How did you learn to write?

 

How did you learn to write? Do you remember? I don't. I remember practicing my handwriting but not actually learning to write. In fact, I don't think we had anything like they do now for writing. I don't remember the never ending paragraph writing trying to figure out a theme or a tone, or having to pick out if a paragraph was an argumentative or informative one. I cannot imagine how bored our students are when they are required to do this. 

Can they write? Not given the parameters that are expected of them. I have no idea where these ideas came from, but our students are struggling. Can they write? Of course. Give them some parameters which make sense to them. 

The photo at the top of the page is of some little fairy tale books which were written by my 7th and 8th grade reading students a couple of years ago. They all begin with "Once Upon a Time" and end with "Happily Ever After". I wrote a grant to have them printed, 5x5 size on slick paper. The students thought up all the concepts and were going to take them to the elementary school to read to the little students. 

From enchanted crystals to an ogre who loves chicken nuggets, they were creative and thoughtful and I was so very proud of them. We got the idea from a novel we were reading at the time where the main character used fairy tales in describing her life. This was not from a computer program they were on several days a week which did not help them in my opinion. 

This photo was used in class one day when I asked the students to tell this child's story. Where was she at and why was she lugging the teddy bear. You would not believe how creative the students were and the stories they came up with. No one had ever allowed them to think for themselves and tell the story. 

I watched a whole class of budding journalists try and figure out how to put this on a page to use as a background on our school newspaper. The articles were written by a senior and the designer wanted to highlight the page, since it is color but was struggling because no one had ever let them decide what they wanted to do. When I invited the rest of the class over to help her out, explaining it was their newspaper and they each had an opinion for style, they were so surprised and then discussed for the whole class period how to best make these stories pop. The student designer told me at the end of class she would take this class for her whole high school career because she had never been allowed to express herself and not be told what she could and could not do or invite other students to discuss what worked or did not work. 

The writing that had the most impact on me and convinced me that telling the story was the most important thing you could do was a poem I was exposed to during my senior year of high school with Mrs. Thelma McCann. She had us chose a poem or reading from a select group of authors and then illustrate the work the best way we knew how. The poem was Merry-Go-Round by Langston Hughes and the class was Black Literature. 

Where is the Jim Crow section
On this merry-go-round,
Mister, cause I want to ride?
Down South where I come from
White and colored
Can't sit side by side.
Down South on the train
There's a Jim Crow car.
On the bus we're put in the back—
But there ain't no back
To a merry-go-round!
Where's the horse
For a kid that's black?

If you do a search on this poem, someone will explain the theme and break the whole poem down for you. How the merry go round goes from injustice to justice, perhaps the complexity of racism and the simplicity of equality? To me, it told a sad story that should not happen. Thank goodness I didn't have to explain it the way students must today. I also received an A and have never forgotten the poem. 

Reading stories that students can understand and relate to, even stories written decades ago helps create writers. Developing vocabulary which students struggle with develops writers. Allowing students to use their minds to develop their own ideas and creations helps develop writers. Reading out loud develops readers. Computer programs and never ending paragraphs don't. 

Do not censor our material; we actually do know what we are doing

 

I am a teacher of young minds. Most of the time, I cannot figure out what those young minds might be thinking of or whether I am actually reaching them as a teacher. 

I am also a mother of a child who remained challenging up until the time he grew up, which was probably when he was in his late 20s. Although I grew up reading everything I could get my hands on and was never told a book was not good for me to read or that I was not allowed to read it, I could never convey that to my kid. He can read and does. He has an excellent vocabulary and when he has a conversation, you would think he was college educated. He isn't, although he makes almost as much money as I do at his job. He did, however, love music. Especially the kind that I disdained as noise, the new (to me) groups that rapped. He was fascinated with them and when one of them, 2 Live Crew was set to perform in Hollywood, he still remembers them cancelling the show because the group was vulgar. He also remembers his stepfather saying at the time, "Sure, make them even more popular by not allowing the kids to listen. That makes sense." How right John was. This story is from 2010 on the 20th Anniversary.

