Daily student recaps

On a Saturday in late fall we held a follow up to our modeling workshop. One of the participants brought a colleague along with her. During one of our discussions she mentioned that she had been having students do a daily recap of the previous lesson. I thought the idea was brilliant and so I started having my IB chemistry HL class do it. I recently expanded the recaps to my chemistry classes. There are multiple benefits to doing this and I wanted to put them together and encourage teachers to try using this tool in your own classes.

1.  Students listen differently to their peers.

When I talk, the students trust me to say “correct” things about what we are learning. When a student is explaining that trust is not there. This causes students to listen differently with a more critical approach. If a student says anything that is slightly wrong or even if the letters they write are slightly misshapen they notice immediately. This type of critical listening is very valuable for student learning. They’re connecting topics and ideas and evaluating whether they fit or don’t. They should do this when I speak. Pointing out to them this discrepancy can be helpful for pushing their learning to a higher level.

2. What I think students know and what they actually know are frequently different.

Being able to see what a student took from your lesson is helpful. Sometimes teachers get wrapped up in the world of “But I told them once, they should understand it!” Spending time listening to students every hour to start things off builds a much better perspective of what they are learning instead of what you are teaching.

3. More student voice

At the start of this year I was nervous to call on quiet students during discussion. In the past students had given feedback that they would participate but that talking in front of everyone terrified them. It was a mistake to listen to that feedback. It created an unhealthy class dynamic where students sought out correct answers instead of focusing on what they currently understood. It pushed the idea that there are smart chemistry students and dumb ones. It was also racist and sexist in that some races and gender combinations were heard from more than others.

However, this is a concern for students and it needs to be handled well to be successful. When students say “I don’t know” during discussion, you’ll want to emphasize that the solution to not knowing something begins by starting with what you do know and building connections to those ideas. Frequently teachers undermine this by making statements about “being happy about mistakes” or “mistakes are opportunities to learn”. Instead it’s important to show students how to cycle through learning something new by seeking out a starting point of what a student does know and how to evaluate possible explanations, logic and evidence to build towards the new learning objective.

It is important not just to say this, but to keep a healthy approach as students do the recaps. Many are nervous but I see a lot of that disappear as I point out the good points of their recaps. As they realize the intentions of finding out what they know they produce more honest recaps. I would also like to say that I am frequently surprised at students that I would expect to struggle with a recap because they are quiet. These students are perfectly capable of doing an excellent recap and hearing from them improves their inclusion in the classroom.

4. Spaced practice

Spaced practice is the opposite of cramming. In cramming a set of ideas is repeated until familiarity sets in. In spaced practice the learning is split up so that forgetting occurs between the intervals of learning. The research strongly supports spacing practice. By allowing students to forget and then re-learn the material the impact on the brain is substantial. Doing a daily recap allows students to forget part of the material and then relearn it the next day. This leads to less forgetting and also better understanding.

5. Reflection

Students know that the next lesson will involve a randomly selected student giving a recap. When two or three minutes are left in a lesson the students can then reflect on what they learned and what they would present if they were to be selected the next day. This can help them evaluate and organize the learning.

This is a new technique to me but the value is already immense. I have thoughts on how to modify the technique such as having two students selected. One gives the recap and the other supplements additional ideas. The time varies because most students will talk for 5-6 minutes and not realize they had talked so much. Some teachers might elect to tell students the day before who will speak (which could be an issue if there is an absence). I roll dice to determine who will speak and they get no prep time to pull things together. Currently students can bring notes with them but they are discouraged from using them and not allowed to just write what their notes say. If they get stuck they are encouraged to ask questions to other students.

Trying to be a less racist teacher

I had a moment several years ago where I was reading about a terrorist attack where someone had shot and killed people and based on the race of the shooter media had begun reporting about mental illness.  Reading the response immediately brought to mind that I had done the exact same thing when I was a new teacher at my first teaching job. I had had a white student go on a swearing rampage and storm out of the classroom.  I remember thinking that he had lost control of his emotions. Later in the year a black student had a similar although lesser violation. This time I asked two other teachers what I should do in response and they both told me to write a referral.  I did and when I talked to the student he literally told me what I was doing was wrong. And his rationale bounced right off of my dense head. No I thought, I can’t be racist I thought. I’m a good person, I’m a teacher. I asked two other teachers.  The other student was different because they had a documented issue. I dismissed his comments and followed through. In retrospect, this student was probably used to getting the short end of the stick and this was a common experience for him. And I had no idea until years later that I had been in the wrong.  

Since then I’ve been working at trying to make sure that I would not fail another student because of their race and also trying to elevate talented students that get overlooked because of their race.  It has been a surprisingly uneven journey were I have learned a lot but often at the expense of my students. When I messed up I would always try to apologize and reflect on what I should have done instead.  Here are some lessons that I’ve learned to this point.

