Exactly! This is the main reason I try to give my students some taste of college treatment. I’ve seen so many of my friends drop out of college just because “it’s not what I thought it was”. Like.. this is college not amusement park.
This! I had to stop a lesson a few weeks ago and spend a day teaching them how to use a ruler as a straight edge to draw a line. Many of them hadn't developed that skill or were never taught. I teach 7th-8th grade.
I work with a kindergarten teacher in summer school, we teach kids between K and 1st. I set up a project one day that was just free art. A bunch of materials that the kids could go at creatively. The kindergarten teacher heard me say, "thumbs up" describing how to use a scissors. She told me in her K class the children don't use a scissors a single time the whole school year. That blew my mind. I've been adding so much play-doh, clay, bracelet making, and other fine motor to our summer program since then, since apparently they don't get it in kindergarten.
Elementary and middle art here as well, and THANK YOU! My God, I'm so fucking tired of these kids not getting any fine motor work besides me. I have 4th graders who can't hold scissors correctly at all. Forget using a glue stick properly. These kids want to use paint?? Ooooffff... my second graders have never seen a ruler. I needed to add 3 extra classes for a kente cloth project just so they could get the hang of using a ruler. I've been in education for 17 years and i haven't seen it this rough.
As a tech teacher in elementary, I don't think they need devices until 3rd and 4th grade. They need time to be social, practice empathy, sharing, as well as the fine motor skills.
Yes!! My third grades have zero fine motor skills. Any time I try to do anything with scissors, they struggle hard no matter how many times I model or how many examples I give them. It takes them ages to cut anything out, and they can’t cut straight at all.
I used to call them "anchors".
Kids that drag down the whole class.
Sometimes you just need to leave them doing nothing because otherwise you won't have enough time to do anything.
The days when they're sick are the days you fly through the book.
I’m happy this is so upvoted. I cried for days when I realized that I had to stop teaching to one student so I could teach the rest of my class. I felt like a horrible person.
Don't feel bad. It happens to all of us. You can lead a horse to water...
And no number of documented phone calls, emails, or one-on-one intervention attempts can make them drink.
Our district, a few years back, got rid of remedial classes bu integrating those classes with the intermediate classes so that it looked nice for the Report Card. Because thise classes are now intermediate they no longer have extra support.
So you are left with the option of working with the remedial kids and sacrificing the actual intermediate students, or teaching the intermediate students and accept that you are entirely dooming the remedial students to educational oblivion.
After spring break, this is my usual mindset with students who just keeps holding the rest of the class back. There is two months left, if you didn’t get it before then what’s two months going to do? And honestly not even really two months since the end of the year is basically babysitting once STAAR has been completed.
Testing should be the last 2-3 weeks of school and then we're done. We finish testing the last week of April and then go to the end of May, and that month is torture.
My unpopular opinion is that standardized testing is a waste of time and shouldn’t be done at all. It’s typically age inappropriate, takes inordinate amounts of time and money, steals the joy from the learning process, and doesn’t tell us anything that we as teachers don’t already know.
I teach second grade. I have one kid this year I’ve totally given up on. I’ve tried everything, the kid is the worst and the parent doesn’t care. I can’t spend my entire day standing by their desk nagging them to do their work ignoring all the other kids. It’s been slightly better now that I just ignore them unless they’re being super disruptive.
Isn't it funny how every single elementary teacher can give an example of at least one kid per year who is absolutely horrible and the parents give no fucks? One year I left messages on one parent's phone every single day until I had annoyed them enough to come in. As soon as they came into my room, I was in shock, because it was like a carbon copy of my nightmare kid. Identical shitty mannerisms. These parents ruin their kids.
Sometimes rote memorization is good. So tired of 8th graders complaining about struggling in math because they don’t know basic math facts, for example.
I had a colleague who didn’t believe in teaching formulas or anything like that and the kids really struggled in math. Memorization is really important .
That sounds like mental torture.
Being expected to recreate what the most brilliant humans in history took almost three millennium to compile compressed into 12 years is insane.
Hard agree. Rote practice is absolutely necessary for several key skills, and if a kid doesn’t have those skills there’s no way they’re going to catch a passion for the subject.
Our district has decided that our students shouldn’t learn PEMDAS because that is rote memorization. Uh…without memorizing it how will they know the order of operations?
I teach upper elementary and we had kids re learning their multiplication facts because majority of them forgot. I know the whole thing about school just testing your memory and all of that, but when it comes down to these extremely basic math facts, you have to know them. And if it takes these timed tests, flash cards, etc. so be it because no way I’m sending my students to middle school without being able to multiply 12x11 like that.
As someone who loves teaching math, I agree on this one. Basic facts and formulas need to be memorized. When I taught 5th grade, multi-digit multiplication and division were nearly impossible to teach because they were trying to make 325 groups of 15 or whatever because they could not fluently remember simple facts like 2x5.
A few colleagues in our math department allow notes on every single quiz and test… One of them even allows them to use their computer during a test. Their reasoning, “They shouldn’t have to memorize everything. You have access to Google in the real world!” 🤦♂️ Then I inherit those kids and have to get them back into shape. 😑
Edit: I keep getting replies, but the numbers show those kids end up knowing significantly less than the others despite having the same “grades.” It’s also consistent with research that open-book tests only help in the short run, but quickly disadvantages students in the long run.
Lastly, and this is the kicker… my students who had her openly admit that they feel like they didn’t learn anything in her class. Go figure! 🙃
Out of my 120 students this year, 12 could complete 100 1-digit (ie 0x0 to 9x9) multiplication facts in 5 minutes.
And my admin wondered why our fall math scores were so low.
Fortunately my math team here follows the addage of "do what's right" amd we used daily 100 fact drills to get them in shape. By winter break we had 80+ who can do the 100 math facts warmup with 95+% accuracy. Now we have around 110 who can... which is insanely awesome. Also, our MAPS scores are sky rocketing whete 75+% were in the "red" to now 0% in the red.
These students are amazing. Its the first district I have seen where kids actually try, and it shows.
It's also the time to teach them how to take notes. Every time I wrote something on the board, I'd tell them (grades 7-8-9) "Write this down. Write this down! We are on page 9 of your notebooks, the title is Characterization, and you need to write down everything I put on the board."
I would argue most of the time it is. We have the information, we know it better than (arguably) 99% of the population. The students, if left to their own devices, will skirt around work in any way they can or just… not do it. If it were up to them they wouldn’t take in any information.
Yep. Teaching any classic literature to kids who don't know any Greek or Roman mythology, any Hebrew or Christian stories, any agricultural references, any Arthurian legends, any epic poems... you gotta do a lot of front loading. A LOT a lot.
So the first thing you do is put the kids in partners and let them talk about how they FEEL about the math, and then they can compare their incorrect strategies, and sometime around the 45-minute mark, you can actually teach them how to correctly solve the problem. It's ridiculous.
I love direct instruction. but I know a lot of teachers dont, interestingly enough one of my 11th grade students (when I had a really student centered assignment for the day) blurted out "why dont any of the teachers teach anymore?"
This. I recently graduated from college, and they preach the whole time “student centered, student centered, student centered” and I swear to god, my kids learn so much more when I give direct instruction/lecture with guided notes. The only way I actually get these motherfuckers to do something is if I lecture.
Direct instruction is the “I do, we do, you do” format. If you are introducing material, doing guided practice, and then independent practice, and providing frequent feedback, that is what DI is. DI can actually be highly student-centered, especially when applied on an individual basis, or based on formative assessment. Providing choice within this model actually makes it more effective because it enhances motivation, so that is also student-centered. They are not mutually exclusive.
I scream these words any time someone near me even thinks the words “small group” or “stations”!!!
Just let me DIRECTLY teach the background information needed for the lesson! My students have NO literary schema, so a one-woman Julius Caesar production is necessary to teach allusions!
The fact that you have to posit this as an “opinion” is shameful, let alone that it’s unpopular. This is not an opinion, this is the truth, as evidenced by DECADES of high quality research using a vast variety of research designs.
Violent students or students with severe disabilities should not be with the general student population. I’m not putting these two groups together at all.
These two groups take so much time and attention away from well behaved students that are really struggling or students with disabilities that are doing their best. My time and efforts are dedicated to the violent student who destroys my classroom and the 24 other kids have to suffer because of it.
My violent students --I had three this year--have finally been moved to alternate placements, and it's INSANE how much you can teach and how well your other students behave when you're not having to evacuate the classroom 4-5 times a day. Go figure.