The book at the top of the page is on several banned book lists because it is the story of a young, immigrant girl whose mother ends up in a detention center. She is Haitian. I guess some people do not like the way the government is portrayed. I had a wonderful student who is an immigrant from Haiti, begin this book today. Her reading scores on these infernal tests are low. I bet if I can get her reading and improving her vocabulary, her scores will go up. 

I enjoyed this book tremendously and had to read the articles several times before I could figure out what the heck these parents were talking about for banning this book. Teens love this book. The story is universal except it takes place on an Indian reservation and the character is gay, although I never really got that from the story. I could not keep enough copies of this book in my classroom and even today, had to order another one for a student who asked to read it.

 

One of my favorite books, although I saw the movie before reading it. I have disagreed every time this book is in the news for an inappropriate book. The story is a great story and students love the story. They understand it was written in a time period when language was accepted, not that it was right. They understand the accused charge of rape and realize this also happened. They truly don't see Atticus as a white savior, but as Scout's father. They are much more interested in Boo Radley than the language used. 

The above book, has never been banned but has been challenged due to the content of an angry young man who fights against the status quo. It was ridiculous then and it never happened again. It still made the way to my classroom and several years of students along with several other books by the same author. At the beginning of the book, Mr. Villsenor chastises teachers he had along the way and the treatment he received as a Mexican immigrant student. Although he was born in the United States, he stuttered, so he was bullied twice. It is an excellent story and my only regret is I could never raise enough money to have him come and speak to my kids. 

This book could have been banned in several school systems due to content, but I have never heard of someone challenging it. That is a very good thing. The book has gangs, murder, poor people, medical treatment inequities due to race and money, and street kids. It is a true story and one of my students recommended it to me. I read it and have had several of my classes read it. I always keep at least 2 copies in my room for my students. Mr. Moore is now running for governor of Maryland. It is an excellent book. 

I have always had a rule for my life. If it is in my home or in my classroom, you have permission to read it. If I don't have what you want to read, I will try and get you a copy. Any book you take, enjoy it, tell someone else about it and keep it to pass it on. My students' reading scores should go up. At least if the Florida legislature will STOP trying to limit what I can and cannot do or say in my classroom. 

Tracking a teacher; shades of Big Brother

 This idea refuses to die and it seems that many people believe it is a good idea and I hate that. I hate that this may come to fruition and I will have to retire. I hate that we have entered the time of Big Brother, because everyone believes that they know best when it come to teaching and education. These misguided people will cause me to leave a job I adore and am good at, simply because the education system is now the most current political football. 

Teaching is my second career. I was lucky in that I also adored my first career and when it came to an end, I found teaching. Seeing my kids every day keeps me young and keeps me involved. I spend hours trying to come up with lessons to keep them interested and educate them at the same time. 

Now the state of Florida has come up with this idea to put cameras in the classrooms and microphones on the teachers. This is to "protect" the students. Huh? Protect them from what? From me? 

This was my past week as far as protecting students. Big fight, 4 students suspended. Girls. I had 2 skip and not show up for class. I had one suspended for leaving campus to smoke an E cigarette. I have students out sick with the virus. Two sent to the office for inappropriate phone use. I spent time waking up students who were sleeping and continuous reminders to put their phones away. (Tik Tok has no place in my classroom)

The ones in class don't know where the Mediterranean Sea is. They cannot tell me why the Civil War in the United States began, or the year. They do not know when the United States entered World War II and why or the difference between the Holy Roman Empire and the Ottoman Empire. They think it is funny when we are discussing others in the world who are starving or live under a different political system where education is controlled by government and the propaganda involved. 

I spoke to parents of two different students who are failing my class to ask for help in turning them around. They don't know what to do, short of taking the phone away. So take it away. These students are snarky and rude, disrespectful and belligerent, but all I can do is continue to try and get them to do the work before they fail for the year. 

I have called  and emailed parents with absolutely no response. I have applied for grants to make sure my students have what they need to succeed. I am always at the school for something. Teachers attend sports and buy tee shirts to support the teams. We order popcorn and candy. During the holidays, we buy poinsettias using what little bit of extra cash we have. 

We console crying students who simply feel like no one listens. We are always in their corner, yet we are compared to police who wear cameras. They also carry guns. Oh yeah, in Florida they also believe teachers should be armed. 

