In my county the teachers are provided with curriculum pacing guides. To evaluate the adherence to the guides, the students are frequently tested throughout the year using the Solar Testing Assessments. Now, the problem occurs because of the pacing guides that are aligned with the testing move at an un-realistic fast pace. So breaking policy for the sake of practice the teachers will reteach materials (something that all effective and caring teachers would do) which in turn does not comply with following the pacing guides curriculum framework. I look at this like telling a white lie.
I agree with Zack - while it is policy to follow the pacing guide, as you teach you have to move things around either for time or to better student learning. There are other instances where teachers will take care of discipline issues differently than the policy dictates. As long as the issue is not reoccurring and the student doesn't take advantage of the teacher's graciousness, this practice can actually help better the student-teacher relationship. The student will see you as human instead of an authority figure. -- Jennifer Campbell
I will agree a pacing guide is a good example of where practice and policy conflict with each other in the work place. When you have several children who do not understand the material and the material is a build on concept then you can not go on until the children understand that material. Because they can not learn the concept that you need to cover unless they get the first concept. Ex. Like in math it is a build on method where you have to get one concept before moving to the next concept. Jamie Cain
Many teachers deal with discipline in their classroom in a variety of ways. Some deal with way too much while others do not deal with it at ALL!! Some teachers do not go by policy when something discipline wise happens and others follow straight by the book. At times this can cause a huge problem that administrators have to deal with. Furthermore, the conflict between the grading scale and students who pass for the year is often an issue within our school site. Some student’s pass that has attendance issues, fail with F’s, and fail the SOL tests. This could cause a problem within school policy and district wide policy. However, I do understand that everything is not by the book and every situation is different.
In my school system policy and practice often conflict when it comes to student discipline. The county handbook clearly outlines a “one size fits all” approach to student discipline. Certain actions warrant certain responses. As actions increase in severity and/or frequency responses are designed to become more severe. However, it is difficult to apply this “one size fits all” approach; especially to a population of 550 6th and 7th grade students. As a result, the policy is often liberally interpreted in order to make the consequence fit not only the infraction, but also the student. Thanks, Marlin
I agree witht he pacing guide. Right now as 4th and 5th grade teachers, we are trying to come up with a pacing guide that will "work". We have found that cross county policy tells us to follow a certain curriculum and guidline. However, the pacing guide and curriculum does not meet the needs of all children and we have to change up our practice.
I would have to agree with many issues in time policy and practice conflict. I think discipline is a big issue like Marlin mentioned about having a uniformed consequence for every behavior. I also agree with Cory about how different teachers not following discipline procedures and other follow them to a “T.” I think these are common problems in schools that are set up from administrators. It might not be the school administrators also. I think it takes a common sense approach for creating discipline measures to students. But, you also must try to prevent the students from seeing you everyday for the same problems. I talked to a high school teacher recently that talked about how they are to describe (on paper) to an administrator what they have done to prepare for the SOL tests when they are also required to turn in lesson plans every week. Seem useless to me. I personally have a problem as a teacher when sometimes to get an answer to a question I have to go through two administrators and also a central office administrator because no one can make a decision. So the principals have no problem in you asking, but they are not going to ask or make a decision for you. It seems like a waste of time not to know how to make decision, or when they feel they have to ask the people above them; for a simple answer about daily things. I experience this a great deal within the schools. I think we all get stuck in the bureaucracy of things, and it sometimes brings the system to a screeching halt. Jason Morris
I also agree with what everyone said about the pacing guides. It is very hard to follow the county curriculum guides when they don't meet the needs of the children. I have found myself many times changing things around on the pacing guides in order to meet the needs of my students. Discipline issues are another good example of policy and practice conflicts. Some teachers follow the school discipline plan and others just do what they want to do. However, I do feel that sometimes policy is not what is always best for the children and that teachers are just doing what they think is best at that time. Amy Woodard
An example of policy and practice conflict at my school is that we have developed a way of teaching math so that it is a continuous learning process for our students. That is, what is taught in kindergarten will be built upon in first grade and so on. This looks great and works out great on paper. However, some teachers stray away from this process, which in turn hinders the next grade level. If everyone would follow the process, it would be less of a headache for the next year teacher. I agree with everyone else in that pacing guides and discipline are great examples of policy and practice conflicts. At my school, however, we are not "sworn to" the pacing guides. We are given leway in how we teach. Discipline, on the other hand, is going to be an issue regardless. We deal with it as it comes. Samantha Reed
I also agree that the pacing guide is always in conflict with the time constrants of the SOL's and the interferences throughout the year. I teach Algebra 1 and have also served as the inclusion teacher because of my two certifications. Meeting the needs of the stuggling students tends to put me off the curriculum pacing guide. It seems evey year I am trying to find a way to fit in the last SOL's or cover the easier ones during the year end review.