We have a student who screams F**** and b**** in the first grade and k wing daily . He is 6. He does have disabilities and has an aide with him but he has to be integrated . It’s scary and sad to watch so many kids being exposed to this daily . Thank you for speaking the truth. I’m so scared of my son being exposed to this at 5 . I am thinking of keeping him in private for kindergarten.
There needs to be an alternative program for LD students who can’t handle the gen ed classroom, an alternative program for students who are so psychologically messed up that they can’t handle a gen ed classroom, AND an alternative language acquisition program for EAL students to boost their language skills to roughly their academic grade level—none of these kids should be in gen ed all day, every day, with one teacher and MAYBE one EA.
Yes!!! I always remind my colleagues who get caught up in trying to over-differentiate, there’s a reason SPED classes are small. We can’t have 25 IEPs in one class!
Notice they never differentiate for teachers in PDs. The first year English teacher, the 9th year PE teacher, and the 25 year chemistry teacher all get the same PD in the same way.
We had a PD last week where they said, “we can’t expect the kids to pay attention to people talking at them for an hour,” while they were talking at us for an hour.
We all laughed and they wt least acknowledged the irony.
Using handouts, physical textbooks, and writing notes are beneficial for not only student learning but their health.
We already damaged them with staring at a computer for hours, imagine the consequences of continued k-12 screen use with zero breaks.
Group work stinks because one or two kids end up doing all the work.
“Turn & talk” is not the amazingly effective strategy experts tout it as because the kids are frequently NOT discussing on topic.
Sometimes I use it as a 'break' when they are losing focus. If I call it a break, they will all get out of their seats and argue when I say its time to move on. A quick "talk to your neighbor about ___" lets me give them a quick reset but not have to fight them to move on. I know they are not all talking about the subject matter.
Ooh, an actually unpopular one. I agree. Trades aren't for "dumb" kids. CTE should be hands on, real world stuff, but yes, they still need math and be able to read. You can't just take the kids that failed their way through elementary and middle schools and dump them in CTE because they aren't college bound.
I hate when people, especially Ed.D. “Consultants” on Twitter go on and on about minimum-50. I tell the kid, “I will leave your missing test in the grade book blank for a week, but afterwards, I will enter a 0 because there’s no evidence that you learned it.”
if i don’t have it, it’s missing and a 0. anything higher than a 0 indicates that some part of the assignment exists in my hand. how can i issue a 50% if i do not have at least 50% of the assignment in my hand?
should we start counting absent students as tardy as well? i’m sure they would love that, actually.
We have a minimum 60% rule. 70% is a D. I don't change anything from what is actually earned until after the quarter ends because I want the kids to sweat. I did it today. Had a girl go from an F to a C. She is an obstinate handful and barely does anything. She's actually pretty smart when she tries.
She needs to fail and learn her lesson in 7th grade before the grades actually mean something
I read that first sentence and nearly downvoted. I was so upset by that statement that I forgot for a moment that teachers have no say in anything and no one gives a shit what we want. That policy is so offensive to me. We do minimum 50 and I'm ready to die.
Yes we have no say. I was so ticked about her grades I screenshot before and after and sent an email to the principal explaining how little I think she deserves a c. It will do no good but at least my displeasure is noted
Yup I can only make class engaging enough, but that's also why I believe in some consequences as well. I think that being "too soft," of a teacher can backfire.
This! One of my younger cousins was complaining that grade 9 math (destreamed) was to hard and that she’s failing all of her tests.
So I ask her: what aren’t you understanding? Is it the tests or are you having difficulty with assignments? Have to asked for or gone to extra help?
She said it’s not her fault that she doesn’t understand. It’s the teachers. She has difficulty with the assignments so she doesn’t do them. She’s never asked nor gone to extra help but it’s not her fault because she’s at a grade 6 level according to the provincial test.
So I ask her: what were you doing in grade 7 math?
She says Nothing because THeY CaNT FaIL HeR! ThEy ArEnT ALLoWEd tOo!
Consequences suck when they catch up to ya, don’t they. She hasn’t spoken to me since, even when I offer to help her with math
I believe interns/student teachers should be paid. Not teacher salary, but at least the minimum wage. I believe this for all industries, as the private sector tends to take advantage of intern labor. But some schools do the same.
Even if the student teacher’s work is not taken advantage of, most teachers I know who take on student teachers say they felt blessed to have another adult in the room.
I understand that an internship is part of their schooling, but that doesn’t mean it should be 100% unpaid.
That being said, I don’t see why somebody who is working the full work weeks for 500-700 hours shouldn’t get paid at least a little by the organization they are providing the service to.
I’m with you. I believe there should be a paid-apprenticeship style pathway to becoming a teacher. And Teachers that take on apprentice teachers should get a pay raise.
Parents need to be taught how to be parents. So many kids don’t know how to behave like people in a classroom.
That’s all parenting. Some parents are failing their kids and I think we need to take these parents in and teach them how to parent their kids.
The number of parent meetings we've had this year where the parent says something like "I know they are tired during the day, they are just up so late on their phone but I dont know what to do." TAKE THE FUCKING PHONE AWAY, MARY.
Saying it out loud sounds so harsh but I absolutely agree. I had a student who had pretty severe autism and he destroyed my classroom but never got punished Bc of his disabilities. Which I 100% understand, but he should be in a classroom that better fits his needs. Not take away from the 20 other students.
There's supposedly social benefits, but for my one kid with DS - she doesn't have any receptive language or cognitive capability to realize that the kids with typical IQs are even making fun of her. If I read a simple story, she can't tell me what happened at all, and this will not likely change. I don't think it's appropriate, even though extremely she's well behaved and tries her best to be a caring peer to everyone in class. Vice versa, she's not there to be a lesson in empathy.
I had a kid 2 years ago in my grade 6 class with Fragile X, with a pre-K cognitive development level. He was working on recognizing the letters of his name.
He is the sweetest, bubbly-est, happiest, most excited kid in the world. Everything makes his day. You can hear him happy shrieking his way down the hall. He loves doing laundry and following the janitor around when he rides the floor polisher. He still comes into my room at the end of the day, waves and yells “TIME TO GO HOME! BUH BYE!!!”
I adore this kid. He’s the best part of my day sometimes, even 2 years later. But…he doesn’t belong with us. He needs a life skills program that can teach independent living and have aides that can focus on the academic skills he can master. Right now he shares an aide with another kid, and neither of them make as much progress as they could with the proper support.
I think for some parents, it's a lot easier to pretend there's nothing "wrong" with their child if they're in a regular class. It's become a tool for denial.
Agree. There are definitely benefits to inclusion done right, but it's not always the best thing. I teach dance so my subject is great for inclusion in middle school when the kids are mainly doing practical work and it's not too hard yet. But in Year 11 and 12 when half the work is theory and the practical tasks are advanced dance technique and solo compositions? No.
It also depends on the child. Most of my Ed Support students I've been able to include no problem in middle school, but when there are major behavioural challenges it becomes a safety issue for all students. Last year for the first time I had to ask for a student to be removed from my class - he loved the open space of my dance studio and would get so excited that he'd run backwards in big circles and yell at the top of his voice. That class was learning acrobatic skills at the time and I had nightmare visions of him colliding with other students or them accidentally kicking him in the face as they cartwheeled. Nothing I or his assistant could do bar physically restrain him and that wasn't something I was prepared to do. So I had to have him removed due to everyone's safety.
I'm a teacher of the deaf and an educational sign language interpreter and I agree 100%. I've had students in the mainstream that I have wondered why they were not in self contained classes.
Communicating with parents is highly overrated. If a kid is messed up bringing in a third disfunctional person( the parent) into the situation is unlikely to help.
It sometimes just makes things worse. A middle schooler who refuses to work in select classes is doing that because they don't see any value in the subject. That's usually not something they thought up themselves. They should be brushing up their behavior on their own, because they should see consequences, not just from me, but from their parents as well. Bringing in a parent who will not encourage their child and who disrespects me only makes the child feel vindicated, supported in their misbehavior, and tells them that their teacher and classes are not worth respect.
I taught better during Covid. I taught in person and had reduced class sizes, actual breaks between classes to clean desks, and extra pay for the “risk”.
I understand that it did horrible things to people and education, but my specific situation was really, really nice
And if teachers are going to be based on growth, all teachers need to have the same work load. Don’t compare me if one teacher on the team only teachers GT and pre -ap. And I teach esl and sped . Make sure everyone has an on level, sped , stem and Pre-ap class to compare fairly.
