Thursday, October 30, 2008

I sore

One of the things I enjoy most about talking with high school seniors is how candidly they speak about their four (or five...or six...) years at our school. Since they feel that they have nothing to lose (if they are eligible for graduation), they have no reservations about sharing their true feelings:

S: "Everything here is just MAD disorganized. And a little bit racist, you know what I mean?"

Mr. F: "I know exactly what you mean. Many students hate me simply because I'm white."

S: "Mista, I don't hate you because you're white. I hate you because your eyes are so pretty and it's just not fair!"

Wednesday, October 29, 2008

Heartbreaking

It seems that the atmosphere around and in my school is positively correlated with the weather, and lately it has been dismal outside. In perfect parallel with the downpour and lightning yesterday, I received today a thunderous package of IEPs. For those that are unfamiliar, an IEP is an Individualized Education Plan, mandated by the state for those students who demonstrate learning, input, or output deficiency. Simply put, a student with an IEP has at least one basic academic skill (reading, writing, comprehension, decoding, math, etc...) that is more than one level below the student's current grade. The IEPs that I received today are only for middle school students, grades six through eight. After reading through them, I've decided to provide some statistics which are, in correspondence with the title, heartbreaking:

Percentage of my middle school students with IEPs: 23.3%

Total weight of IEP package: 4 pounds

Average writing level: 4.2 (mid-level fourth grade)

Average reading comprehension level: 3.9 (high level third grade)

Average math level: 4.9 (high level fourth grade)

Lowest level (decoding): 1.7 (high level first grade)

Number of IEPs with at least 1 skill at grade level: 2


This is perhaps maybe the most sobering post I've ever written, but I don't see any sense in hiding the reality of the situation urban educators are faced with.

I hope the weather improves soon.

Wednesday, October 22, 2008

Tapes or CDs?

I overheard this in the middle of a conversation concerning an administrator:

"Yeah, well maybe he needs another autistic kid to grab his nuts!"

I cannot imagine any context in which this is not funny.

Saturday, October 18, 2008

Sailing the ocean blue

Following Columbus Day this and last year, I asked students what they know about Columbus and why they think we have a day off for his achievements. From their answers this year, I have extracted the following information:

Columbus, in 1896, landed in Virginia, though he was attempting to travel to Africa.

After our Columbus discussions in the past two years, I have informed students that, in my opinion, they would benefit greatly from reading "A People's History of the United States" by Howard Zinn. The following is a brief discussion about the book:

Mr. F: "So in this book, the author tells the same history that you've all learned in classes, except from the point of view of the oppressed majority, not the rich, ruling minority."

K (loudly, staring in my eyes): "White people!"

Mr. F: "Absolutely, though in the book, many of the oppressed are actually poor white people from Europe."

K (still staring): "I hate Europeans."

Mr. F: "Well then, it's a good thing I'm American."

K:
"Pfft"

I don't think that I have figured out the correct way to frame this post. The conversation, which was intended to demonstrate to the students that I am knowledgeable about things other than music, became something else completely. While I can laugh at it, I have to keep in mind that there is perhaps a more serious subtext.

Wednesday, October 8, 2008

Passing Notes, Part 4

I intercepted this juicy note while teaching an eighth grade Spanish class. To be honest, this really isn't that funny. Instead, I'm satisfied knowing that A, who never misses an opportunity to make eighth grade music class miserable, was sufficiently embarrassed when I found this note (which, sadly, was not read aloud to the class):

D,

I think your really cute I'm going through alot of sh*t right now and you ask me at the wrong time don't feel rejected because i wanna go out with you but not at this moment i think your cute and my friends think your cute! so don't take it personal <3 ok

ps i don't care if yo boys see this

<3 A


As always, grammar and punctuation were not edited or corrected in the transcription of this note.

Thursday, October 2, 2008

A thrilling conclusion

I have been told that Woody Allen has been quoted (but most likely paraphrased) as saying, "Jokes are funny when you use them less than three times or more than seven". While I'm not sure that any of my students are familiar with Woody Allen or this particular philosophy, M fell just short of a possible goal of seven Michael Jackson/Thriller references in class.

Mr. J:
"Is it possible to recognize a genre of music just by the percussion parts?"

(Reggae drum track plays, class sits in contemplation)

M: "Yo! That's Michael Jackson!"

Mr. J: "Michael Jackson is not a genre of music..."

M: "Oh. 'Thriller'!"

Mr. J: "Neither is 'Thriller'..."


Then a little later...

Mr. F: "Can everyone see why the piano is a percussion instrument?"

M: "Can you play 'Thriller' on the piano?"


Then a little later...

Mr. J: "Which of these instruments uses the bass clef?"

M: "Michael Jackson!"

Mr. J: "Actually, Michael Jackson has a very high singing voice, so he likely would use the treble clef."

M: "Oh, ok. Like on 'Thriller'!"


Then, at the conclusion of class...

Mr. F: "Okay. Don't forget your test is Tuesday! Everything we reviewed today will be on the test."

M: "Does that include 'Thriller'?"


So close, yet so far.