So let's arm the teachers with guns, some are still trying to get that idea passed, record their actions with cameras and microphones to make sure no students are being bullied, a bill now in the Florida legislature and pay them less than a good waiter at an upscale restaurant makes from all the tourist dollars that are coming in to the state. Yeah, those are great ideas. 

Let's try this on for size: How about all those people who believe teachers are more bad than good, come visit a school. Sit in a couple of classrooms and walk the halls. Don't interact, just listen. Listen to what the teachers hear; see what they see; experience their day from beginning to end. Then take all this money it would cost to implement this idea of cameras and mics in the classroom and put it to good use in our salaries, Pay us like professionals. The year is 2022, not 1984. 

Who is right concerning public health?

 

Have you ever heard of Carville, Louisiana? Do you know that from 1894 until the 1950s, people who were diagnosed with leprosy were forced to quarantine with all of their rights taken away? They could not leave the leper colony. They could not vote or see their families. This particular place, Carville, was the only colony in the mainland United States. People from all over the country were sent here, many died and were buried here. 

I began reading a book and as happens  very often when reading, I became fascinated with this and the thought that I knew absolutely nothing about this. History is so important to me and with Covid-19 people still arguing about wearing a mask, I find it interesting that the people who ended up in Carville, were sent there as virtual prisoners so they would not infect others with the disease. 

The book is "The Second Life of Mirielle West" written by Amanda Skenandore. I cannot remember why I ordered this particular book, but am finding it engrossing. I think you would as well. Who knew, for instance, that the nuns who helped the Public Health Service run the place, assigned a new name to each person, man, woman or child, who came in to the facility. They could pick any name they wanted and it was done for the privacy of the family because there was such a stigma attached to having the disease of leprosy. This is one of the reasons it is now called Hansen's Disease. 

Medicines have now been developed to combat leprosy, it is caused by a bacterium Mycobacterium leprae and is not as contagious as doctor's once thought. Most adults have a natural immunity to the disease and do not even realize they have been exposed. 

Reading, for me, is one of the few small pleasures I can indulge in and continue to read the most varied list which interests me as a teacher, perhaps because so many are only interested in reading one genre of literature. I struggle to find books my students might have interest in. This is hard because I am interested in so much. 

Check this book out. You might find it interesting as well. Now I want to visit the museum. Find a spot you want to visit. 
 

Apathy seems to be the word in school this year

 This is the perfect photo to describe many of the students I try and connect with each day in school. I won't say teach because if you have no connection, they will not learn from you, no matter what you try. 

I am not sure if the pandemic has caused this apathetic attitude; perhaps what is going on at home; maybe they really don't care. I am not sure. It is something I struggle with on a daily basis. 

Somewhere along the line, there is no accountability. They truly believe they can do or not do whatever they want and there will be no consequences. Unfortunately, this is far from the truth.

First, let me assure you this column does not include all my students. I have some wonderful students who do care about their education and try very hard to get all their work done, with passable grades, some while dealing with stuff that teenagers should not have to deal with. This is not about them. 

This is an example: On Thursday I gave an in class DBQ assignment which included three very short passages using primary documents. One was from Thomas Hobbs, one from John Locke, and then a short passage from our Declaration of Independence. The students were to read the passages and then answer six questions. They had the whole class period and were instructed to read the passages and don't worry about getting all the questions done, but answering what they did get done correctly. 

I had students not turn anything in. They never asked a question. They never expressed anything about the assignment. I guess they just decided not to do anything. They received a 0 quiz grade. This will alter their grade. 

I had one come up to me yesterday and tell me she "forgot" to turn it in. But she really did it during class. I had several who told them. "Oh well. I will take the 0." They don't even blink when they say that to me. They show no emotion whatsoever. 

It is all I can do not to drop my jaw in disbelief. I have to follow so many rules and regulations to accommodate these kids. IEPs and 504s, ELLs and Gifted. You cannot imagine trying to teach to so many different learning styles and issues and then to have them not care if they get a zero? I am not sure what is happening and my question is, "Where do we go from here?" 

How lucky I worked for them then

 

I am extremely lucky to have been employed in print media during some of the best of times. After purchasing a copy of the Sarasota Herald-Tribune this morning, I would classify the paper today as the worst of times. 