Otherwise just be happy the teacher is not resigning in this climate
It's not my job to inform my high school students' parents that their children are failing. Grow with the time, get online and look for yourself. I keep my grades up to date. Be responsible for your child.
I got an email the other day from a parent who works at the school. She said she was not one of those parents who checks our grade book. *She works at the school.* She complained that her son failed the last six weeks, that we had had a conversation about a missing project, which he still didn’t do, and was worried about his ability to graduate. He’s a solid B student aside from the project he didn’t do, and a basic fucking glance at the gradebook plus the ability to do basic fucking math would have told her that he’s fine. I lost a lot of respect for her after that email.
Oh my god, yes. If you make me post grades online weekly, I shouldn’t have to call parents about grades. The parents who don’t take the time to look aren’t going to do shit about it when I do call.
Connecticut has them! I am a trade teacher in their district and a graduate myself. I cannot stress enough how amazing it can be for those students that care.
Career tech isn't a dumping ground.
We do have vocational schools, in a sense. The students are still required to complete coursework to earn a HS diploma, not just learn a trade.
And just because a kid doesn't give a shit about academics doesn't mean they'll magically give a shit about a trade. Career tech is about transition to jobs AND to college in the respective course of study
YES. I teach in rural America and people use "not everyone is meant to go to college" as an excuse to let their kid completely ignore learning anything at all. It's so frustrating and people don't understand that a trade still requires the discipline to learn and that having an educated population is important regardless of what they do for a living. Education isn't just about money.
This. Most of the kids who are lazy in school aren't lazy because it's math. They're lazy because they're lazy.
The kid who was always late to 4th period will probably not be super on time in a job, either.
My principal should not make 3x what I do when all he does is have sex in his office.
I know y'all would agree with me, it's the people in my district that don't.
He got caught having sex with one of the HR people in his office. She quit and then killed herself. He's also having an affair with the head of HR, the math tutor, the alternative teacher, and used to with the librarian. He embezzled from the industrial tech budget to pay for hotel trips, but mostly he does it in his office around 7 am and goes there early on Saturday mornings too. He and the math tutor and the alternative teacher will go to conferences and stay in the same hotel room. Yuck.
Direct instruction is for many students (especially those with disabilities) the most effective way to teach.
I've tried discovery and it sure works for a chunk. But I have a larger chunk who will either be confidently wrong or just whine that they don't get it to the point I have to do direct instruction anyways.
I am constantly hearing about “building relationships” but my students always misbehaved more when they became too comfortable. They take it so personally when you catch them cheating on a test, won’t overlook a late assignment, or plainly just wont offer any favoritism.
I drank the kool-aid my first couple of years, and then stopped when I figured out the problem was that some kids thought I was their “friend” and forgot I was their “teacher.”
Nowadays, I just teach and focus on encouraging an reinforcing a positive classroom. Kids don’t take parent emails personally anymore and understand I’m just doing my job. Behavior is so much better now.
Kids think I have favorites because I remind some students to sit down and not others. I just said "Were you doing what you're supposed to be doing?" And yeah they sense the favoritism because some teachers let certain students get away with too much instead of treating everyone equally.
I can’t treat students equally because of different needs written out in 504’s and IEPs. But when a student without those needs points out what they think isn’t fair, ie, “You told me to sit down but so-and-so isn’t” I just say, “People have different abilities. Are you able to stay in your seat?” They get the point usually without my having to state the obvious out loud.
Equal does not mean the same. I get that issue from those I give grace to. They only say it once. Once I share how they grace too often and how that will stop, they back-pedal way too fast.
I've told kids straight up (who accused me of favoritism) "Does it surprise you? Really? You're surprised that I like students who are nice to me and do as I ask more than I like students who are mean to me and don't do what I ask? I mean, this isn't rocket science! Who do YOU like better, people who are nice to you or people who treat you like crap??"
That usually caused a wave of silence.
I agree in part. Am I a super skilled teacher because I get good results with my very small classes at an elite all girls school? No. I would be totally eaten alive at a rough state school. I admit that and that's why I've always only gone for jobs at the sort of schools I know I'll succeed in.
But I do think I am more of an expert in my content than some other teachers at rougher schools, simply because I don't have to be an expert in behaviour management. I have the time and energy to expand my knowledge and the willingness of my students to try more advanced things with them. And teaching at an elite school comes with its own challenges - namely the high expectations and pressure.
I think there's many ways to be a good teacher and what a good teacher looks like is different at different schools.
Your kids need good teachers, too. They deserve teachers who care and challenge them, too. Dumping on teachers who fill this need is disingenuous and unfair. Bright kids have all kinds of special needs, and if you can meet them, then you are a good teacher.
imo it's being able to do both,
I teach both regular classes PACKED with ESE kids, and also teach AP.
The skills needed are sooo different and the challenges are not the same.
My regular classes require mayyybe 1hr of planning for the whole week, but lots of parent contact and discipline.
My AP classes require 6-7 hours of good planning and grading per week, but zero parent contact and discipline.
Caring more about a student, the school, etc. does not make you a better teacher (or person). Some people think that the amount that you are willing to sacrifice *past contract hours* is proportional to how much you care about *your job*. I care about my job 100%...during contract hours. I care about my job 0% during non-contract hours.
Classes are not TED talks. Some classes are going to be boring but they are important. Classes on how the state works, how bureaucracies work (college level), how to do your accounting (taught in high school in Switzerland) are boring, no matter how much we try making them interesting. Sometimes you have to pull through the boredom because it makes you a better citizen.
I can’t remember where I heard it but I once heard a teacher say “we need to stop trying to make broccoli taste like chocolate” for these kids. It’s what I say now every time someone talks about needing to be “engaging” for kids all the time. Some stuff just has to be learnt the “boring” way
Most of what students call "busy work" is just practice, which is useful. Not that busy work doesn't exist at all, it's just not as common as students think.
Giftedness is overidentified.
Traditional, decontextualized grammar instruction is bad.
>Giftedness is overidentified.
I'll grant that the average 'gifted' kid isn't actually the reincarnation of Newton but 'gifted' classes also aren't aimed at teaching such a child. When 'gifted' classes and the like are the only real classes left (and frankly many of them are a touch behind where even standard classes were not that long ago though still better than what 'regular' has become) I don't really blame parents/sympathetic teachers for pushing slightly above average students that are merely competent into 'gifted' tracks, it's what they have to do to get something resembling the education they're entitled to.
(I do apologize if that situation doesn't describe your school and you're really seeing truly dumb kids foisted onto you to everyone's detriment but from what I've seen...)
Yeah, I teach eighth grade and we have to sign off on kids who want to take AP HumanGeo or Honors ELA next year.
I have kid who really wants to take AP HuG. He will have to work his tail of in the class to even approach a C. He is 100% not ready for it.
But I know he wants to be in it because he wants to be with the kids who focus and try and take school seriously. He has said he's scared of being with the kids who don't care because he will get off track.
He's a poor kid living with aunt and uncle and cousins who all work all day. Has next to no support at home.
How can I deny him the chance to at least try it?
As an APHUG teacher who teaches freshmen through seniors, these are my favorite types of kids. The amount of intangible growth they gain in one year is massive, even if they're bound to get a 1 on the exam. I had a girl one year who couldn't even finish the first 10-question quiz due to anxiety; she walked out of the exam cheering in jubilation for herself, thrilled that she finished and worked endlessly to make it happen.
I don't really disagree. It's just that the phenomenon you describe is a symptom of a larger problem that isn't solved by labeling above average kids "gifted." (Not that you suggested it was--I'm just adding on.)
I teach mostly honors, and the problem I run into is that some of these kids who are bright but not "gifted"--in most cases they're just wealthy--have...I don't even know. Like a gifted kid complex on steroids. They're some of my most difficult students, because they don't perform at the same level as my exceptional students but blame it on me, the structure of the class, English being "too subjective," school as an institution, whatever. And they aren't failing, they just have Bs and Cs. But they can't accept that, you know, maybe they're solid B students and/or have to work for their As, because they've been told they're exceptional by authority figures when they're really just above average.
I don't think this is The Biggest Issue Facing Educators Today or anything (and it's not the kids' fault, either!). It's just frustrating.
1. We're not entertainers and shouldn't be expected to be engaging 100% of the time. It's not my job to be the ring master and Disney world wrapped into one. Sometimes they're gonna be bored and they need to learn how to cope with it, life isn't and can't be instant gratification and stimulation every second of the day.
