Visit me at Inspired Teaching

I'm not updating this blog any more, but I post occasionally to the blog for Center for Inspired Teaching, where I am now overseeing classroom-based research on teacher change, teacher leadership, and student-centered teaching.

Find out more about this *absolutely wonderful* organization at www.inspiredteaching.org.

Thanks for checking in!

A Shame

The latest update on my previous place of employment: They're closing the school. Enrollment has dropped severely during my former principal's reign of error, and the Washington Post recently reported that the school boasts a $600,000 budget deficit this year. So, on the 85th anniversary of the founding of the historically African American parish, the school will close, leaving one less educational option for families in DC's Anacostia neighborhood.

Don't even get me started on the failings of the archdiocese-led consortium that was supposed to 'save' the school from closing, but instead, allowed an admittedly incompetent administrator to keep her job and run the school into the ground...

What I Did with my Summer Vacation

Thought I might as well share this piece, which is an essay I was asked to write for a job application.

***
What is the difference between teaching students what to think and teaching them how to think? What role can research play in bringing about this kind of transformation in schooling?

When a teacher’s goal shifts from covering material to creating habits of mind, radically different instructional strategies emerge in the classroom. The most dynamic educators I know expect their students to be producers, not consumers, of knowledge, and they see their job as one of providing structured opportunities for learners to engage actively with required content. My senior English teacher assigned Their Eyes Were Watching God but skipped the usual lectures on the author’s historical context; instead, she asked us to produce a Harlem Renaissance-themed variety show. My dissertation advisor, a Stanford full professor, culminates his annual undergraduate survey class with a mini-conference where students present collaborative research projects and produce a volume of papers of near-publishable quality. A fantastic fifth-grade teacher I know integrates science, history, and language arts in a theme cycle on sound. His students research the history of sound recording devices, make posters on all the traditional stuff about soundwaves and eardrums, and then produce podcasts of poetry readings. In each of these teaching contexts, learners move beyond pencil-and-paper exercises that require a prescribed answer. They get into the thick of intellectual life, where questions are generated, not assigned, and the way of asking is just as important as the answer. Requiring students to exercise their intellects in this way is the difference between telling them what to think and asking them to learn how to think.

An emphasis on student research can transform a classroom, but action/activist research has the potential to transform the entire school system. While the currently-fashionable rhetoric of “accountability” and “data-driven instruction” often masks an agenda that maintains inequities in educational quality and resources, the potential of research-based innovation as a catalyst for progressive reform cannot be underestimated. Scholarly research can influence teacher attitudes and practices if and when it is presented in a digestible, practical form; and participation in research studies can support teachers in becoming more reflective and effective in the classroom.

My own work with urban elementary teachers provides an illustration of the power of research for fostering teacher change. In a district where the teaching staff was mostly white and the student population was largely African American, cultural and linguistic differences contributed to low teacher expectations, and in turn, student underachievement. I designed and evaluated a classroom intervention that incorporated key insights of sociolinguistic research, preparing teachers to respond more effectively to their students’ dialect by avoiding spot correction of nonstandard dialect forms, recognizing the cultural value of African American language, and using children’s literature to engage students in critical discussions of language use. My evaluation--which relied on language attitude surveys, interviews with teachers and students, dozens of hours of classroom observation, and analysis of the written work of nearly 300 students--concluded that integrating research on language variation into the elementary classroom made a positive, measurable difference for both teachers and students. When I compared the attitudes of teachers who just participated in a training workshop with the attitudes of their colleagues who attended a workshop and tried out sociolinguistic ideas in the classroom, the teachers who had gotten hands-on practice showed greater changes in their attitudes, and their students did better as well. This is yet another illustration of the difference between active and passive engagement with ideas—and evidence that no matter what the age of the learner, or the topic at hand, hands-on means minds-on.

Rave critical reviews

Today I got a nice email from the pre-K teacher today about the class book we wrote at the end of the year:

Ms. Sweetland,

I have spent a few hours reading your classes writings. THEY DID A WONDERFUL JOB! I could not put it down! You did a great job with your class! That book is SUPER! They put a lot of effort into their work and make the audience FEEL their words. I really enjoyed reading it. Congrats to YOU and the FANTASTIC FIFTH GRADE CLASS! It was a pleasure!!!