1.  We often present racism as something that black people need to fix instead of white people.  In the above scenario I am the racist. I had no ill intentions and if I could do something to fix what I did I would in a heartbeat.  I feel awful about it. But instead of recognizing our own role we tend to shift race onto minorities and onto students instead of white people.  I was confusing not being a bigot with being unable to be racist. And that confusion is common and it is very counter productive. I was the one with the problem and I missed that because of my ignorance.

2.  Everyone is racist.  It’s not a binary system where you’re racist or you are not racist.  It’s a spectrum like autism and everyone is somewhere on the spectrum.  One of our biggest problems is that people confuse racism with bigotry. Being a bigot means that you don’t like a person because of their identity.  Being racist means that you contribute to the construction of racial structures where people of a minority group become linked with no evidence or rationale.  This happens frequently. We all do this. When a student is loud they are being disruptive but when a black student is loud they are being loud because they are black.  Teachers tend to notice the black students being loud even if the decibel levels are comparable.

A racist comment I read once was a lady saying that she isn’t racist and she makes sure to teach her children to treat everyone equally.  This doesn’t come off as racist to many people but it is because what the person is doing is reinforcing the idea that black people are all one group.  She’s not telling her kids we treat everyone equally when something arises with white people, only when black people are involved does this phrase manifest.  That distinction causes black people to become linked when they are just individual people. The reality is the more you ignore race the larger your racism impact becomes for most people.  

3.  There are methods to be less racist or more anti-racist.  The biggest thing that I’ve learned to do is to always pause.  Your brain uses two systems to work, one is automatic and the other involves thinking.  If you have positive intentions but negative impacts, it’s frequently due to automation.  So when you are about to discipline a student, you need to pause and determine if this is an automated trained response where you are being unfair or if this is a reasonable course of action.  In order for this to work you have to be honest with yourself and for many that is a challenge.

My favorite compliment I ever received was at conferences a parent had come in even though their child was doing very well in the course.  She just wanted to let me know that her daughter had told her that in every class she took she always felt like the “muslim girl” but in my class she was just a normal kid.  This should be one of our primary goals. Our students are not free in our schools to be themselves. We should be looking for opportunities for our students to be free from their race and this doesn’t come about by ignoring race.  This also doesn’t come about by treating racial disparities as a problem for black students and not for white students.

A good way to improve your thinking is to try hard to analyze white people for a length of time.  Every time you talk to a white student try and pause and evaluate if you are doing so differently because of their race.  Are you asking them a harder question that requires more independence because they are white? Are you asking them about academics or social things instead of athletics because they are white?  Were you standing closer in proximity to them because they are white? At first it is very odd, but I think we secretly do this for black students and that differentiation is perceived by the student whether the teacher is aware they are doing it or not.  And it makes an impact. If you’re skeptical you can start by taking an IAT here.  

Becoming less racist is not something you can accomplish without effort.  But if minimal effort is the best you can do, listen to other people who speak honestly about it.  If you can find someone to follow on twitter, or read a book about race. Without critically thinking and reflecting you’re unlikely to change enough but do something.  

4.   We don’t listen well.  I had gone to a professional development session.  It was for white women to talk about their role in racism under the pretense that white women often escalate tensions as men feel a need to protect them.  I didn’t want to intrude on the session so I decided to go, but sit in the back and not comment the entire time. During the session as people offered up ideas and comments one of our black teachers started to talk about our district.  My ears perked up. This is exactly what I wanted. I wanted the expertise of someone who lives this every day. We don’t have a lot of black teachers and so not only does she have her own experiences but also a lot of black students confide and trust in her so she is incredibly knowledgeable.  And yet the second she finished speaking another teacher said that they disagreed and they felt that we were doing a great job with race. Another teacher confirmed this and I watched the room completely miss what was said. Later I was at a different PD session and a black professor from Michigan State was working with us to help us. A teacher asked the most inane question and he was so patient with her. When she first spoke I felt the urge to chastise the question but instead he listened to her, met her where she was and tried to help her in spite of her question being what I considered to be dismissive of his efforts.

I hear a lot of teachers claim that students play the race card to get out of trouble but the evidence I see would make this incredibly rare.  And that doesn’t mean that you won’t be supported by others in your claim it just means that you are likely wrong. As a teacher I watch white students perform infractions constantly and get away with them.  I listen as administrators tell me about parents who obstruct discipline for their white children in spite of clear evidence of rule violations. But our perspective is the opposite and that is dangerous. If you don’t know the statistics but assume they benefit black students you are wrong and contributing to a racist narrative.  