I had a conversation with a former colleague  about missing working in a vibrant newsroom. A place where all your co-workers seemed extremely well read and intelligent. Where you could speak your mind and no one wanted to hang you from the rafters. A living, breathing workplace where everyone listened to your thoughts and ideas; where speaking your mind did not result in your ostracization from the group; and where, at the end of the day, you all got together for a cold beer and a quick game of pool. 

The newspaper copy at the top of the page was found on Ebay. Someone is selling it for $15. At the time of production, we were producing five editions each night. Five deadlines and this included every section of the paper. 

When I first began my career with the New York Times, each day we would check the stock pages to see how much our stock had increased. Everyone did this. It was in Lakeland, Florida and I had a couple of bosses, James Fuller was the production manger,  who hired me away from a very small newspaper in Winter Haven. Florida because they could pay me more money and I was a single Mom and needed it. 

After about 18 months in Lakeland, I transferred to the paper in Sarasota because I wanted to live at the beach. I was the first woman hired in production and I worked with so many great people that I cannot begin to list them here. 

When the paper began pagination, or creating the whole paper on a computer instead of cut and paste, I was transferred to the newsroom and worked there until the Great Recession when layoffs began. I worked with the best of the best. From our Publisher, Diane McFarland and down the ladder, the men and women I worked with were some of the best people ever. I stay in contact with many of them., 

I miss them. I miss what we had and what we produced. To try and explain to a person who has never worked for a living, breathing entity like a newspaper, you really have no idea. It is also not a place for everyone but it was my place for over 35 years of my life. 

Today, I teach journalism. I would love to be able to take a field trip to a thriving newsroom to show my students what they were like and why I concern myself with the truth and deadlines, and bylines and giving credit where it is due. It is hard to explain and much easier to show. At least, it would be if there were any thriving newsrooms left in the area we live in. 

