Homework Philosophy and Good News?

Homework Philosophy

I've always struggled with the idea that some kids might be too good for homework.  I guess I never struggled with it myself because I loved doing homework (I was a weird kid... in 3rd grade, I was so disappointed we had no homework one day). You know, the really smart kids that just get "bored" and "don't need to do this" - the homework that's "a waste of time" for them.  Well, what opened my eyes happened the other day.

I was tutoring my Latin student, who came to class with homework that was 3 weeks old that still wasn't done.  At first, I thought it was a problem of the directions being too difficult, so week 1 I forgave.  I spent time explaining the steps of thinking that needed to go into the homework.  I also pointed out any words she didn't know.  Week 2, I thought maybe it was the fact that she didn't remember how to do the work to solve the questions I gave, so I spent a lot of time with drilling and repetition and using cutesy things like the future ghost and the imperfect sheep (flashback to Latin 1) to help her remember certain morphology.  Week 3, after all that, the homework was still not done, so I told her now it was a question of time management - I only gave 20 problems every week, so I expect them to be done by the next time I see my students.  Otherwise, everyone is wasting their time, to a certain extent.  I told the father at first I didn't mind if it was incomplete, but what I meant by "incomplete" in that sense was 1 or 2 problems that were highly complex not done all the way.  She is taking another very challenging class this summer, which is why I can understand if she doesn't finish ALL of her homework, but I mean it should be mostly complete.  This is getting to be a bad habit and unacceptable.

When I was tutoring, kids didn't do their homework all the time, so that meant that tutoring time became homework time. When you have 1 hour to work with a kid, you don't have that much time every week to teach new things and assign more homework and assess whether or not they know the old stuff. Doing homework streamlines the process the teacher has to take to figure out what the student's strengths and weaknesses are.  If the student can do the homework easily, that's a sign that the teacher can move on to new things or more challenging, in-depth things - the things that are more exciting.  Without old knowledge to build on to, you cannot build.  When a student doesn't do homework, the teacher has to use class time to figure out how the student is doing, which destroys the ability of the class to move forward as a whole.  It's easier to motivate some kids to do homework by giving grades; students that don't care about grades either don't understand or have other issue that need to be worked out by the teacher, parents, and maybe some other professionals.

But really, the top reason for giving homework is simple.  You expect your students to respect each other in the classroom; you expect your students to respect you in the classroom (hence, classroom management and expectations); you must also expect your students to give respect to the subject they are learning.  How can you gain an appreciation or respect for something with which you have no connection or relationship?  You build relationships first by spending time with them and getting to know certain things about other people.  How can you expect students to respect the subject they are learning if the teacher does not advocate respect for the sububject?  The easiest way for them to gain respect and get to know the subject is by giving homework.  Does homework have to mean boring, repetitive drills? Sometimes.  It's like how some people have a weird giggle you have to get used to, and then what might've been an annoying quirk becomes endearing. It's accepting the subject as it is.  Sometimes you are able to make the assessment fun and really interactive; sometimes, the boring, old, normal stuff does the trick.  The teacher's job ultimately is to be the guide to and catalyst of knowledge - giving homework allows the students to have a better relationship with the material, and actually foster a love for that subject.  Would you suggest to a friend to try to marry a guy that she has only spoken to once or twice, and only for necessary things?  Or would you suggest the guy she's been dating for several years?  For homework, it's the same thing.  You want your students to take the knowledge and use it to change themselves, their way of thinking, the people they interact with, the world even.  I think even an extra 15 minutes a day of doing drills is better than allowing the student to trample all over the subject. That's like setting someone up on a date (not even necessarily a romantic one) again and again and let down each time.  The subject will always have its potential; you have to convince your students that it's worth spending time with.  If you are lenient about homework, for one, that's saying it's a chore and not something pleasurable; two, it's saying that you are not serious about your subject, nor are you serious about being a teacher (oh boy, classroom management problems); and three, it's saying that your subject is not worth spending time with.  Think about not just being an advocate for your students; think about being an advocate for your subject which you love.  If you don't show it proper respect, who will?   From now on, I am not lenient about homework or assessments.  The student must take it as a serious obligation to be upheld unless there is something more immediately serious.   It's not about whether students don't need it; education I guess is not something "needed" practically to survive, and my subjects do nothing to save you if you're stuck in the wilderness alone.  It's about accepting the subject as it is.

...and Good News?


The director of the EPICS program called me today hoping that I had heard back from Interview #4 because apparently, I impressed the heck out of the principal there. I hadn't heard anything yet, since the principal is on vacation until August... but I'm going to take it as a good sign because that probably means I'm on the path to having a job soon!  Yet, I haven't heard back from the principal or any of the other interviews yet, so I can't say anything but "?".  Ya'll will obviously know when I get a job, and I plan to throw a huge party to celebrate when I FINALLY am behind a REAL DESK.  I start the EPICS program through Seton Hall next Monday, so I hope I hear something soon.

