Marcus finally gets a chance to talk with Adrian Neibauer, a 5th grade teacher who just finished his 21st year of teaching and also happens to be the author of Adrian’s Newsletter—probably Marcus’s favorite weekly read on teaching out there.
Thank you so much for this thoughtful, informative and authentic exchange.
I don’t have anything new to add to the chronic absenteeism conversation and the balance between showcasing one’s passion for the content versus entertaining.
I did want to add/ask about the trickling down of pressure (“get them ready for 3rd,” “get them ready for 6th,” “get them ready for 9th” and so on)….
The morale being low also comes from feeling like what we do and don’t do doesn’t really matter despite the pressures of testing.
We know which students need more support. We know which students (for whatever reasons) have gaps in their learning. And we keep pushing them forward. This is not advocating for retention (if they aren’t showing up for regular classes, they aren’t going to / can’t show up for make-up support), but we can’t keep pushing forward when the previous grade’s standards haven’t been met.
I don’t know what the solution is… I have “taught” students who were 19 & 20 in 9th grade ELA and it didn’t work—so, no, holding them back is not the answer.
But if we are to give meaning to learning, we have to have this difficult conversation.
Thank you, Marcus. Thank you, Adrian.
wishing you both a restful, healthy and joyful summer!
For me, the "get them ready for ____" mindset is felt very much at the high school level in regards to college, but I've found myself trying to also hold myself accountable to what they need in the moment, too, and giving that as much weight as I can in my own "conveying of meaning" as a teacher.
Thank you so much for this thoughtful, informative and authentic exchange.
I don’t have anything new to add to the chronic absenteeism conversation and the balance between showcasing one’s passion for the content versus entertaining.
I did want to add/ask about the trickling down of pressure (“get them ready for 3rd,” “get them ready for 6th,” “get them ready for 9th” and so on)….
The morale being low also comes from feeling like what we do and don’t do doesn’t really matter despite the pressures of testing.
We know which students need more support. We know which students (for whatever reasons) have gaps in their learning. And we keep pushing them forward. This is not advocating for retention (if they aren’t showing up for regular classes, they aren’t going to / can’t show up for make-up support), but we can’t keep pushing forward when the previous grade’s standards haven’t been met.
I don’t know what the solution is… I have “taught” students who were 19 & 20 in 9th grade ELA and it didn’t work—so, no, holding them back is not the answer.
But if we are to give meaning to learning, we have to have this difficult conversation.
Thank you, Marcus. Thank you, Adrian.
wishing you both a restful, healthy and joyful summer!
For me, the "get them ready for ____" mindset is felt very much at the high school level in regards to college, but I've found myself trying to also hold myself accountable to what they need in the moment, too, and giving that as much weight as I can in my own "conveying of meaning" as a teacher.
Appreciate this note!