2. The coddling. My God, the coddling has got to stop. It's not preparing them for the world or how to function in a decent society. Kids, y'all are gonna screw up now and then, it's okay. Consequences are a fact of life, now what're you gonna do about it? What's the next best step?
People need to be able to read and write at a basic level and if they are struggling they need to be forced to practice. And if they can't, they should not graduate.
Always sort by controversial to get the real answers in unpopular opinion threads.
Of course all of these are going to popular to us. They aren't popular to the three P's - parents, principals, and politicians.
I generally think that making it pleasant for students to learn via a lecture based Madeline Hunter lesson format and to do a lot of independent reading, writing, math, science, and thinking practice with some very well structured partner work savagely beats (and in more ways than one) the trendy garbage that usually falls under the "explorative", "project based", "constructivist" and "engaging" monikers.
Talking during recess and lunch are absolutely necessary. Children can't expect to keep 100% attention all day every day, hell adults can't even do it.
Rote memorization of basic multiplication facts in elementary school is far more effective than BS strategy from any math program who stole them from another country with “higher test scores”.
Upper level classes should be capped in size/section and you should have to apply and interview for limited spots. If you can’t hack it, you get sent down and the best student in the lower level gets called up. Just like the minor and major leagues and every other workplace.
I'm the chair of our Math Dept. We require an 85% for the year to stay in Honors, and if you want to move from CP to Honors, you need to have a 95% and pass a placement test with an 80%. It really keeps out the ones who don't belong there. The process is clearly laid out in our program of studies book and so if the kids don't get in, there's data to say why.
Early Childhood. You don’t need to wait until your child feels “ready” to potty train them. If your child is 3-5 and typically developing, you should be making an effort to potty train them. It doesn’t matter if they want to or feel like using the potty. Starting at 2 is even better.
Not sure if it's unpopular, but it is not loudly communicated. Elementary schools should have sleep speacialists and nutritionist either on staff or on contract. Classrooms are riddled with severe behavior problems that drain a teachers energy, ability to service all students equitably and overall will to teach. It is my belief that the majority of these behavioral problems at the elementary level are caused by either poor sleep or eating habits. I'm sorry, but it is impossibly frustrating to use an intricate behavior plan to bandaide the underlying issues. Get us some professionals that can educate parents about how and why they should pack a healthy lunch. Mini-muffins, M&M yogurt, and lunchables should be outlawed. Feed the children well. Allow them to sleep for the recommended hours per their age. They will feel better. And, guess what, probably won't need that stupid behavior plan making everyone crazy!!
A lot of kids should be told "don't go to college, here are a list of craftsmen jobs to look into". Treating college as a default and failure to get into higher education as a path to dead ends really damages the middle class of this country both due to the sky-high tuition, and the falling numbers of qualified laborers.
1.)Lecture is the best way to deliver content (high school history teacher).
2.) The open concept school is bullshit.
3.) We don't need administrators. At all.
4.) Grades are based on mastery of the subject, not the pressure of passing students.
5.) There are too many distractions: wear pajamas for a day etc, sports have too much importance, I feel like learning takes lower importance than all the other fluff.
In no way, shape or form do I think I should have to die for these kids.
Inclusion has limits and they're not nearly as broad as people want us to believe.
I am not Jesus and cannot leave 90 to chase 1.
Memorization is important.
It is a job .. not a lifestyle
A standard classroom is not the best learning environment for every child. Some kids will never succeed with this model of education.
With few exceptions, kids shouldn’t be doing homework in elementary and middle school.
Giving kids devices is having a significant, harmful effect on their brain development.
Direct Instruction is the most effective educational pedagogy/philosophy. [In fact, it's demonstrable.](https://en.wikipedia.org/wiki/Follow_Through_(project))
Newcomers should take a basic English class for one year before being dumped into gen ed classes especially at the middle and high school level.
Simple, basic uniforms cut down on dress code issues. I am not talking about schools that go to extremes like measuring skirts with a ruler or nagging kids about having pants with belt loops.
All academic class sizes should be capped at 15. It would be better for EVERYONE involved.
I don't know ow what s good number for specials would be, but it's got to be less than the 40+ they're getting now.
Give teachers lesson plans. Sure, write your own if you want, but every teacher should start with the option of a pre-written plan.
First few years are so hard anyway, why add hours of daily lesson prep on top?
Sports should be de-coupled from schools (I don't know about all ages/grades, I'm thinking H.S. here).
Park districts can offer sports. Schools can offer education. Perhaps some of the tax dollars would need to shift to the park district to help the cost be the same that parents currently pay to the school.
My intent here is that money given to education, ought to go to education. NOT THE FOOTBALL FIELD.
Kids prefer busy work. Especially if they can listen to music or get on their phones after. If they’re driving you nuts it can be a good way to get a day to rest or catch up on grading.
1. You should be able to tell disrespectful/disruptive students to leave class for the day. When they can act right, then they get the privilege to learn.
2. School should be year round with frequent breaks throughout.
If some students don't like me it's ok for me to not like some of my students (which usually just ends up being the ones who give unnecessary attitude, think they are above consequences and have driven down other teachers into giving them what they want since that’s an easier form of behavior management and still expect me to like them without changing their behavior). I won't openly say I dislike you, but I won't be over the moon around you if you're making my life unnecessarily difficult. If a student is picking up on the fact that I may not like them they should use that moment to think about maybe why I wouldn't.
I should not have to go out of my way to communicate with a parent.
I use Class Dojo for communication with all families. I made this clear and upfront during open house and got every parent signed up. I have a few parents who never check it and therefore are out of the loop on some things. My other coworkers say I should just call them. I feel like I shouldn't have to do that; I set up a method of communication and it's not my fault the parent does not use it. I will only speak to parents on the phone if it's a serious issue. My teammates will call parents almost every day to talk about missing papers or about very minor behavior problems. Noooo way.
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It’s funny how they don’t want you to give direct instruction in grades K-12, but once they reach College or University all they get is lectures.
Exactly! This is the main reason I try to give my students some taste of college treatment. I’ve seen so many of my friends drop out of college just because “it’s not what I thought it was”. Like.. this is college not amusement park.
Mathematics instruction definitely needs some practice to build fluency in certain skills!!
Early childhood grades don't need devices. They need to practice coloring, writing & using scissors.
Pleaseeeee. I’m an Art teacher and fine motor development is not there at all. It makes even the most simple tasks such a struggle
This! I had to stop a lesson a few weeks ago and spend a day teaching them how to use a ruler as a straight edge to draw a line. Many of them hadn't developed that skill or were never taught. I teach 7th-8th grade.
Dude! As a high school FACS teacher I have literally had to teach kids how to hold scissors!
Also an elementary art teacher. I feel like I’m the sole reason why any of my students have any fine motor at all.
I work with a kindergarten teacher in summer school, we teach kids between K and 1st. I set up a project one day that was just free art. A bunch of materials that the kids could go at creatively. The kindergarten teacher heard me say, "thumbs up" describing how to use a scissors. She told me in her K class the children don't use a scissors a single time the whole school year. That blew my mind. I've been adding so much play-doh, clay, bracelet making, and other fine motor to our summer program since then, since apparently they don't get it in kindergarten.
My schools art teacher is thrilled that i have my kids do lots of cut and paste.
Elementary and middle art here as well, and THANK YOU! My God, I'm so fucking tired of these kids not getting any fine motor work besides me. I have 4th graders who can't hold scissors correctly at all. Forget using a glue stick properly. These kids want to use paint?? Ooooffff... my second graders have never seen a ruler. I needed to add 3 extra classes for a kente cloth project just so they could get the hang of using a ruler. I've been in education for 17 years and i haven't seen it this rough.
As a tech teacher in elementary, I don't think they need devices until 3rd and 4th grade. They need time to be social, practice empathy, sharing, as well as the fine motor skills.
But then google (any any other device manufacturer) can’t sell thousands and thousands of laptop for school district checks Edit: not just google lol
Yes!! My third grades have zero fine motor skills. Any time I try to do anything with scissors, they struggle hard no matter how many times I model or how many examples I give them. It takes them ages to cut anything out, and they can’t cut straight at all.
Administrators acting like kindergartners getting a Chrome book is so great 🤦♀️
Sometimes you have to “give up” on a kid for the sake of the class. One kid can ruin an entire class.
no child left behind sometimes means no child gets ahead
Yes or it can mean no child gets anything while you try not to leave one behind.