I feel the biggest conflict is discipline, especially in my school. We have some teachers that are by the book, and we have others that are oblivious to what is going on around them. However, when the principal walks through their approach changes quickly. I feel that this causes problems within the school. I can agree with not every situation is the same but there has to be some common rules and procedures that must be followed by all. As far as the pacing guide comments that many have made, at the elementary level we don't have formal pacing guides that I know of. I am asked to make my own each year and to turn them in. However, I may not be where my pacing guides say that I should be, but each year the SOL get covered and "knock on wood" I have been successful. I am very glad and lucky that I don't have to "answer to" a strict pacing guide.
I have to agree with the discipline issue. The handbook has a "one size fits all" agenda when it comes to issues of discipline. But in acutalality, many adminstrators do not fully uphold the policies in the handbook. I think that this hurts students more than help them. Some administrators feel that students need to be built up and taken under the wing, yet once these students reach and age where their actions don't only affect them but the people around them, nothing can be done b/c the students have not been introduced to the idea of consequences for actions. Some administrators do not offer consequences, or are slow to carry through with them. Citing family issues or "bad days" as being the cause and therefore should be dealt with differntly. Although I am a firm believer in equitity NOT equality, I don't believe that this practice is beneifcal to students, esp. ones that are reaching middel school age. If they do not learn to accept responsibilty and the consequences of their actions now, what is to stop them from committing serious crimes later b/c they are not able to see consequences. Sometimes the school is the ONLY dicipline many of our students recieve. We owe it to them to stick to our guns and follow policy unless extreme circumstances require other action. '
It is indeed very true that policy and practice conflict more times than most of us would like to admit, and this, of course, varies from one administration to the next. Currently, I feel that one of our biggest concerns in my school - especially at grades five – seven – is that of discipline. While there are set consequences for actions spelled out in the county handbook, frequently these are ignored for one reason or another. I think perhaps that because one of our administrators is a product of the local community and a product of this particular school, too many issues are brought into play when a discipline issue arises. For some reason or another – and I may be totally off base – it seems difficult for him to “lower the boom” when everyone else seems that it would be appropriate to throw the proverbial book at a student. Students are too often handled with kid gloves, and I, along with many of my colleagues, sometimes wonder if students are finding any value in their visit to the office or if they see any consequence to their actions. I agree that every situation cannot be handled the same way, and county guidelines are just that – guidelines – but please…use the guidelines and let the student know that inappropriate behaviors will not be tolerated. Otherwise, how will they ever learn to be responsible for their actions? Movita Utt
I must agree that following the pacing guide policy is difficult.In my school it is almost impossible with so many student going in an out of what often seems like a revolving door. Many come from institutions, long term suspensions, or even a 365 with no instruction. Situations like that often leave us no choice but to put practice over policy.
