Schools know there are kids who cannot read. I want to know why they cannot do something about it. I have seniors in high school failing my English class because they can't read but there is nothing in place to help them learn. If my school is on a fantastic voyage, why isn't anyone checking to see what can help these kids?

the books we give weak students are too hard to read thereby inviting them to fail again. Why is illiteracy a dirty little topic that no one wants to address. Seriously, if a kid can't read, what direction is that kid going to go?

I spend a large part of my day dealing with unruly children. I want them removed so the kids who actually want to learn are in an environment where they can learn. If schools want the students to do better, why don't we halt everything else and teach kids to read? If we don't take the time to do it when we see it needs doing, we're doing nothing but stealing money from tax payer pockets.

It's time to make real change in schools. Let kids learn at their pace. If a kid is in 5th grade with a first grade reading level, focus on improving the reading so he or she can improve instead of making the kid feel dumb all the time. Kids can learn if they are given the tools they need. Some just need time.

What to do when I really don't like a student? What to do when that same student creates a toxic environment in the class? What to do when that student acknowledges that he is a disruption in the class then says that behavior cannot be a part of the grade? What to do about the others who want to learn and have a good learning environment when others in the class impede their learning?

I am stuck.

My gut feeling is that this particular student, based on the evidence he has given me, is weak academically. Nevertheless, he feels that the weakness is mine, not his. As a result, his frustration works its way into the class and creates a feeling of unease within me. I have brought this weakness up to the people around him, but they disregard the issue. They just think the problem is his unwillingness to listen when he is mad. I suspect that is part of the problem. In fact, I suspect that is why this student is a weak student in the first place. He has spent a lot of time angry. By his own admission, he stops listening when he's mad. By his own admission his anger issues have given him trouble in the past. Unfortunately, he is unable to accept his own responsibility in this matter. Until he does, I have a class of students who are not growing.

What to do?

I did something yesterday that I've never done before. I reported the head of my department to our immediate supervisor.

When I was waiting to get clearance from Las Vegas, I tried to get information about the classes I would be teaching so when I arrived in the district, I would be ready. The head of the English department never bothered to get in touch with me. Once I arrived, she did nothing to help me learn the ropes. I feel as though I am supposed to learn from osmosis. When I requested books for the seniors, she told me she would have one of her aides get them for me. So, I gave her the number of books I needed and the aides delivered the books. That was nice. However, when I went to return the books she gave me a bit of grief because I didn't let her know how many books I had taken from the book room. When I indicated that it was her aide who got the books in the first place, she didn't seem to understand how that translated to her prior knowledge.

The English department has no butcher paper that isn't brown. The social studies department has pink, green, white and brown. So, I requested the English dept. head get some white paper. She claimed we couldn't. When I investigated further, I learned that there was plenty of white paper around. Although the paper has not yet been delivered to the English dept. room, I know if I push the issue I will get some. But why does it have to be the new person?

I asked the head of the dept. if there was a midterm. She said no. However, there is a final in January (how fucked up is Nevada that it calls a middle of the year exam a final?). When did I find out? November 1st. Furthermore, I learned that 90% of what was on that exam had to link up with what was on the other World Literature teacher's exams. Isn't November first a little late to convey that information?

Then there's the World Lit. meetings. I was not attending because I did not know they were taking place. Isn't it the department head's job to ensure that I am there? Really, I am just across the hall -- get off your fat ass and get me to the meeting. I just attended my first world lit meeting this past Monday.

So, I feel bad about reporting her, but too bad.

Why is it that teachers who work in a title one school have so much work to do?

I just found out that I have to do progress reports before I leave work tomorrow. Plus, I have a lot of work because I am going home. I just finished writing my lesson plans for next week. For two classes I still need to type them. And, since the travel issues at Thanksgiving cannot be dismissed, I have to leave work and sub plans for Monday in case I don't get back to Nevada in time to get to work. although I leave NY at 6am, I don't know if I'll get to my final destination. (I have a hold-over in Detroit.)

My students have weak skills and even less critical thinking skills. TRanslation: I have to break down every single assignment -- whether it's in class or homework -- to its simplest form. I can't just assign reading; I have to provide a framework in the form of Cornell notes for students to tune into key ideas in the chapter. So, although I've read the book Night several times and taught it, I have more work to do by setting up the notes listing main events in a template for each section of the book. It's just exhausting.

I heard a rumor today that students will be able to attend any school in the district regardless of where they live. So, does that mean that I could be out of a job? If I had my choice, I definitely would leave my school. If there are less students, there will be less need for my presence. We have a mandatory meeting on Tuesday next week to discuss.

the school day ends at 1:30 -- I don't leave until around 4 or 4:30 these days. then I go home and do more work. What am I doing wrong? Am I doing something wrong?

I am not comfortable talking about race issues. I am especially uncomfortable pointing the finger at anyone who I think is racist. Still, I had a parent/teacher conference today that made me feel odd.

So, why this issue with racism? I was the only white person in the room. While that's nothing to even be bothered with, I know that the Dean is anti-white. Well, she is when it comes to Black students. More clearly, she doesn't truly believe that white teachers understand Black students. While that may be true, it doesn't necessarily mean that white teachers cannot do their jobs even if they are in the minority.

Furthermore, I have concerns as an educator that some black administrators don't acknowledge the true issues surrounding the racial gap. My students do not understand subject/verb agreement. If I don't teach them, they honestly won't be going places. Someone sold these kids a bill of goods that's rotten. It's not my fault that my students were given A's for sub-par work. If I am holding them to a higher standard, that doesn't make me a racist; it makes me a teacher. Race issues must be removed from the table and accountability must be put in its place if the racial gap is to be closed. Let's get these kids on the right page and stop giving them false hope when we don't do our jobs.

Telling a kid he can go to college is important. Not preparing him and letting him think he is capable when he's not is just sad.

It is really hard to get students who are seniors, in a class for a passing grade, to buy into anything that's being sold. some feel too dumb to get it; some see no reason to bother; some have never had a positive learning experience and don't feel they'll get one this go around; some just need to make the teacher miserable. In any case, or whichever case, I feel very tired at the end of the day. I wish I could do something to help these kids but I feel incapable of even knowing where to begin. Sure, there are students who are beginning to warm up to me. There are also some kids who, because of the subject matter, are beginning to perk up in class because they have greater background knowledge than their classmates. Still, I feel inept. Gosh I really wish there was an easy way to take measurement of these students so I could find something that works. As it is, I just show up and hope. It's all I've got.

Planning is key when looking to be successful; it's especially so when you have students as unruly as mine.

Case in point: I got help from a veteran teacher (that is a veteran of the school). Two weeks ago she told me to have a structured class. Frankly, I thought I had one. When I met with her again a week later she showed me the extent of her structure. Aha! Showing kids how to read by modeling and doing everything out loud. Working under the assumption that they don't really understand what they read. I suppose you could say it's all dumbed down, but truthfully, it's where these kids are at so I do need to begin from their point of reference not my own. My trouble has been that I didn't know where to begin. I do now.

Since I have begun following Jan's lead, my classes have calmed down considerably. They suspect that I know what I'm doing now. They are also taking notes and participating in class more fully. So, that's what it takes. Lots of planning. But, it's less exhausting on my end in the long run. I spend a lot of time planning lessons in advance, but I can actually see the value in that.

I wonder if I can ever grab a teachable moment? Spontaneity doesn't seem to be allowed.