Ms. H

School's Out

The chairs and desks are stacked, the books are inventoried, and the story rug has been rolled up. School's out!

The year ended with a bang. The day after the First Lady's visit, we had our Fifth Grade Graduation and the kids were absolutely on fire. Rakia read "Still I Rise" with extreme poise. Jada, who is perfect in every way, got her wish of being the MC for the ceremony. And the group brought down the house with their perfectly-choreographed performance of a song and dance from the newest hit movie for the 'tween set, "High School Musical."

As for me--I'm back in California already, trying to finish up that pesky dissertation. So...no more "adventures in inner city education" for the time being. Please check back in the fall!

First Lady's visit

What a day! The First Lady's visit went off without a hitch. Okay, well maybe one small hitch:

http://news.yahoo.com/photo/060605/480/a24db68ac4184d2ea385ef8b1f786eab

But other than that, it was a wonderful event. The kids were on the verge of exploding with joy--and trust me, these are no Bush fans in general!

As a bonus, they actually brought us the check. And looks like I'm in for a promotion of some sort...meet with the exectuive director again later this week.

Even better!

Our visitor wants a couple of my kids to read for her from our new class book! Now *that's* classroom publishing for you!

Young Author's Night

In other news, the Fantastic Fifth Grade had their end-of-year poetry and prose reading. We turned the classroom into a 'coffee shop,' borrowed a mike from the church, snagged the podium from the school entryway, and used the overhead projector as a spotlight.

Each student got to read as many of their selections from the class book as they wanted, another benefit of having only ten students. I made the event mandatory so there was a fantastic turnout. The captive audience, however, enjoyed themselves immensely.

Anthony cracked everyone up with his slightly racy (for a ten-year-old) essay entitled, "I Love Angelina Jolie." "It would be nice to marry her, but Brad Pitt is obviously in the way. I'll have to deal with him later. The baby is a problem, too. To fulfill my fantasy, I have to kiss her, just once. Her lips are so big it makes me want to bite them." His father was literally falling out of his chair with laughter. Anthony finished with, "I'm obsessed with Pamela Anderson, too, but that's a whole 'nother story."

Rajanique thrilled us with her brilliant narrative about the day she ran her head into the wall and had to go get stitches. She organized her story so that it started in the middle--sheer genius for a fifth grader. "I was hot and sticky and hungry and tired. It was eight o clock at night and the doctor was finally stitching up my head. I was thinking; Will I still be able to play? Will I be able to lay down? Will I still be beautiful?" The tale included a gripping scene of me running across the playground to rescue her, and pressing my (new, cashmere) glove to her head to stop the blood. I felt like an action hero. And I felt like an actual hero when she drew the biggest applause of the night--she's a student that most folks might not think to applaud otherwise.

There's lots more to say about the evening but I am running short on time. Suffice it to say that the fifth grade (and their teacher) is having a pretty decent end of year. Tomorrow is our end-of-year field trip. Monday, our VIP visitor is coming, and we'll practice for our graduation ceremony. Tuesday, the kids graduate...and that's it!

Close Hold

In December, over Mrs. H's active and passive discouragement, I submitted a grant asking for money for library books to the Laura Bush Foundation. The school hasn't spent a dime on book acquisitions in probably ten years, as there have been no dimes to spend on such a luxury. I couldn't deal with it, and whipped up a piddly little $5000 proposal.

We were supposed to hear by the end of May. Yesterday morning I said to my partner, "Well, we still haven't heard, so I guess I didn't get it." Always the optimist, he replied, "The day isn't over yet." I rolled my eyes and got out of the car, dismayed that my honestly kick-ass proposal must have been rejected because our enrollment is so low.

An hour later I got a call from the director of the Laura Bush Foundation. Not only had I won the grant, but they were so impressed with the application that they wanted to come present the check in person at our school. The White House later told me to keep the name of the visitor "close hold," which made me feel immensely cool, since I once heard that phrase on The West Wing. So I am not at liberty to divulge the name of the person who is coming to the school to present the check from the Laura Bush Foundation. I can say it's not Joe Wilson's wife.

