is not as toxic as I think.

It kind of puts me in mind of the whole AYP statistical analysis (again - look at the quote.) In trying to quantify a school there are all these breakdowns based on ethnicity. Now did I miss something or has there been new research basing intelligence and achievement on ethnicity. I think socio-economic breakdowns would be more honest - because people of all ethnicities struggle and achieve economically.

Oh, and there are 48.25 days left in the semester! :)

Promises, promises

I did not want to get up this morning. A phone call from my doctor yesterday disturbed all attempts at sleep last night. But I knew I had to get up - go do my workout and then come home, collect the boy and take him for his learner's permit test at the DMV. I had made a promise and my lack of sleep was of no importance. Promise made, promise kept.

I usually waver on promises I make to myself however, unless they involve chocolate! I find I am much better at keeping promises made to others - and I am (perhaps) becoming wiser in offering those promises. I no longer feel I have to extend myself 80 different ways, just a few and done well and in a timely manner. This is one of the valuable lessons in age and experience.

Over spring break I did promise myself to finish a couple of books - so perhaps I will go and keep that promise.

Cars

As I drove into Anchorage this morning I was struck by the number of vehicles in the ditch, some flipped over on their roofs - I then thought about Lorin's and my trip to Wasilla last Saturday evening where we saw at least 10 cars in the ditch - after a quick nudge to my Guardian Angel - I first asked myself what in the heck we idiots were doing on the road (especially last Saturday) then I made the connection that for me is inevitable - my students.

With all the variables that make up driving - the act of moving a heavy object from point A to Point B (and sometimes C, D, E, ad infinitum) sometimes we misjudge or under or overestimate our abilities. Or sometimes the unknown or unseen intervenes to change our lives in ways we could not have predicted. I look at my students as capable, intelligent young people - now sometimes I misjudge and occasionally, I suspect, I may even overestimate their abilities or willingness to do a project. I have my view, and then as the cars reminded me - the students have their view too. Perhaps a project I assign may look like an absolute disaster to them, they fear some component of the project as having the power to wreck them - grade wise or socially. All of my assurances that doing this project will be "good for them" may sound more like the old Gary Larson Far Side comic "blah blah blah"

I suspect I am looking for relevance here - I understand the relevance, just as I understand I must drive slower and easier on ice - perhaps sometimes one cannot understand the relevance until they have survived the wreck.

Early Morning

This morning I had a student show up early to take his test. Somewhere we had crossed wires and information and he thought I had said I show up to school at 6AM - so he came at 5:30 to do a little pre-studying. So when I came wandering in at my normal time of 6:20 he questioned my timing and his own. I commented that with the extra study time he was going to rock the test! My expressed confidence in my student's abilities are my "planting of the seed" that I always hope will help them mature into confident scholars and humans. Sometimes even I feel that I am mouthing empty platitudes, so I work harder at ensuring student success and bolstering those who do not make the mark of a passing grade.

Reading my friend Roxane's blog about the faith of a mustard seed reminded me of my purpose as a teacher. I love the content of what I teach but my real job is to help our young people become successful adults. Sometimes, beyond all evidence to the contrary, seeds grow and bloom.