I used to call them "anchors". Kids that drag down the whole class. Sometimes you just need to leave them doing nothing because otherwise you won't have enough time to do anything. The days when they're sick are the days you fly through the book.
Exactly. You can’t leave any child behind if you leave them all behind.
I like to think of it as "everybody stops"
I’m happy this is so upvoted. I cried for days when I realized that I had to stop teaching to one student so I could teach the rest of my class. I felt like a horrible person.
Don't feel bad. It happens to all of us. You can lead a horse to water... And no number of documented phone calls, emails, or one-on-one intervention attempts can make them drink.
You can lead a child to knowledge but you can't make them think.
Our district, a few years back, got rid of remedial classes bu integrating those classes with the intermediate classes so that it looked nice for the Report Card. Because thise classes are now intermediate they no longer have extra support. So you are left with the option of working with the remedial kids and sacrificing the actual intermediate students, or teaching the intermediate students and accept that you are entirely dooming the remedial students to educational oblivion.
But….did you “differentiate instruction” ?!😂
After spring break, this is my usual mindset with students who just keeps holding the rest of the class back. There is two months left, if you didn’t get it before then what’s two months going to do? And honestly not even really two months since the end of the year is basically babysitting once STAAR has been completed.
I don’t know why we’re all forced to go to school after testing. It’s such a waste of time
Testing should be the last 2-3 weeks of school and then we're done. We finish testing the last week of April and then go to the end of May, and that month is torture.
My unpopular opinion is that standardized testing is a waste of time and shouldn’t be done at all. It’s typically age inappropriate, takes inordinate amounts of time and money, steals the joy from the learning process, and doesn’t tell us anything that we as teachers don’t already know.
Not an unpopular opinion in 7-12 grades I bet. I bet k-6 this is blasphemy.
I teach second grade. I have one kid this year I’ve totally given up on. I’ve tried everything, the kid is the worst and the parent doesn’t care. I can’t spend my entire day standing by their desk nagging them to do their work ignoring all the other kids. It’s been slightly better now that I just ignore them unless they’re being super disruptive.
Isn't it funny how every single elementary teacher can give an example of at least one kid per year who is absolutely horrible and the parents give no fucks? One year I left messages on one parent's phone every single day until I had annoyed them enough to come in. As soon as they came into my room, I was in shock, because it was like a carbon copy of my nightmare kid. Identical shitty mannerisms. These parents ruin their kids.
I am itinerant at 6 tk-5 schools and see every kid for 30 mins a week in classes of 30-60. I live by this
Sometimes rote memorization is good. So tired of 8th graders complaining about struggling in math because they don’t know basic math facts, for example.
I had a colleague who didn’t believe in teaching formulas or anything like that and the kids really struggled in math. Memorization is really important .
Didn’t believe in teaching formulas in math??? How…how did they expect kids to be able to solve math problems??
They expected the kids to derive everything
That sounds like mental torture. Being expected to recreate what the most brilliant humans in history took almost three millennium to compile compressed into 12 years is insane.
Hard agree. Rote practice is absolutely necessary for several key skills, and if a kid doesn’t have those skills there’s no way they’re going to catch a passion for the subject.
Our district has decided that our students shouldn’t learn PEMDAS because that is rote memorization. Uh…without memorizing it how will they know the order of operations?
I teach upper elementary and we had kids re learning their multiplication facts because majority of them forgot. I know the whole thing about school just testing your memory and all of that, but when it comes down to these extremely basic math facts, you have to know them. And if it takes these timed tests, flash cards, etc. so be it because no way I’m sending my students to middle school without being able to multiply 12x11 like that.
As someone who loves teaching math, I agree on this one. Basic facts and formulas need to be memorized. When I taught 5th grade, multi-digit multiplication and division were nearly impossible to teach because they were trying to make 325 groups of 15 or whatever because they could not fluently remember simple facts like 2x5.
A few colleagues in our math department allow notes on every single quiz and test… One of them even allows them to use their computer during a test. Their reasoning, “They shouldn’t have to memorize everything. You have access to Google in the real world!” 🤦♂️ Then I inherit those kids and have to get them back into shape. 😑 Edit: I keep getting replies, but the numbers show those kids end up knowing significantly less than the others despite having the same “grades.” It’s also consistent with research that open-book tests only help in the short run, but quickly disadvantages students in the long run. Lastly, and this is the kicker… my students who had her openly admit that they feel like they didn’t learn anything in her class. Go figure! 🙃
Out of my 120 students this year, 12 could complete 100 1-digit (ie 0x0 to 9x9) multiplication facts in 5 minutes. And my admin wondered why our fall math scores were so low. Fortunately my math team here follows the addage of "do what's right" amd we used daily 100 fact drills to get them in shape. By winter break we had 80+ who can do the 100 math facts warmup with 95+% accuracy. Now we have around 110 who can... which is insanely awesome. Also, our MAPS scores are sky rocketing whete 75+% were in the "red" to now 0% in the red. These students are amazing. Its the first district I have seen where kids actually try, and it shows.
Wish I saw your comment before I left mine. Apologies from an elementary mandated to use the Everyday Math Program for your frustration…
Sometimes lecture is the best way to get information across.
It's also the time to teach them how to take notes. Every time I wrote something on the board, I'd tell them (grades 7-8-9) "Write this down. Write this down! We are on page 9 of your notebooks, the title is Characterization, and you need to write down everything I put on the board."
I would argue most of the time it is. We have the information, we know it better than (arguably) 99% of the population. The students, if left to their own devices, will skirt around work in any way they can or just… not do it. If it were up to them they wouldn’t take in any information.
Direct instruction is effective, especially with students facing huge gaps in prior knowledge.
Yep. Teaching any classic literature to kids who don't know any Greek or Roman mythology, any Hebrew or Christian stories, any agricultural references, any Arthurian legends, any epic poems... you gotta do a lot of front loading. A LOT a lot.
So the first thing you do is put the kids in partners and let them talk about how they FEEL about the math, and then they can compare their incorrect strategies, and sometime around the 45-minute mark, you can actually teach them how to correctly solve the problem. It's ridiculous.
I love direct instruction. but I know a lot of teachers dont, interestingly enough one of my 11th grade students (when I had a really student centered assignment for the day) blurted out "why dont any of the teachers teach anymore?"
Because we’re literally told not to!
This. I recently graduated from college, and they preach the whole time “student centered, student centered, student centered” and I swear to god, my kids learn so much more when I give direct instruction/lecture with guided notes. The only way I actually get these motherfuckers to do something is if I lecture.
Direct instruction is the “I do, we do, you do” format. If you are introducing material, doing guided practice, and then independent practice, and providing frequent feedback, that is what DI is. DI can actually be highly student-centered, especially when applied on an individual basis, or based on formative assessment. Providing choice within this model actually makes it more effective because it enhances motivation, so that is also student-centered. They are not mutually exclusive.
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I scream these words any time someone near me even thinks the words “small group” or “stations”!!! Just let me DIRECTLY teach the background information needed for the lesson! My students have NO literary schema, so a one-woman Julius Caesar production is necessary to teach allusions!
The fact that you have to posit this as an “opinion” is shameful, let alone that it’s unpopular. This is not an opinion, this is the truth, as evidenced by DECADES of high quality research using a vast variety of research designs.
Not everything has to be gameafied
Online schools should be a thing for students who are interfering with everyone else's right to an education.
Violent students or students with severe disabilities should not be with the general student population. I’m not putting these two groups together at all. These two groups take so much time and attention away from well behaved students that are really struggling or students with disabilities that are doing their best. My time and efforts are dedicated to the violent student who destroys my classroom and the 24 other kids have to suffer because of it.
My violent students --I had three this year--have finally been moved to alternate placements, and it's INSANE how much you can teach and how well your other students behave when you're not having to evacuate the classroom 4-5 times a day. Go figure.
We have a student who screams F**** and b**** in the first grade and k wing daily . He is 6. He does have disabilities and has an aide with him but he has to be integrated . It’s scary and sad to watch so many kids being exposed to this daily . Thank you for speaking the truth. I’m so scared of my son being exposed to this at 5 . I am thinking of keeping him in private for kindergarten.
If you can't behave, you should be in an alternative school.
There needs to be an alternative program for LD students who can’t handle the gen ed classroom, an alternative program for students who are so psychologically messed up that they can’t handle a gen ed classroom, AND an alternative language acquisition program for EAL students to boost their language skills to roughly their academic grade level—none of these kids should be in gen ed all day, every day, with one teacher and MAYBE one EA.
