human capital

Mildly Melancholy responds to the great debate about her firing

The charter school teacher who goes by Mildly Melancholy first got our attention here when she was unceremoniously fired, in the middle of the school year, after struggling for months with what sounds like precious little support from administrators and fellow staff. Since then, she’s inspired a great debate in the comments section here about what it means to be a teacher, how to measure teacher quality, and whether urban teachers are asked to do too much.

And now, she’s emerged from a period of quiet on the subject of herself to respond to this raging debate. The long response she’s posted is worth a read, especially her disclosure that she’s the third teacher in the grade she taught to be dismissed from this particular school. (Maybe she’s not the one to blame here.)

Here are some other highlights from the robust conversation Mildly Melancholy started.

Commenter Schooldays, who thinks urban schoolteachers are asked to do too much:

We all know the multiplicity of problems many students are burdened with and then find their way into our classrooms. But it does not necessarily follow that teachers should be designated the ones that have to deal with these problems. Teachers are not trained child psychologists nor social workers nor should they be. They should not have to work through these problems with students in order to get to the point where learning can begin. While it may be convenient (and cheap) for a society to say: “Since all of these children are in one place and at one time (schools), let them handle it (whatever the problem(s) happens to be).”, it is inappropriate to saddle a learning environment (learning community) with issues better handled by trained experts.

Commenter Tillie, who thinks urban schoolteachers have no choice but to do that much:

We have to teach the students in front of us, not the students we think they should be. I think the challenge is to find a way to help make students feel responsible for their own work if they are not already there. …

And I’m not talking about one or two students, but what happens when you have almost an entire classroom of students who are behind in their academics, who don’t think of themselves as capable of academic success, who act out in all sorts of ways to disrupt education, and who are resistant to learning. It’s easy to say that they shouldn’t be like that and that their parents should have done something different, but we both know there are classrooms just like I’ve described. What do you do then? Do you just proceed to “teach” without regard to whether they are learning? Do you write them off because they cannot do what you think they ought to do? What do you do with an unmotivated student?

Mildly Melancholy on the difficulty of measuring a teacher’s effectiveness:

i could babble for months and never convey the complete truth. because really, what is truth in a classroom of thirty people and managed by more behind the scenes? each of us in that room has a different reality and perspective. and days i thought were great maybe were bad, maybe days i thought were shite were actually okay. maybe i was a stellar teacher, maybe i was the worst teacher of all time.

…Teachers are human, we have needs, we have minds. You can’t judge me (or DC Teacher Chic, or anyone else) because you haven’t been in my shoes, you haven’t been in my mind (lucky you). You may have read my blog (thank you!), but remember, even that’s only snippets when I choose or remember to share.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.