The VIPs imminent arrival has thrown the school into a tizzy. The district has gotten involved and now there is a long list of "our" VIPs who want to attend. Only a handful will get to be in the room with the presenter--none of them gave a flying fuck about the grant when I wrote it, but now they're all interested.

Anyway, this is a huge success for the school, even if it is turning into a political football. I will get a couple of my students in the room and I'm sure they'll be thrilled.

Oh, and when the principal held an emergency meeting to announce that we couldn't take down our bulletin boards just yet, she started it off by saying, "I gave Ms. Sweetland a proposal to submit a while back..."

Underwhelming response

Met with the executive director of our district today. She offered a very sweet apology and assured me I was "valued." Also told me that she knew that "our leadership was totally inadequate." I told her I didn't want to make the meeting about a personality conflict (with the principal) and she said, "This isn't about personality. It's about skill level."

All that was vaguely reassuring, but gets me nothing. They're willing to place me at another school for next year, but now I'm not so sure I want that any more. I started this year thinking that the most important job I could do was to teach...but this year has shown me just how vital good school leadership can be. So, I've dusted off the resume, am looking around...

74% of teachers in low-income schools leave within three years. Never feels great to be a statistic...

The House on Mango Street

Any of you who know me know that Sandra Cisneros is one of my favorite writers and The House on Mango Street is my favorite novel to teach. I've taught it at levels ranging from 4th grade to high school seniors and it's always a hit because I ask my students to write their own personal versions of the novel.

I usually teach the book at the beginning of hte year because what students write gives me a great insight into their lives. For instance, today I learned that Arneshia, who frequently arrives late and sleepy, sleeps in the living room of her apartment. Anthony, of the questionable hygiene and messy braids, hasn't had hot water in months. They heat up some water on the stove and add it to the tub, although, as Anthony noted, "that doesn't really work." My top three students just happen to also be the only ones who haven't moved at all during their elementary years. "I don't remember when we moved into the house on V Street," writes William, "because I was born there. But my mom says she doesn't even remember, it's been so long."

Keep checking for posts from their books...these are always good.

Caterpillar watch

Our schoolyard is a bit overrun with caterpillars. Cute, fat, fuzzy ones, the kind with 'eyes' all down their backs.

The kids are fascinated or repulsed, according to temperment (and gender, to my horror). Jada, who is perfect in every way, asked me if we could bring some in and keep them in a jar. What Jada wants, Jada gets, so we scooped up three of the fat little buggers and made them a ramshackle home in an old sour pickle jar.

After an hour or so, I snuck a peek and felt awful because it looked to me like they had all died. They wouldn't be the first critters to succumb to a bad case of too much ten-year-old lovin'. But what to tell the ten-year-olds?

I should have had more faith. Apparently the caterpillars hadn't died, they had just gone into some sort of temporary hibernation before spinning their cocoon. So cool! So now we have three fuzzy white cocoons living in our pickle jar. The kids check in on them almost hourly. No changes, but they keep looking. I pulled out the magnifying glasses so they could investigate more closely.

Tomorrow we'll read a short article on insect metamorphosis. If our school had a real library, I'd pull out all the books on butterflies and watch the kids dip into those. As it is, a couple of seductively-placed encylopedia articles will have to do...

I love "not teaching" science!

Spring break...sort of

The kids aren't out until Good Thursday, but I'm already on 'vacation.' Before school started, I negotiated 7 professional development days with the district so that I could attend conferences and maintain my academic stuff-strutting. The American Educational Research Association's annual meeting is this week, and I was scheduled to give a talk. It's a tough conference to get accepted to, so I was pretty psyched to get to go. Paper went well. Principal, however, was totally annoyed that I was going to miss 3 1/2 days of school.