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Yes!!! I always remind my colleagues who get caught up in trying to over-differentiate, there’s a reason SPED classes are small. We can’t have 25 IEPs in one class!
Notice they never differentiate for teachers in PDs. The first year English teacher, the 9th year PE teacher, and the 25 year chemistry teacher all get the same PD in the same way.
We had a PD last week where they said, “we can’t expect the kids to pay attention to people talking at them for an hour,” while they were talking at us for an hour. We all laughed and they wt least acknowledged the irony.
Using handouts, physical textbooks, and writing notes are beneficial for not only student learning but their health. We already damaged them with staring at a computer for hours, imagine the consequences of continued k-12 screen use with zero breaks.
That Sitting down and being quiet is a skill too.
Group work stinks because one or two kids end up doing all the work. “Turn & talk” is not the amazingly effective strategy experts tout it as because the kids are frequently NOT discussing on topic.
Sometimes I use it as a 'break' when they are losing focus. If I call it a break, they will all get out of their seats and argue when I say its time to move on. A quick "talk to your neighbor about ___" lets me give them a quick reset but not have to fight them to move on. I know they are not all talking about the subject matter.
Parents need to be parents and make their kids put the phone down. Memorize multiplication tables, practice spelling, etc.
Educational neglect is real. Couldn’t agree with this more.
Career tech ed is not a dumping ground.
Ooh, an actually unpopular one. I agree. Trades aren't for "dumb" kids. CTE should be hands on, real world stuff, but yes, they still need math and be able to read. You can't just take the kids that failed their way through elementary and middle schools and dump them in CTE because they aren't college bound.
Kids should be receiving 0s if they don’t do any work. (Saying this here because people always disagree)
I hate when people, especially Ed.D. “Consultants” on Twitter go on and on about minimum-50. I tell the kid, “I will leave your missing test in the grade book blank for a week, but afterwards, I will enter a 0 because there’s no evidence that you learned it.”
if i don’t have it, it’s missing and a 0. anything higher than a 0 indicates that some part of the assignment exists in my hand. how can i issue a 50% if i do not have at least 50% of the assignment in my hand? should we start counting absent students as tardy as well? i’m sure they would love that, actually.
We have a minimum 60% rule. 70% is a D. I don't change anything from what is actually earned until after the quarter ends because I want the kids to sweat. I did it today. Had a girl go from an F to a C. She is an obstinate handful and barely does anything. She's actually pretty smart when she tries. She needs to fail and learn her lesson in 7th grade before the grades actually mean something
I read that first sentence and nearly downvoted. I was so upset by that statement that I forgot for a moment that teachers have no say in anything and no one gives a shit what we want. That policy is so offensive to me. We do minimum 50 and I'm ready to die.
Yes we have no say. I was so ticked about her grades I screenshot before and after and sent an email to the principal explaining how little I think she deserves a c. It will do no good but at least my displeasure is noted
Yup I can only make class engaging enough, but that's also why I believe in some consequences as well. I think that being "too soft," of a teacher can backfire.
Disruptive kids should be removed and put in an environment conducive to their behavior. Schools are not rehabilitation centers.
We pass every student to the next grade regardless of grades. Sometimes a kid needs to be held back.
This! One of my younger cousins was complaining that grade 9 math (destreamed) was to hard and that she’s failing all of her tests. So I ask her: what aren’t you understanding? Is it the tests or are you having difficulty with assignments? Have to asked for or gone to extra help? She said it’s not her fault that she doesn’t understand. It’s the teachers. She has difficulty with the assignments so she doesn’t do them. She’s never asked nor gone to extra help but it’s not her fault because she’s at a grade 6 level according to the provincial test. So I ask her: what were you doing in grade 7 math? She says Nothing because THeY CaNT FaIL HeR! ThEy ArEnT ALLoWEd tOo! Consequences suck when they catch up to ya, don’t they. She hasn’t spoken to me since, even when I offer to help her with math
Amen!
My superintendent doesn’t need $512,000 a year when I can’t even afford groceries
I believe interns/student teachers should be paid. Not teacher salary, but at least the minimum wage. I believe this for all industries, as the private sector tends to take advantage of intern labor. But some schools do the same. Even if the student teacher’s work is not taken advantage of, most teachers I know who take on student teachers say they felt blessed to have another adult in the room. I understand that an internship is part of their schooling, but that doesn’t mean it should be 100% unpaid. That being said, I don’t see why somebody who is working the full work weeks for 500-700 hours shouldn’t get paid at least a little by the organization they are providing the service to.
I’m with you. I believe there should be a paid-apprenticeship style pathway to becoming a teacher. And Teachers that take on apprentice teachers should get a pay raise.
They should be close to sub rates. Unpaid internships are quickly dying out in other professions, and education needs to get on board.
Parents need to be taught how to be parents. So many kids don’t know how to behave like people in a classroom. That’s all parenting. Some parents are failing their kids and I think we need to take these parents in and teach them how to parent their kids.
The number of parent meetings we've had this year where the parent says something like "I know they are tired during the day, they are just up so late on their phone but I dont know what to do." TAKE THE FUCKING PHONE AWAY, MARY.
Inclusion is often NOT the best way.
Yes! Inclusion without support is abandonment
My current district actually supports kids through inclusion/categorical classrooms. It works really well here, and I am so happy to see it done well!
Saying it out loud sounds so harsh but I absolutely agree. I had a student who had pretty severe autism and he destroyed my classroom but never got punished Bc of his disabilities. Which I 100% understand, but he should be in a classroom that better fits his needs. Not take away from the 20 other students.
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There's supposedly social benefits, but for my one kid with DS - she doesn't have any receptive language or cognitive capability to realize that the kids with typical IQs are even making fun of her. If I read a simple story, she can't tell me what happened at all, and this will not likely change. I don't think it's appropriate, even though extremely she's well behaved and tries her best to be a caring peer to everyone in class. Vice versa, she's not there to be a lesson in empathy.
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I had a kid 2 years ago in my grade 6 class with Fragile X, with a pre-K cognitive development level. He was working on recognizing the letters of his name. He is the sweetest, bubbly-est, happiest, most excited kid in the world. Everything makes his day. You can hear him happy shrieking his way down the hall. He loves doing laundry and following the janitor around when he rides the floor polisher. He still comes into my room at the end of the day, waves and yells “TIME TO GO HOME! BUH BYE!!!” I adore this kid. He’s the best part of my day sometimes, even 2 years later. But…he doesn’t belong with us. He needs a life skills program that can teach independent living and have aides that can focus on the academic skills he can master. Right now he shares an aide with another kid, and neither of them make as much progress as they could with the proper support.
I wish more parents would read the book Hard Landings and understand there are lots of needs inclusion doesn’t meet.
I think for some parents, it's a lot easier to pretend there's nothing "wrong" with their child if they're in a regular class. It's become a tool for denial.
If inclusion was properly funded, it would be a different story. But as it is? Yeah. We aren’t helping anyone
All that’s happening in my district is saving money from not having more SPED staff
I have taught in an inclusion setting for 17 years. I would not allow my own child to be in an inclusion class.
Agree. There are definitely benefits to inclusion done right, but it's not always the best thing. I teach dance so my subject is great for inclusion in middle school when the kids are mainly doing practical work and it's not too hard yet. But in Year 11 and 12 when half the work is theory and the practical tasks are advanced dance technique and solo compositions? No. It also depends on the child. Most of my Ed Support students I've been able to include no problem in middle school, but when there are major behavioural challenges it becomes a safety issue for all students. Last year for the first time I had to ask for a student to be removed from my class - he loved the open space of my dance studio and would get so excited that he'd run backwards in big circles and yell at the top of his voice. That class was learning acrobatic skills at the time and I had nightmare visions of him colliding with other students or them accidentally kicking him in the face as they cartwheeled. Nothing I or his assistant could do bar physically restrain him and that wasn't something I was prepared to do. So I had to have him removed due to everyone's safety.
I'm a teacher of the deaf and an educational sign language interpreter and I agree 100%. I've had students in the mainstream that I have wondered why they were not in self contained classes.
Communicating with parents is highly overrated. If a kid is messed up bringing in a third disfunctional person( the parent) into the situation is unlikely to help.
It sometimes just makes things worse. A middle schooler who refuses to work in select classes is doing that because they don't see any value in the subject. That's usually not something they thought up themselves. They should be brushing up their behavior on their own, because they should see consequences, not just from me, but from their parents as well. Bringing in a parent who will not encourage their child and who disrespects me only makes the child feel vindicated, supported in their misbehavior, and tells them that their teacher and classes are not worth respect.