I have to say that I agree with most on the policy aspect of how different administrators handle discipline. There is a lot of problems in our schools today compared to several years ago. There is also more serious home issues that affect our kids today. Although, we as educators owe our kids the chance to learn and socialize in a safe and organized environment that otherwise they may not get at home. I have had principals who deal with discipline by "nipping it in the bud" and some for a better word are "laxed." It sets the stage especially at a younger age to let the students know what the rules are and how they will have to abide by laws when they become an adult and out in the real world. I know there are cases where students may be having trouble or issues and I understand the demeanor of not lowering the boom" as Movita said, but there has to be consequences for their actions. Where else will they responsibility and respect? We read about motivating teachers and students in this chapter and how better to do this then to stick to the rules(policies). Although they may be exceptions as stated, students need to learn what is right and wrong even if they don't get it at home. As far as a pacing guide, I believe every effective teacher has their own guide or schedule of where they need to be. I know we have some grades who work together to ensure they are on the same page and this is good. Also it shows how the school district is in tune to making sure students are learning and performing where they should be. However, as an educator, I know there are certain SOLs(standards) that we cover and sometimes teachers work better at their own pace. Israel Easter
I do, of course, agree with much that has been said here about discipline. In my position, we work with schools and school systems to level the playing field for students with disabilities. Here is an area where policy and practice conflict with great regularity. While services and supports to students with disabilities are mandated at the federal and state level, problems often lie in the local interpretation. We have been in school systems where kids are restrained, isolated from the general population, and taught meaningless curriculums - clearly not policy, but their practice - and a bad one at that. There are, of course, schools and school systems that are doing some amazing things for kids with disabilities. I do believe, though, that every school struggles with how to develop and deliver supports to this population.
My school fits many of the criteria of an “effective” school. The school is largely student centered. Student needs are almost always number one. We have addressed the need of an “academically rich program” by changing the schedule to allow an increased focus on a more simple curriculum. Teachers and administrators are continually looking for ways to design lessons that promote student learning. We have employed a variety of creative problem solving techniques to deal with both unique student needs and the struggle to my AYP goals. Upon review of the text I can see areas that we need to continue to work on as we become more of an effective school. Thanks,Marlin
In my school policy and practice conflict all the time because some teachers don't USE the policy. It might be as simple as using the correct hall pass, the number of bathroom breaks a student gets, keeping track of tardies, or disciplining students. As a teacher that goes by policy most of the time (I use the correct hall pass - except for that blue sticky note I used on the last day, oops! - and keep track of tardies) it's really annoying when a student says "Well, Mr. X doesn't care about that." It leads to students not know what to expect from teacher to teacher and these inconsistencies create resentment and confusion. Another example happened mid-year when we decided more supervision was needed in the locker banks. The policy was six people from each pod had to be out in the locker banks before school, during each block change and after school. Well it started off great, but eventually the practice diwindled and fewer and fewer teachers were in the locker banks.
In my school discipline would be where there is a conflict with policy and practice. Teachers dont follow the student handbook, that they helped to create. I see some who don't even follow their classroom rules. This brings about problems for the entire staff and inconsistency in student behavior. Jacob Leonard Carroll Co
Our county also has pacing guides to follow. In the last few years 9 weeks benchmark tests have been designed for students in grades 3 and up in the areas of Math and Reading. This, I believe is a great tool for teachers to assess where their students are performing, however, it is a problem when I have to spend extra time teaching a concept to ensure my students fully understand it and then I may not have as long to teach another concept that nine weeks, but it will still be on the benchmark test. Christy Sparks
As a special Education teacher I do not follow pacing guides. I do feel stressed to keep my students on grade level when at all possible through accommodations and hard work. I also feel the pressure to cover SOLS prior to testing. I teach to mastery in the area of Math because it is so sequential. Concerning Discipline: I can agree that policy and practice differ.I strongly feel that all students should be held accountable for their actions with very few exceptions. I became so distraught with the inconsistency of the behavior policy enforcement that, I now handle all the problems I have without going outside of my classroom. I have really good working relationships with my students and their parents. I call parents with good news as often as I can. When my students do not follow rules, I have them talk to their parents on the phone and share what they did or did not do. Most of my parents are very supportive. I also have developed behavior plans for some of my students. I do reward positive behaviors. Misty Zyvoloski
The policy of our math department has been to keep pushing throught the program and trust the spiral that is built into the curriculum. In my opinion, it doesn't support teaching for mastery which is what I feel is in the best interest of the students. They need more practice on a daily basis of continuing skills, not an intermittent hit of content. Angie Cornett
Attendance at my school seems to be conflicting with policy and practice. It seems as though a child will miss a week to go on a early/late vacation but not miss any other days for the remainder of the year and be drilled about it the entire year, but a kid can miss once a week with a parent note, missing several days a year and nothing be done about it. It's mind boggling to me how a child's parents can get by with allowing their child to miss up to 50 days a year, yet nothing be "officially" done about it and the pattern continues their entire elementary years.
