Being a fan of comics, I recently have remembered a scene in The Dark Knight Returns (and "imaginary" story that takes after Batman has retired) where he compliments his new Robin by saying, "Good job, soldier." The scene sticks out in my mind because of how it shows the dark, dreary world (among other things, The Dark Knight Returns is notable for being the beginning of making Batman "grim and gritty") and how perverted the ideals of Batman and Robin have become. Robin, ever the light to the darker side of Batman, the colorful acrobat (at least, originally) accompanying the dark hued detective, is now a soldier being praised for her (yes, Robin in this instance is a female) violence and ability to take down the criminal element.
*Hopefully, I didn't scare off non-comics readers, because here's where I bring it back to teaching*
I'm really not a big fan of standardized testing, pacing charts, and things that make education formulaic. However, at this time of the year, I'm forced to put on a show and convince the kids that their upcoming tests (Florida's FCATS) are important and that they should buckle down (sometimes even Buckle Down, if I'm using the series of test preparation books such named) and focus on the preparing for the test. Since funding for the school and now, after a few years of inadequate AYP, the school's status are tied into this, I feel obliged to focus on teaching them to write by stamping out most of their creativity and to follow a regimented essay formula. And why do I do this? Partly because of the ramifications to my school if I don't, partly because teacher pay looks to inevitably be tied into it in the future, and partly because I want to be a "good solider" (I told you, I would relate the comics talk to teaching!).
It was easier to do in past years. I put on my "blinders," told myself there was some redeeming value to doing it this way, and continued on, trying to do everything I was told to do (which always reminds me of a quote from Ned Flanders, of The Simpsons, where he's talking to God about following the Bible and says he did everything he was supposed to, even the stuff that contradicted the other stuff in there!).
About a month ago, my father, cybraryman1, set me up with some people to follow on Twitter.
The more I followed them, and the more people I followed, the more I realized that the way I'm teaching now is not the way that would most likely benefit my students. I'm stuck in a 20th Century mindset, and I'm there because, like it or not, we're teaching to the test. But, there is so much more I could be doing!
I'm also reminded of a recent in-service I attended run by two University of Southern Florida professors who understand the situation we are in. They were there to teach us about literature circles and they agreed, when we said it was something we could focus on in late March and onward, since the FCAT tests are over by then. March and onward is a wonderful time, since we have less pressure and are freer to try new things, introduce more technology, and try to make the learning, if not fun, than enjoyable. The only problem? Our students are mentally checked-out, as they too, realize that we are no longer pressured by the FCAT (even though, as we were once told at another in-service, the latter part of the year, after FCAT is when we are supposed to be preparing kids for next year's FCAT).
So, I've resigned myself to sticking it out for the next month and I have resolved to try something new post-FCAT. If I can get a hold of one or more laptop carts, I'd love to have the students start blogging. I'd also like to see if we can get around the ban on Twitter in my school district to try some Tweeting (or something similar). Mostly, I intend to gather as much data, opinions, other teachers, and resources as possible to put together a plan to approach the administration about the need to change how we teach.
They say the first step to recovery is to admit you have a problem. So, I admit it, I feel like I have my hands tied by a test. However, the more I read from posts on Twitter and blogs, the more I realize there may be a common ground between teaching in the 21st Century and preparing my students for the FCAT. I'm giving myself 2 1/2 months to try something new and see how it works. The tough part: Can I prepare well enough over the next month to do it effectively (or at least make the kind of mistakes I can easily avoid next year while preparing the next group for their FCAT tests)?
Finally, is it possible to branch out, be creative, and still be a "good solider?"