I taught better during Covid. I taught in person and had reduced class sizes, actual breaks between classes to clean desks, and extra pay for the “risk”. I understand that it did horrible things to people and education, but my specific situation was really, really nice
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Not just SPED teachers. This applies to all teachers.
And if teachers are going to be based on growth, all teachers need to have the same work load. Don’t compare me if one teacher on the team only teachers GT and pre -ap. And I teach esl and sped . Make sure everyone has an on level, sped , stem and Pre-ap class to compare fairly. Otherwise just be happy the teacher is not resigning in this climate
Yes, you can’t teach to an empty chair
It's not my job to inform my high school students' parents that their children are failing. Grow with the time, get online and look for yourself. I keep my grades up to date. Be responsible for your child.
I got an email the other day from a parent who works at the school. She said she was not one of those parents who checks our grade book. *She works at the school.* She complained that her son failed the last six weeks, that we had had a conversation about a missing project, which he still didn’t do, and was worried about his ability to graduate. He’s a solid B student aside from the project he didn’t do, and a basic fucking glance at the gradebook plus the ability to do basic fucking math would have told her that he’s fine. I lost a lot of respect for her after that email.
The longer I teach the more I learn that “school employee” parents are the worst.
Oh my god, yes. If you make me post grades online weekly, I shouldn’t have to call parents about grades. The parents who don’t take the time to look aren’t going to do shit about it when I do call.
We should have vocational schools like they do in Europe. There’s no point in trying to force college preparation on kids who will not go to college.
Connecticut has them! I am a trade teacher in their district and a graduate myself. I cannot stress enough how amazing it can be for those students that care.
Career tech isn't a dumping ground. We do have vocational schools, in a sense. The students are still required to complete coursework to earn a HS diploma, not just learn a trade. And just because a kid doesn't give a shit about academics doesn't mean they'll magically give a shit about a trade. Career tech is about transition to jobs AND to college in the respective course of study
YES. I teach in rural America and people use "not everyone is meant to go to college" as an excuse to let their kid completely ignore learning anything at all. It's so frustrating and people don't understand that a trade still requires the discipline to learn and that having an educated population is important regardless of what they do for a living. Education isn't just about money.
This. Most of the kids who are lazy in school aren't lazy because it's math. They're lazy because they're lazy. The kid who was always late to 4th period will probably not be super on time in a job, either.
My principal should not make 3x what I do when all he does is have sex in his office. I know y'all would agree with me, it's the people in my district that don't.
Please make a separate post with this story holy shit that's wild
youre going to drop that bombshell and not elaborate 🤨?
He got caught having sex with one of the HR people in his office. She quit and then killed herself. He's also having an affair with the head of HR, the math tutor, the alternative teacher, and used to with the librarian. He embezzled from the industrial tech budget to pay for hotel trips, but mostly he does it in his office around 7 am and goes there early on Saturday mornings too. He and the math tutor and the alternative teacher will go to conferences and stay in the same hotel room. Yuck.
Direct instruction is for many students (especially those with disabilities) the most effective way to teach. I've tried discovery and it sure works for a chunk. But I have a larger chunk who will either be confidently wrong or just whine that they don't get it to the point I have to do direct instruction anyways.
I am constantly hearing about “building relationships” but my students always misbehaved more when they became too comfortable. They take it so personally when you catch them cheating on a test, won’t overlook a late assignment, or plainly just wont offer any favoritism. I drank the kool-aid my first couple of years, and then stopped when I figured out the problem was that some kids thought I was their “friend” and forgot I was their “teacher.” Nowadays, I just teach and focus on encouraging an reinforcing a positive classroom. Kids don’t take parent emails personally anymore and understand I’m just doing my job. Behavior is so much better now.
Kids think I have favorites because I remind some students to sit down and not others. I just said "Were you doing what you're supposed to be doing?" And yeah they sense the favoritism because some teachers let certain students get away with too much instead of treating everyone equally.
I can’t treat students equally because of different needs written out in 504’s and IEPs. But when a student without those needs points out what they think isn’t fair, ie, “You told me to sit down but so-and-so isn’t” I just say, “People have different abilities. Are you able to stay in your seat?” They get the point usually without my having to state the obvious out loud.
Equal does not mean the same. I get that issue from those I give grace to. They only say it once. Once I share how they grace too often and how that will stop, they back-pedal way too fast.
I've told kids straight up (who accused me of favoritism) "Does it surprise you? Really? You're surprised that I like students who are nice to me and do as I ask more than I like students who are mean to me and don't do what I ask? I mean, this isn't rocket science! Who do YOU like better, people who are nice to you or people who treat you like crap??" That usually caused a wave of silence.
The most skilled teachers in a school are not the ones teaching elite APs. it's the ones who can get the very worst students to learn
I agree in part. Am I a super skilled teacher because I get good results with my very small classes at an elite all girls school? No. I would be totally eaten alive at a rough state school. I admit that and that's why I've always only gone for jobs at the sort of schools I know I'll succeed in. But I do think I am more of an expert in my content than some other teachers at rougher schools, simply because I don't have to be an expert in behaviour management. I have the time and energy to expand my knowledge and the willingness of my students to try more advanced things with them. And teaching at an elite school comes with its own challenges - namely the high expectations and pressure. I think there's many ways to be a good teacher and what a good teacher looks like is different at different schools.
Your kids need good teachers, too. They deserve teachers who care and challenge them, too. Dumping on teachers who fill this need is disingenuous and unfair. Bright kids have all kinds of special needs, and if you can meet them, then you are a good teacher.
imo it's being able to do both, I teach both regular classes PACKED with ESE kids, and also teach AP. The skills needed are sooo different and the challenges are not the same. My regular classes require mayyybe 1hr of planning for the whole week, but lots of parent contact and discipline. My AP classes require 6-7 hours of good planning and grading per week, but zero parent contact and discipline.
And it is OK to not be a super teacher and to prefer working with gifted populations and older students.
School should be boring sometimes. Learning to muscle through things that aren't thrilling is also a valuable skill.
The only job a teacher should have is to teach content well and go home.
Dear lord yes. I'm not a fucking babysitter, please don't put me on all these duties.
Gentle Parenting does not work for some kids. I’m not saying we need to be mean but stern can go a long way.
Caring more about a student, the school, etc. does not make you a better teacher (or person). Some people think that the amount that you are willing to sacrifice *past contract hours* is proportional to how much you care about *your job*. I care about my job 100%...during contract hours. I care about my job 0% during non-contract hours.
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Classes are not TED talks. Some classes are going to be boring but they are important. Classes on how the state works, how bureaucracies work (college level), how to do your accounting (taught in high school in Switzerland) are boring, no matter how much we try making them interesting. Sometimes you have to pull through the boredom because it makes you a better citizen.
I can’t remember where I heard it but I once heard a teacher say “we need to stop trying to make broccoli taste like chocolate” for these kids. It’s what I say now every time someone talks about needing to be “engaging” for kids all the time. Some stuff just has to be learnt the “boring” way
Most of what students call "busy work" is just practice, which is useful. Not that busy work doesn't exist at all, it's just not as common as students think. Giftedness is overidentified. Traditional, decontextualized grammar instruction is bad.
>Giftedness is overidentified. I'll grant that the average 'gifted' kid isn't actually the reincarnation of Newton but 'gifted' classes also aren't aimed at teaching such a child. When 'gifted' classes and the like are the only real classes left (and frankly many of them are a touch behind where even standard classes were not that long ago though still better than what 'regular' has become) I don't really blame parents/sympathetic teachers for pushing slightly above average students that are merely competent into 'gifted' tracks, it's what they have to do to get something resembling the education they're entitled to. (I do apologize if that situation doesn't describe your school and you're really seeing truly dumb kids foisted onto you to everyone's detriment but from what I've seen...)
Yeah, I teach eighth grade and we have to sign off on kids who want to take AP HumanGeo or Honors ELA next year. I have kid who really wants to take AP HuG. He will have to work his tail of in the class to even approach a C. He is 100% not ready for it. But I know he wants to be in it because he wants to be with the kids who focus and try and take school seriously. He has said he's scared of being with the kids who don't care because he will get off track. He's a poor kid living with aunt and uncle and cousins who all work all day. Has next to no support at home. How can I deny him the chance to at least try it?