5.   We are too comfortable with our racial disparities.  If white students started to achieve less than black students we would work tirelessly to make sure we were being fair.  When black students struggle we consider this the norm and make ceremonial efforts at mitigating the damage. Part of this arises because people think that they are special and that others are the problem.  But we all share this burden and it’s time we put together a more concerted effort. Psychological evidence shows that teacher expectations have a massive impact on achievement. We know of the study where random students were given a gifted label and then outperformed their peers.  We know of the blue eyes, brown eyes study. And yet when we see these same results in our classrooms with consistency we can’t reflect on what we do to contribute to the problem.

One of the solutions is that each teacher needs to think hard and reflect and work on being more anti-racism and less racist.  The other is that we need teachers to anticipate that students are going to come with deficits and have a plan to help students achieve even if they start out behind.  As a chemistry teacher lots of my black students struggle and there are methods for them to still be successful if I put in the effort to give them opportunities to catch up.  But if I give a math pre-test on day 1 to scare struggling students out of the class to make my job easier then that’s not going to happen. If I don’t give students current cognitive research strategies and instead tell them they need to work harder or study more when they’re scrambling to keep up as it is they aren’t going to be successful.  It’s not your job to set out a set of parameters that negatively impact one racial group over the other. It’s your job to figure out methodologies that allow students to succeed. And it will take more effort to do that and it is worth the effort to do so. When you tell 9th graders that in order to be a chemistry student you need to have done X by the time you were fourteen years old the students you are most often restricting are black students who may very well be on a path to being a chemist but need more time to get there.    

But a huge part of your job that also is important is that we need to not have students going into teaching (or other professions for that manner) without a strong understanding of race and racism.  There were people who could have taught me about racism before I failed that student and they didn’t. I think that I would have been receptive to the conversation even if it was critical but I never got the chance and someone else paid the price for that.  We need our white students to not leave school thinking that diversity doesn’t apply to them. We had a professional development session once and the speaker asked us to name white people that had been supportive of civil rights for black people. I knew of none and I knew that I was not on a path to be on that list in the future.  We teach that white people are the cause of racism but not the solution and shifting that focus goes a long way towards being successful at reducing racism towards our children.

It's time for a better evaluation system

Considerable time and effort are spent evaluating teachers without much to show for it.  Rarely does a teacher excel in teaching and credit their evaluation system for helping them to get where they are.  Evaluation systems rely on overworked administrators that nearly always end up accomplishing compliance rather than effective feedback, evaluation and improvement.  This causes the administrator to rely on a rubric that often is inappropriate. For example, our district uses the same rubric to evaluate my chemistry class as well as physical education, elementary, special education, etc.  The systems on these rubrics are most inappropriate because they evaluate the teacher and classroom environment relative to an expectation. The end goal is the initial evaluation.

I teach science using the modeling pedagogy.  The big philosophical difference between modeling and traditional teaching is that in traditional teaching the student is explained what the final objective or standard is and then this is repeated with variety as the student approaches that standard.  Modeling, in contrast, starts with where the student is. What is the current understanding of this concept and how can this student construct models from their understanding that are revised when the models fail or require change to explain discrepancies.  A big flaw in traditional learning is that by focusing on the final product in lieu of the status quo for the student we build concepts with lots of holes and misconceptions. In a constructivist approach students are more likely to identify and deconstruct these misconceptions.  

How can we shift teaching evaluations from a traditional model to a constructivist approach?  We need much more contact time with teachers. Administrators do not have the capability to accomplish this.  I have had some of the most talented administrators that I could have ever expected and yet I rarely see anything of value from my evaluations.  Instead we should create positions dedicated to evaluation and observation only. If a position was only spent meeting with teachers on prep periods, setting goals with teachers, observing teachers, giving feedback to teachers and connecting teachers the evaluation system improves dramatically.  This changes the evaluations from punitive to feedback and change focus from busy work and compliance to improvement and growth.

Teaching is very isolating.  Teachers are alone in their classrooms for the majority of their career.  Even when teachers meet with other teachers and do professional development it is very easy to continue doing the same things.  But having a quality teacher working with you is a tremendous advantage. An employee that does observations full time will get to experience the strengths of a school and will be able to connect teachers based on strengths, weaknesses and goals.  If a teacher wants to work on assessment, the evaluator will know who does assessment well and can facilitate connecting them. The larger amount of contact time also allows the evaluator to observe the teachers more frequently, more informally and also work on planning.  You would get better consistency by having fewer people doing evaluations and since they would spend more time with each teacher.

This would also open up some time for overworked administrators to spend less time fulfilling compliance requirements and instead have positive impacts on their staff and students.  Currently most administrators can spend their entire day answering emails, attending meetings and dealing with disciplinary infractions. By opening up their time they would be able to work on mentoring programs, developing professional development, being more visible in the school and whatever creative programs they desire to implement.