A word of sage advice, brought to you by Hogwarts: "Draco dormiens numquam titillandus est."  (Translation: A sleeping dragon ought never be tickled)

So, the interview....

I went to an interview yesterday at an all-girls' academy.  It's a very small school - the principal said there are about only 20 girls in each class (and by class, he meant grade).  They are run by/staffed by some of the Benedictine sisters, who live across the street.  It wasn't that hard to get to, either; I took a more roundabout way to avoid tolls and insanity, but I still got there in less than an hour.  The position was for a 9th grade English teacher, with a possible Shakespeare elective class and perhaps sometime Latin (since he saw my credentials).  He said I had a very impressive resume for teaching, but his only concern was whether or not I'd be able to handle it plus do the masters' program...but I told him that I need to start somewhere and that I know it's going to be hard work. I didn't come to interview for anything less. This school has an extremely diverse population because it mostly draws from girls in the area (Elizabeth, NJ) who have come from other charter schools/etc wherever they've come from.  I told him I would definitely not be afraid to use the resources I was given to be able to perform my job well.

He asked me about my educational philosophy, what he would see if one day he would walk into my classroom, and he told me how hard it would be and not to have any fantasies about it being an easy job....which I didn't come in expecting anyway. I feel the most qualified for this job out of all the ones I've applied to, plus here, there's a hope of teaching Latin.  He told me the girls there are struggling with Latin and they only have Latin 1 and 2, maybe Latin 3 (I can't remember).  The focus I would have is grammar/vocab/writing, which is what I did when I was tutoring, anyway - it would just be in front of a class of 20 girls.  They have a 7 period day which starts at 8 AM and a daily faculty meeting at 7:45 AM, and they meet as a school after 2nd period to pray and have daily announcements.  Teachers are expected to stay after school for at least 20 minutes to tutor or participate in some way with extracurriculars.  They have a retreat for teachers at the beginning of the year.   The potential pay is about the same as the other places.  I really like this school.  The principal said I was the first to interview for the position, and that he's interviewing someone else today from the EPICS program, but then he's going to be away on vacation until August (but I hope there's some way I could know before August, since the program starts July 30...I can't believe I'm going to be back in school if that's the case in 10 days because all I've been doing all summer is either working or looking for work).  I feel very happy with this school.

Now, in terms of all the schools I've interviewed with, I've only heard back from Interview #1 saying that they filled the position with another candidate.  Interviews #2, 3, and 4 (just yesterday) I am still waiting to hear back from.

Re-Cap:

• Interview #1 was a co-ed high school with a position for 9th and 10th grade English (I believe) at a tech-savvy and diverse school in Scotch Plains, so the commute was an hour away - but I was turned down for the position.  
• Interview #2 was a co-ed high school with a position for a 10th and 11th grade English teacher and it was a nice, easy commute.  It had an urban population in a suburban setting, and it was a college-prep school.  I had a very good interview there, but they were starting the process of interviewing, so I may not know for another week or two.
• Interview #3 was a co-ed elementary school with a position for a 6-8 grade English teacher and it was a little bit more of an arduous commute, but their extremely spiritual atmosphere and tech-savvy school trumps the commute. They are almost done interviewing and I should know soon whether or not they want me for the job.  
• Interview #4 was an all-girls' academy/high school with a position for a 9th grade English teacher/Shakespeare elective with a possibility of  being able to teach Latin at a more basic level and the commute, though a little lengthy, was pretty easy.  It has an urban population in an urban setting (though I'd define "urban" here like "New Brunswick" - it's not anything I haven't seen before). I should know by early August at the latest if I was chosen.  

Somebody's got to eventually, right?

In the meantime, I will keep looking and trying to secure more interviews.  I am happy that my resume is very strong and I am starting to get better at being interviewed: knowing the questions, the dress, the demeanor, etc.  It does help.  The key thing for all of them is being honest, whether or not you have everything else.  You don't want to end up in a job that you aren't ready for.  I really want to teach.  Tutoring is good, but it  is only one step on the journey, or part of it - just because I become a teacher doesn't mean I won't stop tutoring. 

I'm starting to fall back asleep because of how dark it is in here, so I am going to stop blogging before my writing turns into fushgluiagughhgahuiyer8a3y7xshghajkah.  I know it's probably pretty repetitive (and alliterative) to hear about all these interviews I'm going on, and I really wish I could be talking about being behind the desk already, but well, everyone has to start somewhere.  Tomorrow I am tutoring a girl in Latin, if that helps.  Once I finally get a desk to be behind, THAT will be very exciting!! I feel like I am getting closer each time I interview.  

Onto the next (whenever that shall be)!

Interview #4!

Getting my game face on for another interview!  Korra's face here looks scarier than what I remember... she has such expressions!!! Here she is attempting to practice an ancient training technique in airbending, which requires "being the leaf".

