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All material is my personal opinion, and not that of any other organization. Copyright 2001. Permission is granted for individual teacher use. All rights reserved. |
May 5, 1997 From: Marc Borbely Dear Anthony Cody, Your name has come up a number of times in internet discussions or science activities I've seen, and in literature or letters that Roberta James has shown me. I'm writing to you becuase you seem to have a similar educational philosophy to mine, and I'm hoping that your experience might help me decide what to do next year. Roberta just passed on your 4/28/97 "Report on Inquiry Institute" to me; I think she passed it on to me because she knows that the kind of teaching I like to do best is similar to your description of Wynne Harlen's and Inquiry Institute's process skills... At this point, I'm finishing my second year of teaching - I've been teaching Biology at Chabot High. I feel very strongly that I'm unprepared.to teach the way I want to be teaching. I haven't made Biology "fun" or hands-on, and I'm a very loose person - this combination has translated itself into some chaos that often makes me miserable. I'm writing you to ask whether you think it makes sense to take a year away from teaching to research different models of teaching and to assemble materials and curricula that I can support. I've been quite unhappy with the Biology curriculum as it stands: I would love to be able to have students study all about Sickle-Cell anemia and do a study on its incidence at Chabot, for instance. I have this vision that each student could explore topics of their choice - a disease, say. If they investigate their topic in enough depth, they'll become such experts that they'll have learned a great deal of content. For instance, a comprehensive study of AIDS would require understanding viruses, cells, proteins, transcription, the immune system, vaccinations, evolution, and more. A self-directed study seems truly exciting, though at this point neither the resources nor the structures needed to guide students are available to me. In addition, I'd want to incorporate many opportunities for experimental manipulation (ie beyond simple literature research) and I don't know how possible small-group investigations would be in a classroom setting or without expensive, high-tech equipment. I'm planning on going back home to New York City this summer. The two ideas I've had so far for next year are 1) working for Outward Bound as a curriculum-writer and implementer in their academic program in NYC Public Schools or 2) working for the NY Academy of Sciences in their work with reforming science teaching in three NYC middle schools. I have a strong background in Molecular Biology. Do you have any idea whether there's any way that I could work in a place where I could be supported in developing such curricula? Thanks in advance for your response! - Marc Borbely May 6, 1997 Marc, First of all, I hesitate to suggest anything to you that would involve your removal from Oakland, since you sound like someone who will develop into a real asset for our students. Have you looked at the Health Academy at Oakland Tech? They are doing some creative things there, which might fit your aspirations. Here is more general advice. We sound very similar in temperament. My first few years, I had a devil of a time with discipline. I wanted a warm environment in the class, and I could not see how to create it, without creating such a loose structure that a lot of the kids were off-task. I came to realize that a backbone of discipline and structure was necessary for effective exploration. That is not to say I have it all figured out. I am still exploring and trying things out myself. There are some structural problems in our school which make it difficult to pursue the kind of investigations I think we both envision. Especially in the life sciences, where, as you suggest, conducting real experiments is difficult. One thing I would counsel above all else is patience. I am *still* not teaching the way I want to be teaching, and I have been at it ten years. I don't know if I ever will get there, but the challenge is tremendous. Part of our trouble is we have a vision we want to create for ourselves, and we do what we think will work, and lo and behold, we get chaos. We have high expectations for ourselves, which is good. We need to be critical of our results. If the kids are bored, or off task, we can't ignore it, or just blame the kids. We need to maintain our goals, but be patient with ourselves, understanding that we do not become effective teachers in one year, or even two. I do not think I began to be effective until about my fourth year. My personal advice would be for you to consider staying in the classroom, in Oakland or somewhere else, for a couple of more years. Pick an area or two to focus on in that time; classroom management, organization of curriculum. Do not set out to revolutionize your curriculum right away. Instead, pick a project, such as the Sickle Cell investigation, to focus on, and really try out the very best idea you have. If possible, try to gather a circle of fellow teachers to reflect on and share your experiences. I have found a teachers' collaborative group to be incredibly valuable as a source of perspective, support and inspiration. This is basically how I grew as a teacher. There are other paths as well, though there are not too many places that support novice teachers in developing their own curricula. Perhaps you could come to the next Walkabout, which is May 15th, at Claremont Middle School, 4 to 5:15. I will send you a notice separately. These are a good way to meet other science teachers. Feel free to write back -- I am happy to correspond. I hope my comments are helpful. Regards, Anthony Cody Note: Marc attended the Walkabout May 15, and we talked for a couple of hours afterwards. May 20 Marc, It was a pleasure to meet you the other day. You know, you asked me why I took the time, and so I started thinking about what I had gotten from the encounter. It actually is not very often that someone comes to me as you did, looking for the benefit of my experience and thoughts. It is really a privilege to be in a position to offer them, and have them taken seriously. In a sense, that is central to the gratification I think most of us get from teaching; the feeling that a student is really paying attention and learning. So if I get an opportunity to teach, it is