I left foolproof lesson plans, I think, but I'm not expecting any of the work to be done. The 'subs' in our building are just poached kindergarten/Pre-K aides, women who are wonderful with the 3-4-5 year old set, but barely literate. The principal is either too cheap or too isolated to get it together to recruit and pay for real substitutes. Whenever I've been out this year, the kids end up playing kickball all day instead of doing any of the work I leave. The same is true when other teachers miss. I feel a bit guilty that my students will not be learning a damn thing while I'm gone, but it's not my job to hire substitutes...and damn, how many fifth graders in Anacostia get a teacher who needs to take off to present at the AERA?

Meanwhile, I'm at Stanford, enjoying being treated like a human being with a brain and something to contribute to the world. The longer this year goes on, the less I think I'll be in the classroom next year...

A great literature letter

From my weekly assignment, in which children write me a letter describing what they're reading, and I write back...

Dear Ms. Sweetland,

The poem I was reading is called Phenomenal Woman By Maya Angelou. It is a very good poem.

I think Maya Angelou could be a version of me when I grow up. I want to be a black poet too. I hope Maya Angelou would still be living so I can meet her.

Ms. Sweetland what was the first poem you ever read about Maya Angelou? How did it make you feel? The first poem I ever read was Life Does Not frighten me at All. It made me felt that I should not be scared of anything.

Tearful, curious,

Rakia,

Dear Rakia,

Thank you for your letter. I am so pleased that you are thinking of taking poetry more seriously. As I tell you all the time you are a natural poet.

The first poem I ever read by Maya Angelou was “Still I Rise.” It is a beautiful poem about overcoming oppression. I read it in my 12th grade English class. I had already read I Know Why the Caged Bird Sings, Angelou’s autobiography, in 9th grade. But as it turned out, I liked her poetry better. I always almost cry whenever I hear or read “Still I Rise.”

Why did you sign your letter ‘tearful’? And what do you think makes “Phenomenal Woman” a good poem?

Can’t wait for your next letter!

Your fan,

Ms. Sweetland

Changing the Subject

In a pinch, I teach poetry.

Given all that's been going on, I hadn't spent much time on planning. Faced with a long stretch of time and not a lot of preparation, I pulled out William Carlos Williams' famous poem 'This Is Just to Say.'

This Is Just to Say

I have eaten
the plums
that were in
the icebox

and which
you were probably
saving
for breakfast

Forgive me
they were delicious
so sweet
and so cold


by William Carlos Williams

I prefaced the poem with the story behind it...it started as a note to his wife, and when he found it later, he realized it was in perfect meter. The personal story always hooks the kids. Then I asked:

What makes these words a poem?
Do you think William C. Williams was really sorry?
Have you ever done anything that made you feel like you needed to say ‘forgive me,’ but you were secretly glad you did?

Then I had the kids write their own 'apology' poems. (This is a lesson idea I stole from someone else long ago.) Here are a few.

Paper Cut
I am sorry, paper
for cutting you really really fast

That's why you are probably in pieces right now

I was cutting fast
and drowned you in glue

I know you're really angry
but it was just for fun

Sorry

--Marquette

"My Cellphone"

This is just to say
I'm sorry for losing you for a week
in my dad's car
you might have been so lonely
just sitting there waiting for someone to find you
you were just sitting under
the dark black scary car seat
anyway
i apologize

--William

"To the Paper"

I always took pencils.
I scribbled all on you.
I balled you up and threw you
right in the trash.

I know you always wanted to stay alive
but I have to put you in the garbage
that is just how it is.

Don't blame me if you don't stay white.
But I am sorry
for using you

-Alexus

"That Old Door"

the door that i slam
when i'm mad at my teaher
and the paint comes off

this is just to say
i slammed you
and you fell down

-Rajanique

And my favorite...based on a true story.

"Sorry, Car."

Sorry I drove you
and crashed you
into another car.
To me you looked so fun.
I thought it would be very easy.
I didn't really mean to scratch you
and leave a big dent in the front.

But you shouldn't blame me.
Blame my sisters and cousins.
Could you find a way to forgive us
Deep in your engine?

Back in the 21st century!

Have internet access at home again! So will be posting more regularly. For real, this time.

All moved into a beautiful 4-bedroom house with the aforementioned Fabulous Other Fifth Grade Teacher with a PhD, btw.