I'm interviewing at an all-girls' high school/academy tomorrow at 11 am in Elizabeth, NJ... please pray for safe travels there and back and a good interview!  The school is EXTREMELY impressive - new, top-notch technology, very talented/service-/leadership-oriented students... I hope they would find me a good fit!  The position is for an English teacher (I'm not sure for which grades specifically, but it's a high school so in general grades 9-12). The website answered a lot of questions I would normally ask, so I have to go back to the drawing board and see what I can ask the principal tomorrow. I was lucky I got this interview scheduled in so quickly! The director of my program called me and told me about this school looking for an English teacher, so that luckily got me an in with the school.

*Update*
I also found another school in Newark that is looking for a 10th and 11th grade English teacher for American/British literature... I sent my resume there and a cover letter just a few hours ago, so we'll have to see if I hear back from them. I think I'm going to start applying to elementary schools now... I have mostly been focusing on high schools since that is the age group I want to teach, but I also am comfortable with middle school.  There are SO many elementary schools out there that I will probably have more options.  I'm getting to the bottom of my list with high schools, and it seems that not too many are hiring. I'll be sending my resume in anyway, but I figure I should spend my energy and drive where I may actually get hired more immediately than not.

Wish me luck! :)

Interview #3: Middle School

I interviewed today for a position for a homeroom 6th grade teacher and a grades 6-8 Language Arts teacher at a Catholic elementary school. It's a hop skip and a jump away from the Lincoln Tunnel, so the commute will be traffic-heavy come back-to-school time, but that's okay. :)

I liked the vibe of the school; the staff was very friendly.  They stressed classroom management a lot, which isn't unexpected for grades 6-8.  I talked about being organized, my experience, things I'd like to help create in the school, etc.  They are pretty tech-savvy there. I'm excited! The school goes to mass together every Wednesday, which is pretty awesome. The church is across the street, so it's not too bad.  They are very pro-family and have that atmosphere; they even have the older kids mentor the younger kids.  They also have a pretty good teacher support system and cooperation there, and they've hired people from the EPICS program there (which is the program I'm doing).  They have some good benefits, but they haven't yet talked about salary.

I should know by next week whether or not they pick me.

Incoming!! Interviews!!

Two bits of good news!

1. My interview today at the high school went well!  They were just starting their interview process, so I won't know for a while yet who they pick.  I got a tour of the high school, too, which was pretty neat.  The vice principal there was friendly, but asked some tough questions.  He told me that 50% of new teachers leave the profession - I know it's going to be hard, so it didn't surprise me.  I just need support and knowledge, which I am going to be getting through the EPICS program and the resources the school has to offer. I had to describe how I would teach a lesson: I got to pick the objective, which was sonnets (pretty basic).  I also had to describe my teaching philosophy and how I was ready to teach even though I didn't have student teaching experience (which is where I got to talk up my tutoring experience).  I gave him my unofficial transcript, my Praxis II scores, and my reference list.  The students I met there were friendly and hard-working.  They had summer jobs working in the main office. I got to talk to them a little bit and I found out that they were seniors and the position I was interviewing for was for sophomore/junior year English.  The school has an urban population in a suburban setting, and it's a college prep school.  It made a good first impression! There is also plenty of inspirational student artwork and calls for student poetry all around.

2. As I was being interviewed there, I got a call from another principal asking for an interview there!  The position there is for a homeroom English/reading teacher for grades 6-8.  I called her back and I have an interview for tomorrow at 1 pm.  Hopefully, I don't get lost!  That's always my big worry whenever I go anywhere, so I always leave ridiculously early to prepare.

Prayers are always appreciated!

Resources!

This is thanks to Laurice... I started looking through these and these are really, really AWESOME!  I will definitely make use of these!  So that I don't lose them, I am posting them here: Read Write Think and
the National Writing Project - with NaNoWriMo lesson plans!  I'm looking forward to delving deeper in there and finding other things I can use. :)

Second Interview!!!

I applied to this job just last week and re-applied yesterday (thanks to Charissa!), and the vice principal called me and asked me to come in for an interview tomorrow at 11 am!!!!  This one is a half hour away from home, so the commute is very convenient.  Please keep me in your prayers!

Praxis II Scores!

In other news, though, I just got my Praxis II scores today... I super-passed them!  I could tell... the test was very easy when I took it.  The passing score was 166, and I got 189.  They scored it out of 200.  I think I'm qualified to teach English, no?  Now, I better find myself some more places to interview...

Position Filled! ... Not By Me, Though

So, I heard back from the high school where I interviewed today... they said the positions were filled, but they'd keep my resume/application active and pass it along to anyone who was looking for an English teacher.  That was the only interview I've gotten so far... I think it went well, even though I didn't get the job.  I am pretty sure they were looking for a 9th grade writing teacher and a 10th grade American Literature teacher.  I'm trying to stay hopeful, but the reality that I may not get a teaching job before the summer ends is starting to become a little, well, more real.  I know the market is tough, but I have to keep trying.  I'm still waiting to hear back from a couple of schools that I've applied to already.  We'll see how it goes!