precious, and it gives me a great feeling of satisfaction if I feel I have been effective, and made a difference for someone. On another level, the discussion offered me a chance to reflect upon my own mission as a teacher, and helped clarify some of the issues facing me professionally. Developing curriculum for commercial publication, which is what I do at Lawrence Hall, is a difficult and complicated task. I feel a great responsibility to develop materials that will be effective at reaching the students I care about most, those traditionally underrepresented in the sciences. I have been struggling of late to move our project more towards student inquiry, and have felt hampered at times by the process I am a part of. I have decided to return to my classroom 2/3 time, and only give 1/3 of my time to curriculum development at LHS. This will give me a chance to teach two 6th grade science/math core classes, and return more of my attention to the needs of the school district. Our discussion, along with a number of other conversations I have had with others over the past few weeks, helped bring this into focus for me. I hope you will continue to allow me to work with you as you reflect upon these issues for yourself. As you can see, the reflection process is one which does not feature a passive mirror, but rather one in which all participatibg are changed and hopefully strengthened. Regards, Anthony Cody Marc, I have begun reading a book which I think might be up your alley, and might help you bridge the gap between your idealistic vision of your classroom, and your actual practice. It is called "The Passionate Teacher," by Robert L. Fried, published by Beacon Press. The ISBN # is 0-8070-3115-1. It is sort of a how-to manual for teachers who aspire to inspire. If you read it, we could exchange thoughts about it over the email. May 30, 1997 Dear Anthony, I have in fact already read The Passionate Teacher and enjoyed it greatly. I leant it out to a friend of mine who is going to start teaching in the fall. One of the lessons I took from the book was to teach the essential content only - i.e. figure out the big questions and then teach the "vocabulary" required to handle those concepts. This made a lot of sense to me. Right now, (this last week or so) I've begun seriously considering staying in Oakland another year. I have the feeling that it could really be a year in which I might consider myself "effective", to use your word. I'm already starting to feel a little better about things now, at the end of the year: less conflicted about what I need to demand. I think part of what I mean is that I no longer feel as unsure of myself when I ask my students to behave in certain ways. I don't think I'm plaguing myself anymore with questions like "should I let them talk because their talking simply shows that I haven't come up with the right way to teach?" I'm going to our Senior Ball tonight, and am looking forward to it. I hope you are well. I have to tell you, that if I stay, it is with the assumption that you will remain a colleague of mine. I am going to begin to think of how I could best learn from people. Here's one question I'll start with: how do you deal with keeping wrappers from accumulating daily on the floor? At the beginning of the year, I said no eating" but I didn't maintain that. I also went around the room three minutes before the end of class to check, but I didn't maintain that either. Maybe that's what's needed though. Thanks for the book recommendation! I'm going to look through my notes to see what else struck me while reading it. Have a nice weekend! Marc June 1 Marc, I am excited to hear you are thinking of staying. There are not that many teachers with whom I can communicate philosophically. It would be great to have someone to dialogue with over these issues, and I think it would serve us both, as well as our students. Since you have read Fried, I have another recommendation, a bit more radical. It is a book by bell hooks, called Teaching to Transgress. It describes a liberatory pedagogy, which is in line with Paolo Friere. I found it quite inspiring. It was published recently by Routledge, I think. I have it at my office, or I would give you more info. Regarding the wrappers on the floor, you need to decide what your bottom line is. Personally, I do not allow eating in class, because of the wrappers on the floor, and the gum on the bottom of the table. I also feel it is disrespectful to me and other students. With this and other rules, I find it is helpful to have a discussion early in the year about the kind of classroom environment we all want. I have them make a list of reasons a teacher is good, things they would like to do, and rules they think are appropriate. Also what makes a teacher bad, or ineffective. I ask them what kind of a room they like, messy or neat. Of course, most want a neat room. Then I ask how we should keep the room neat. Usually they suggest they be allowed to eat, so long as they take care of their trash. You can even experiment with that rule for a week, then point out that there is trash all over, so the experiment is over. No eating. Or just say it is your experience that if people eat, they make a mess, and for that reason you are pulling rank on this issue, so there is no food. That is what I do. Then, once you have your rule structure, you have to decide to be an asshole on those rules. It helps if you discuss what kind of class the kids want, because they usually want a teacher who enforces rules. They only complain when they are the ones who receive the consequences. Which makes the act of applying consequences very important, because it must be seen as consistent and even-handed, and proportional to the infraction. When you do impose consequences, you can remind them of the class goals, the reason the rules exist. They said they wanted a clean class, you are going to give it to them. They said they wanted lab activities, you are going to ensure there is a calm and safe atmosphere, so they will be able to get their lab activities. You can experiment with positive consequences as well as negative. These can help generate a more positive atmosphere. Things like field trips, special fun activities as rewards, are very helpful, and make it clear you are really on the students' side. You can reward the class after an especially good week, or you can incorporate some kind of feedback into your routine with them, so they are aware of how you are perceiving their behavior. Then