Let's evaluate curriculum from a teacher's viewpoint

Published May 31, 2021 World History Quarter Power Standards Resource Supporting Standards Progress Monitoring World History Scope and Sequence 2021-2022 •McGraw-Hill: World History and Geography •Cpalms.org •Florida Interim AssessmentItem Bank and Test Platform Item Specifications Published May 31, 2021 World History 1 of 1 Quarter 3 Jan. 6 - March 10 SS.912.W.5.4 SS.912.W.6.2 SS.912.W.7.1 SS.912.W.7.7 SS.912.W.5.1 SS.912.W.5.2 SS.912.W.5.3 SS.912.W.5.5 SS.912.W.5.6 SS.912.W.5.7 SS.912.W.6.1 SS.912.W.6.3 SS.912.W.6.6 SS.912.W.6.4 SS.912.W.6.5 SS.912.W.6.7 SS.912.W.7.2 SS.912.W.7.3 SS.912.W.7.4 SS.912.W.7.5 SS.912.W.7.6 SS.912.W.7.8 SS.912.W.7.9 SS.912.W.7.10 SS.912.W.7.11 Teacher created assessments Required Instruction Dates: • Florida Jewish History Month (January) • MLKDay (January 20th) • President’s Day (February17th) • Jewish American Heritage Week (March 9-13) • Black History Month (February) • Women's History Month (March) • How did the Byzantine Empire impact the political structure, culture, religion, and economies of the civilizations that followed? • How did the major cultural, economic, political, and religious developments in medieval Europe and medieval Japan contribute to their, respective, overall growth? • How did Western civilization arise from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples, further promoting a cultural unity in Europe? • To what extent did developments in medieval English legal and constitutional history impact the rise of modern democratic institutions and procedures? procurator, plague, inflation, monasticism, missionary, abbess, nun, wergild, ordeal, patriarch, idolatry, icon, feudalism, vassal, knight, fief, feudal contract, chivalry, caracca, serf, patrician, manor, bourgeoisie, common law, Magna Carta, Parliament, estate, Khanate, Neo-Confucianism, dowry, samurai, shogun, Shinto, archipelago, bushido, daimyo, Zen, lay investiture, interdict, sacrament, heresy, relics, crusades, infidel, theology, scholasticism, vernacular, anti-Semitism, new monarchy, taille Students will: 1. Determine how the fall of Rome led to the rise of the Byzantines. 2. Identify the causes of the decline of the Byzantine Empire and examine its lasting contributions. 3. Analyze the structure of the feudal system and the role of the manor system. 4. Describe the Church’s structure, power, and influence during the Middle Ages. 5. Analyze the Magna Carta, parliament, habeas corpus recognize developments in medieval English legal and constitutional history 6. Define the major cultural, economic, political, and religious developments in medieval Japan. 7. Compare and contrast the development of Europe during the Middle Ages to the development of Japan. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Analyze the impact ofthe Byzantine Empire on other civilizations. • Compare the major developmentsin medieval Europe and Japan. • Analyze the extent to which Western civilization came from classical GrecoRoman civilization, Judeo-Christian influence, and the cultures of northern European peoples. • Students will write a news broadcast announcing the main contributions of the Byzantine empire, using specific examples and explanations of how these impacted other civilizations. • Students will use a graphic organizer to analyze the similarities and differences between medieval English legal/ constitutional history and modern democracies. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill: World History and Geography • LearnSmart • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications SS.912.W.3.2 SS.912.W.3.1 SS.912.W.3.3 SS.912.W.3.4 SS.912.W.3.6 SS.912.W.3.5 SS.912.W.3.7 SS.912.W.3.8 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • How do the major tenets and practices of Christianity, Judaism, and Islam compare? • To what extent did political, economic, and social factors contribute to Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula? Sheikh, Quran, Hijrah, hajj, Five pillars of Islam, shar'i'ah, Allah, Muslim, Bedouin, caliph, vizier, caliphate, jihad, Sunni, Sultan, bazaar Students will: 1. Explain key figures and events associated with the rise of Islam. 2. Compare and contrast the major beliefs and principles of Judaism, Christianity, and Islam. 3. Explain the achievements, contributions, and key figures associated with the Islamic Golden Age. 4. Determine the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century by analyzing the Crusades and the Reconquista. 5. Identify important figures associated with the Crusades. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Compare the major tenets and practices of major religions. • Analyze the factorsthat contributed to Islamic military expansion. • Students will use a graphic organizer to analyze the similarities and differences of Christianity, Judaism, and Islam. • Students will select an invention or achievement of the Muslim Golden Age and write an advertisement for it, as a product for purchase, analyzing how it impacted/led to the development of a modern item. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill: World History and Geography • LearnSmart • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications World History Curriculum Map 2021-2022 Quarter 1 Aug 10- Oct 7 Specifications Quarter 3 Jan 6- March 10 3 of 4 Published May 31, 2021 World History 1 of 1 Standards (Power in Bold) Essential Question Academic Vocab Expected Outcomes Performance Task Writing Focus and Instructional Strategies Resources SS.912.W.8.1 SS.912.W.8.2 SS.912.W.8.3 SS.912.W.8.4 SS.912.W.8.5 SS.912.W.8.6 SS.912.W.8.7 SS.912.W.8.8 SS.912.W.8.9 SS.912.W.8.10 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • To what extent did conflicts influence political relationships between the US, USSR, and their allies? • To what extent did the events of the Cold War have a global impact? • How did the goals of nationalist leaders in the post war era impact their societies? • How did religious fundamentalism, genocides, and nationalist conflicts impact the global community? satellite state, Policy of Containment, arms race, deterrence, commune, permanent revolution, proxy war, principle of nonalignment, discrimination, pan-Arabism, intifada, apartheid, HIV/AIDS, pan-Africanism, privatization, trade embargo, cartels, magic realism, megacity, welfare state, bloc, consumer society, Women's Liberation, real wages, heavy industry, de-Stalinization, détente, dissidents, occupied, state capitalism Students will: 1. Analyze and describe how conflicts influence political relationships between the United States, USSR, and their allies. 2. Summarize key events during the Cold War. 3. Examine key developments in post-war China. 4. Identify the goals of nationalist leaders in the post war era and the impact of their rule on their societies. 5. Explain the impacts on the global community of religious fundamentalism, genocides, and nationalist conflicts. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Identify the political relationships between theUS, USSR, and their allies. • Analyze the global impact ofthe Cold War. • Analyze the impact of genocide and nationalist conflicts on theworld. • Students will write to argue: To what extent was the Cold War an extension of World War II? • Students will be assigned a genocide to research and will then write to explain the origins of the event, the international response, and ways in which they think international efforts could have been improved. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill World History and Geography • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications SS.912.W.9.1 SS.912.W.9.2 SS.912.W.9.3 SS.912.W.9.4 SS.912.W.9.5 SS.912.W.9.6 SS.912.W.9.7 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • How did major scientific figures and breakthroughs of the 20th century impact contemporary life? • To what extent can economic and social changes affect a country? • How effective is the global response to international terrorism? Perestroika, glasnost, autonomous, budget deficit, postmodernism, popular culture, cultural imperialism, per capita, One-Child Policy, deflation, corruption, normalization, remittance, jurisdiction, peacekeeping forces, nuclear proliferation, bioterrorism, pandemic, human rights, non-governmental organization, multinational corporation, globalization, collateralized debt obligation, subprime investments, ecology, deforestation, desertification, greenhouse effect, sustainable development Students will: 1. Identify major scientific figures and breakthroughs of the 20th century and assess their impact on contemporary life. 2. Examine the causes and effects of post-World War II economic and demographic changes. 4. Analyze how economic and social changes can affect a country. 5. Assess the impact of global response to international terrorism. • Assessments with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Identify the major changesin contemporary life during the 20th century. • Analyze the effectiveness of global response to terrorism. • Students will pick a scientific figure of the 20th century and write to explain the contributions of the individual. • Students will watch news broadcasts about modern forms of terrorism and then write to develop approaches to preventing future events. Incorporate PEARL paragraph structure when responding to text. 

