I met 295 new people yesterday. My six high school classes are all very large, but that’s certainly the norm these days. That plus my two college classes puts me pretty close to 300. Here’s the breakdown:
English II Honors (sophomores–three sections): 41, 44, and 37 students
American Literature Honors (juniors–two sections): 35 and 42 students
Leadership (grades 9-12, one section): 49 students
Not surprisingly, I’ve already asked about having that last class split into two sections, if possible. Continue reading
The first four weeks of school are over. Some thoughts:
- As students transition into using new vocabulary words in their own writing, they seem to have an instinct for using unfamiliar words as adjectives. I find myself reviewing parts of speech much more than I’d like to at the high school level. Most teens need to be reminded that parts of speech are not interchangeable. The first word of our first unit is “adulterate,” the verb meaning “to corrupt or make impure.” Without closer guidance, they’ll just use it like this: “He was a really adulterate guy.” Of course, if they’re talking about Bill Clinton, I guess I could give them half credit.
- I usually don’t like open house, the annual night where parents come in to meet their kids’ teachers. I never know what to do up there, not that it ever makes any difference, anyway. Life goes on as if it never happened, and I forget everyone I met as soon as I go home. This year, though, one parent thanked me for assigning a list of options from which students have to choose for their independent reading this quarter. “If you hadn’t assigned these,” she said, “the kids would never read them.” It’s nice enough to get a compliment, but it’s even better when a parent understands the reasoning behind what I do!
- Yesterday, a college student called me to say that he’d missed the last two weeks of class because his grandmother died. He offered to bring me a note from his parents. I told him that was unnecessary.
- Every year I notice this: before our morning announcements, kids in an honors class will all stand and recite the Pledge of Allegiance together. Kids in non-honors classes rarely will. It’s a very stark, and very absolute, difference. This begs a chicken-or-the-egg question: is a student’s citizenship influenced by their academic performance, or is their academic performance influenced by their citizenship? Or are both, perhaps, shaped by the same factors in the home environment…
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