Our ultimate goal as an office is to raise money for Radford. Nevertheless, we each have a "visit" goal we must meet each month. The idea is that the more people one meets the more likely she will be able to get more people to give more money. This, however, becomes a hinderance to rasing money rather than a help. So much time is spent trying to find X amount of people to meet with a month whether or not they have the capacity or inclination to give, there is not enough time to really focus on those who want to give. The procedure meant to increase productivity is paralyzing to the goal.
In a vocational class we are often asked to undertake a particular project for either the school, a teacher, or the division which may take a large amount of time to complete. I and the students enjoy being productive and seeing a project have value, it does take time away from meeting all of the competencies to their full depth. Rusty
Probably the biggest issue for my school would be discipline. Having lunch duty students would be assigned lunch detention for such problems as missing a pencil or getting up to throw paper away without asking. There is such a huge gap between strict adherence to the rules and giving massive amounts of "slack" to the students that it could pose a potential problem to the students. How do they really know what they can get by with. Nevertheless, school wide and teacher's personal rules most often correlate with each other so students are expected to know the consequences regardless of the action.
In my county policy says that our reading books should not go home with students to practice. That policy is not always followed. This may be a policy that is more beneficial for students because it is not followed,especially since a reading specialist gave a workshop and proved that it would not hurt to read ahead. Sometimes policy is not always the best. Shelly Goad
Our division policy states, “No partisan or sectarian literature of any description shall be distributed or made available in the schools.” However, I have observed a group come to school and place Bibles on a table for students to pick up (if they wished) on their way back to class from lunch. M. Gillie
In my county the teachers are provided with curriculum pacing guides. To evaluate the adherence to the guides, the students are frequently tested throughout the year using the Solar Testing Assessments. Now, the problem occurs because of the pacing guides that are aligned with the testing move at an un-realistic fast pace. So breaking policy for the sake of practice the teachers will reteach materials (something that all effective and caring teachers would do) which in turn does not comply with following the pacing guides curriculum framework. I look at this like telling a white lie.
ReplyDeletezack dotson carroll co-hort
I agree with Zack - while it is policy to follow the pacing guide, as you teach you have to move things around either for time or to better student learning. There are other instances where teachers will take care of discipline issues differently than the policy dictates. As long as the issue is not reoccurring and the student doesn't take advantage of the teacher's graciousness, this practice can actually help better the student-teacher relationship. The student will see you as human instead of an authority figure.
ReplyDelete-- Jennifer Campbell
I will agree a pacing guide is a good example of where practice and policy conflict with each other in the work place.
ReplyDeleteWhen you have several children who do not understand the material and the material is a build on concept then you can not go on until the children understand that material. Because they can not learn the concept that you need to cover unless they get the first concept. Ex. Like in math it is a build on method where you have to get one concept before moving to the next concept. Jamie Cain
Many teachers deal with discipline in their classroom in a variety of ways. Some deal with way too much while others do not deal with it at ALL!! Some teachers do not go by policy when something discipline wise happens and others follow straight by the book. At times this can cause a huge problem that administrators have to deal with. Furthermore, the conflict between the grading scale and students who pass for the year is often an issue within our school site. Some student’s pass that has attendance issues, fail with F’s, and fail the SOL tests. This could cause a problem within school policy and district wide policy. However, I do understand that everything is not by the book and every situation is different.
ReplyDeleteCory Hawks
Carroll County Cohort
In my school system policy and practice often conflict when it comes to student discipline. The county handbook clearly outlines a “one size fits all” approach to student discipline. Certain actions warrant certain responses. As actions increase in severity and/or frequency responses are designed to become more severe. However, it is difficult to apply this “one size fits all” approach; especially to a population of 550 6th and 7th grade students. As a result, the policy is often liberally interpreted in order to make the consequence fit not only the infraction, but also the student. Thanks, Marlin
ReplyDeleteI agree witht he pacing guide. Right now as 4th and 5th grade teachers, we are trying to come up with a pacing guide that will "work". We have found that cross county policy tells us to follow a certain curriculum and guidline. However, the pacing guide and curriculum does not meet the needs of all children and we have to change up our practice.