Ok, so if you can understand all that wording above, you have a sample of what our curriculum map for world history looks like. I understand it, but the chances of covering each and every standard which is listed there is probably not going to happen. On top of these standards, I did not list all the other standards which we are supposed to include in each lesson but these include standards on writing and reading plus lots of English Language Arts standards. It can become quite confusing to new teachers and old teachers alike. 

Many times we are told to just teach the lesson and then pick and choose which standards you think you covered in the planned lesson. I also only included the 3rd quarter, which begins in January. As teachers, we are also required to list the standards taught in our lesson plans and on our boards so everyone can see what we are covering. These, in many cases, are so entry level reading and writing, I am embarrassed as a teacher, that we must cover things like this. On top of the many ESOL and ESE requirements which must also be met. 

I would like to see us go back to a more simple time of education. A time where a teacher taught, students learned, parents cared, and everyone else supported. It seems that is a which I will never see fulfilled. I was educated in Florida, oh so many years ago, as were my parents and grandparents. I graduated in 1975 and was allowed to take so many classes, my interest never left. 4 years of English included a year of Black Literature, a semester of American Short Stories, Creative Writing, Speech, British Literature, Journalism etc. The list of available classes was so varied, you could take your pick. Most were semester classes, but some lasted the whole year. From the depressed state of Emily Dickenson to the Harlem Renaissance, from William Blake to O Henry, I was taught. I did not do as well in some of those classes as in others, poetry is not my thing, but I had such a choice of classes, my studies were more enriched. The same for the math classes, science classes and social studies classes. Now we have standardized lessons and standardized tests. Who benefits from these? I can tell you that the students do not. Will it ever change? Nope, no matter what teachers think or students. There seems to be too much money made for too many people. We have experts in how to teach, what to teach, how to test and what to test. In the mean time, students are failing. I gave a midterm the final days before Christmas break. 1st period had a 69% failure rate. 2nd period was a little better at 31%. 3rd period rose a little to 33%. 4th and 7th jumped back up at 59% and 52%. These are failures, not passing. This was a test in which they were given the answers beforehand, instructed to copy the information down and study it. I think they weren't listening. I am not happy with those percentages and will be changing some things in the classroom. The failure percentages drop for the semester, which is good, but the numbers are still too high for my comfort: 1st 23%, 2nd 19%, 3rd 13%, 4th 9% and 7th 23%. Does this make me a good teacher or a bad teacher? I really have no idea. Percentages are really not my cup of coffee. Would this change if we could redesign how we segment classes? I am not sure but what they are doing now is not working for a large segment of students. If you think up any answers, let me know. I always strive to do better for my kids.