you can work together to improve it. This discussion is very helpful to me, as I will be facing these challenges anew in the fall myself. Believe me, it is an ongoing struggle. Regards, Anthony June 2 Marc, A thought occurred to me this morning, of something that might serve both of us. How would you like to participate in a regular dialogue with me over the next year. Each week, we would exchange ideas, plans, dilemmas, and triumphs from our classes. I would tell you what I plan with my kids, you likewise, we would critique each others' ideas, point out possible trouble, then report to each other our results. This would provide each of us with a critical sounding board, and opportunity for extended reflection. It would serve me in preparing to write my Masters' thesis. As an extension, we could post the conversations on my web site, where others could read them. You could be anonymous, or named, as you like. But that would not be necessary. Just an idea. Let me know what you think. Regards, Anthony June 3 Dear Anthony, I was extremely gratified to receive your two messages this weekend. Your offer of corresponding with me regularly is a very generous one and one that I gladly accept. I've finally decided that I want to keep teaching at Chabot and not return to NY. It's been VERY clear in my mind that the support you've offered me factors very strongly in this decision. Thank you. I would be also be very glad to have our conversations posted on your web page - I can imagine that we could discuss many interesting and important topics and aspects of teaching. Today I went to school knowing I'd have to convince Roberta that my staying could be a good thing. I haven't convinced her yet. She feels that I've already had two years, and the fact that my classroom still isn't under control and that I've been resistant to other people's advice and principles I was angry when she said that she doesn't want to let another 150 African American students down by having me "experiment". She visited my classroom once this whole year, months ago, and has had no idea what I do or what my students are doing. I'm sure she knows my classroom is sometimes chaotic, but she doesn't know that many of my students are also learning a lot - understanding some things quite deeply, and that I've been building good relationships with a number of students to whom such a relationship has been important. I told Roberta that one of the reasons I can imagine things going better next year is that you've offered me support. She said something about your being so far away and that I should've taken support that was offered me at Chabot. I've spoken to our two most veteran biology teachers and they have both told me that they will continue to support me. One offered to be a Mentor for me next year. He says he thinks I have real potential - that I know the subject matter well and have good ideas about teaching, but that I truly need to work on discipline and classroom management in order for kids to really be able to learn. Roberta said she was planning on calling you. She also wants me to write 2 pages about why I should stay. I resent the "assignment" but will oblige. So, I hope things end up working out. I think they will, ultimately. Janice is an important factor in the equation because if I stay, she'd have to reshuffle classes, because right now some physical science teachers are set up to teach Biology with the idea that physical science teachers will be hired. Ok. I'll let you know how things develop. Thank you again; I'm looking forward to working with you. - Marc Borbely June 3 Marc, First of all, I am happy to hear of your decision to stay, and of your enthusiasm toward corresponding. It is good to have someone who also understands the Internet as you do, and can see the value of this material being made available to others. Regarding Roberta, she is a very dedicated person, with very high standards, for herself, her students, and her fellow teachers. I can understand your anger, but from our conversation I think you also realize there are many things you would have done differently if you could do them again. So I would approach this letter to her as a first draft on your classroom organization plan for next year. Sort of a "Things I Plan to Do Differently" list. She could be a very important person to have on your side, as I think you know. I am going camping today with 15 kids from my 1st period class. Good luck on your letter! June 6, 1997 Marc, I saw Roberta yesterday, and talked with her a little. She was happy to hear that I would be dialoguing with you next year, and I think she will ultimately be supportive, though that support is going to cost you. The price you will have to pay for that support is to accept criticism from her when she thinks there is a problem. She said she wouldn't go look at your classroom now, because it wouldn't be fair to you, but I think next year, she will be keeping an eye on your class, and dropping by now and again. In my opinion, you sought me out for advice because I am removed, and because I am trying to do things in a philosophical vein similar to what you would like to do. This is fine, but I think there is a limit to what we can accomplish through this medium (email). I am actually quite excited about the prospect of posting our dialogue on my web site. I think it will really be helpful to other teachers grappling with these issues. But I will not be in your classroom, or even at your site. I will not be there the day your lab goes haywire, or the day there is a fight in your room. Roberta and your other colleagues will be there, and you need a very strong relationship with them as well. I think our communication will be a place to try out ideas, to reflect, and to challenge each other. But because of our isolation from each other, and the lack of immediacy, this will work in a different way from the communication with other teachers at your site. I think it will be of value, but I do not think it in any way supplants the relationships you will need on your school site. I think you are lucky to have Roberta on your case, because she will be very honest with you, and won't let you slide. But it won't be easy. Another book for you: "Other People's Children," by Lisa Delpit. Very powerful essays about cross-cultural education, power and pedagogy. I think it is out in paperback now. Regards, Anthony Cody You may send a message to Marc Borbely |
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