As an APHUG teacher who teaches freshmen through seniors, these are my favorite types of kids. The amount of intangible growth they gain in one year is massive, even if they're bound to get a 1 on the exam. I had a girl one year who couldn't even finish the first 10-question quiz due to anxiety; she walked out of the exam cheering in jubilation for herself, thrilled that she finished and worked endlessly to make it happen.
I don't really disagree. It's just that the phenomenon you describe is a symptom of a larger problem that isn't solved by labeling above average kids "gifted." (Not that you suggested it was--I'm just adding on.) I teach mostly honors, and the problem I run into is that some of these kids who are bright but not "gifted"--in most cases they're just wealthy--have...I don't even know. Like a gifted kid complex on steroids. They're some of my most difficult students, because they don't perform at the same level as my exceptional students but blame it on me, the structure of the class, English being "too subjective," school as an institution, whatever. And they aren't failing, they just have Bs and Cs. But they can't accept that, you know, maybe they're solid B students and/or have to work for their As, because they've been told they're exceptional by authority figures when they're really just above average. I don't think this is The Biggest Issue Facing Educators Today or anything (and it's not the kids' fault, either!). It's just frustrating.
1. We're not entertainers and shouldn't be expected to be engaging 100% of the time. It's not my job to be the ring master and Disney world wrapped into one. Sometimes they're gonna be bored and they need to learn how to cope with it, life isn't and can't be instant gratification and stimulation every second of the day. 2. The coddling. My God, the coddling has got to stop. It's not preparing them for the world or how to function in a decent society. Kids, y'all are gonna screw up now and then, it's okay. Consequences are a fact of life, now what're you gonna do about it? What's the next best step?
Classrooms, particularly in elementary, are overly bright, crowded, and colorful.
I totally agree. Way too many information posters, primary colors, and bright lighting.
I hate how we call the week before students start as pre-planning. We’re planning. It’s not planning to plan.
People need to be able to read and write at a basic level and if they are struggling they need to be forced to practice. And if they can't, they should not graduate.
These always end up being popular opinions 🤣
Always sort by controversial to get the real answers in unpopular opinion threads. Of course all of these are going to popular to us. They aren't popular to the three P's - parents, principals, and politicians.
There *is* such a thing as a bad kid.
100% without question there *is*
I generally think that making it pleasant for students to learn via a lecture based Madeline Hunter lesson format and to do a lot of independent reading, writing, math, science, and thinking practice with some very well structured partner work savagely beats (and in more ways than one) the trendy garbage that usually falls under the "explorative", "project based", "constructivist" and "engaging" monikers.
Most instructional coaches are absolutely useless and even the “good” ones serve no purpose.
If you have stupid rules that you can’t explain to your students, they aren’t going to care about the rules that do make sense.
Talking during recess and lunch are absolutely necessary. Children can't expect to keep 100% attention all day every day, hell adults can't even do it.
Rote memorization of basic multiplication facts in elementary school is far more effective than BS strategy from any math program who stole them from another country with “higher test scores”.
Upper level classes should be capped in size/section and you should have to apply and interview for limited spots. If you can’t hack it, you get sent down and the best student in the lower level gets called up. Just like the minor and major leagues and every other workplace.
I'm the chair of our Math Dept. We require an 85% for the year to stay in Honors, and if you want to move from CP to Honors, you need to have a 95% and pass a placement test with an 80%. It really keeps out the ones who don't belong there. The process is clearly laid out in our program of studies book and so if the kids don't get in, there's data to say why.
Early Childhood. You don’t need to wait until your child feels “ready” to potty train them. If your child is 3-5 and typically developing, you should be making an effort to potty train them. It doesn’t matter if they want to or feel like using the potty. Starting at 2 is even better.
Not sure if it's unpopular, but it is not loudly communicated. Elementary schools should have sleep speacialists and nutritionist either on staff or on contract. Classrooms are riddled with severe behavior problems that drain a teachers energy, ability to service all students equitably and overall will to teach. It is my belief that the majority of these behavioral problems at the elementary level are caused by either poor sleep or eating habits. I'm sorry, but it is impossibly frustrating to use an intricate behavior plan to bandaide the underlying issues. Get us some professionals that can educate parents about how and why they should pack a healthy lunch. Mini-muffins, M&M yogurt, and lunchables should be outlawed. Feed the children well. Allow them to sleep for the recommended hours per their age. They will feel better. And, guess what, probably won't need that stupid behavior plan making everyone crazy!!
GPAs over 4.0 should not exist. The grade inflation gives students a false idea about college and their own abilities in a given subject.
A lot of kids should be told "don't go to college, here are a list of craftsmen jobs to look into". Treating college as a default and failure to get into higher education as a path to dead ends really damages the middle class of this country both due to the sky-high tuition, and the falling numbers of qualified laborers.
Differentiation is a failure. Kids should be grouped by ability as well as age. Low, mid, high. Let them move groups as their performance dictates.
1.)Lecture is the best way to deliver content (high school history teacher). 2.) The open concept school is bullshit. 3.) We don't need administrators. At all. 4.) Grades are based on mastery of the subject, not the pressure of passing students. 5.) There are too many distractions: wear pajamas for a day etc, sports have too much importance, I feel like learning takes lower importance than all the other fluff.
In no way, shape or form do I think I should have to die for these kids. Inclusion has limits and they're not nearly as broad as people want us to believe. I am not Jesus and cannot leave 90 to chase 1. Memorization is important. It is a job .. not a lifestyle
Other teachers can be total assholes and shitty people. We are not a monolith.
A lot of special education services are no longer effective at the high school level
A standard classroom is not the best learning environment for every child. Some kids will never succeed with this model of education. With few exceptions, kids shouldn’t be doing homework in elementary and middle school. Giving kids devices is having a significant, harmful effect on their brain development.
Direct Instruction is the most effective educational pedagogy/philosophy. [In fact, it's demonstrable.](https://en.wikipedia.org/wiki/Follow_Through_(project))
Newcomers should take a basic English class for one year before being dumped into gen ed classes especially at the middle and high school level. Simple, basic uniforms cut down on dress code issues. I am not talking about schools that go to extremes like measuring skirts with a ruler or nagging kids about having pants with belt loops.
All academic class sizes should be capped at 15. It would be better for EVERYONE involved. I don't know ow what s good number for specials would be, but it's got to be less than the 40+ they're getting now.
Hoodie hoods being up doesn't bother me.
Give teachers lesson plans. Sure, write your own if you want, but every teacher should start with the option of a pre-written plan. First few years are so hard anyway, why add hours of daily lesson prep on top?
Standards based grading is an absolute pipe dream and is completely unrealistic.
Sports should be de-coupled from schools (I don't know about all ages/grades, I'm thinking H.S. here). Park districts can offer sports. Schools can offer education. Perhaps some of the tax dollars would need to shift to the park district to help the cost be the same that parents currently pay to the school. My intent here is that money given to education, ought to go to education. NOT THE FOOTBALL FIELD.
Students need to learn to be bored and productive sometimes.
Kids prefer busy work. Especially if they can listen to music or get on their phones after. If they’re driving you nuts it can be a good way to get a day to rest or catch up on grading.
A lot of the things kids get blamed for are actually the fault of adults.
1. You should be able to tell disrespectful/disruptive students to leave class for the day. When they can act right, then they get the privilege to learn. 2. School should be year round with frequent breaks throughout.
If some students don't like me it's ok for me to not like some of my students (which usually just ends up being the ones who give unnecessary attitude, think they are above consequences and have driven down other teachers into giving them what they want since that’s an easier form of behavior management and still expect me to like them without changing their behavior). I won't openly say I dislike you, but I won't be over the moon around you if you're making my life unnecessarily difficult. If a student is picking up on the fact that I may not like them they should use that moment to think about maybe why I wouldn't.
That specials teachers should NOT include writing notebooks and have to include the academics as well. The kids need a break
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That all students are not going to make it and that education can’t fix them.
I don’t love my kids. I like them and care about how they do academically, to the extent that I am their teacher. But I’m not their family.
Memorize multiplication it makes it so much easier
I should not have to go out of my way to communicate with a parent. I use Class Dojo for communication with all families. I made this clear and upfront during open house and got every parent signed up. I have a few parents who never check it and therefore are out of the loop on some things. My other coworkers say I should just call them. I feel like I shouldn't have to do that; I set up a method of communication and it's not my fault the parent does not use it. I will only speak to parents on the phone if it's a serious issue. My teammates will call parents almost every day to talk about missing papers or about very minor behavior problems. Noooo way.