ReplyDeleteI would have to agree with many issues in time policy and practice conflict. I think discipline is a big issue like Marlin mentioned about having a uniformed consequence for every behavior. I also agree with Cory about how different teachers not following discipline procedures and other follow them to a “T.” I think these are common problems in schools that are set up from administrators. It might not be the school administrators also. I think it takes a common sense approach for creating discipline measures to students. But, you also must try to prevent the students from seeing you everyday for the same problems.
ReplyDeleteI talked to a high school teacher recently that talked about how they are to describe (on paper) to an administrator what they have done to prepare for the SOL tests when they are also required to turn in lesson plans every week. Seem useless to me.
I personally have a problem as a teacher when sometimes to get an answer to a question I have to go through two administrators and also a central office administrator because no one can make a decision. So the principals have no problem in you asking, but they are not going to ask or make a decision for you. It seems like a waste of time not to know how to make decision, or when they feel they have to ask the people above them; for a simple answer about daily things. I experience this a great deal within the schools. I think we all get stuck in the bureaucracy of things, and it sometimes brings the system to a screeching halt.
Jason Morris
I also agree with what everyone said about the pacing guides. It is very hard to follow the county curriculum guides when they don't meet the needs of the children. I have found myself many times changing things around on the pacing guides in order to meet the needs of my students. Discipline issues are another good example of policy and practice conflicts. Some teachers follow the school discipline plan and others just do what they want to do. However, I do feel that sometimes policy is not what is always best for the children and that teachers are just doing what they think is best at that time.
ReplyDeleteAmy Woodard
An example of policy and practice conflict at my school is that we have developed a way of teaching math so that it is a continuous learning process for our students. That is, what is taught in kindergarten will be built upon in first grade and so on. This looks great and works out great on paper. However, some teachers stray away from this process, which in turn hinders the next grade level. If everyone would follow the process, it would be less of a headache for the next year teacher.
ReplyDeleteI agree with everyone else in that pacing guides and discipline are great examples of policy and practice conflicts. At my school, however, we are not "sworn to" the pacing guides. We are given leway in how we teach. Discipline, on the other hand, is going to be an issue regardless. We deal with it as it comes.
Samantha Reed
I also agree that the pacing guide is always in conflict with the time constrants of the SOL's and the interferences throughout the year. I teach Algebra 1 and have also served as the inclusion teacher because of my two certifications. Meeting the needs of the stuggling students tends to put me off the curriculum pacing guide. It seems evey year I am trying to find a way to fit in the last SOL's or cover the easier ones during the year end review.
ReplyDeleteI feel the biggest conflict is discipline, especially in my school. We have some teachers that are by the book, and we have others that are oblivious to what is going on around them. However, when the principal walks through their approach changes quickly. I feel that this causes problems within the school. I can agree with not every situation is the same but there has to be some common rules and procedures that must be followed by all.
ReplyDeleteAs far as the pacing guide comments that many have made, at the elementary level we don't have formal pacing guides that I know of. I am asked to make my own each year and to turn them in. However, I may not be where my pacing guides say that I should be, but each year the SOL get covered and "knock on wood" I have been successful. I am very glad and lucky that I don't have to "answer to" a strict pacing guide.
Shane Reed CC
I have to agree with the discipline issue. The handbook has a "one size fits all" agenda when it comes to issues of discipline. But in acutalality, many adminstrators do not fully uphold the policies in the handbook. I think that this hurts students more than help them. Some administrators feel that students need to be built up and taken under the wing, yet once these students reach and age where their actions don't only affect them but the people around them, nothing can be done b/c the students have not been introduced to the idea of consequences for actions. Some administrators do not offer consequences, or are slow to carry through with them. Citing family issues or "bad days" as being the cause and therefore should be dealt with differntly. Although I am a firm believer in equitity NOT equality, I don't believe that this practice is beneifcal to students, esp. ones that are reaching middel school age. If they do not learn to accept responsibilty and the consequences of their actions now, what is to stop them from committing serious crimes later b/c they are not able to see consequences. Sometimes the school is the ONLY dicipline many of our students recieve. We owe it to them to stick to our guns and follow policy unless extreme circumstances require other action. '
ReplyDeleteMelissa Ogle
It is indeed very true that policy and practice conflict more times than most of us would like to admit, and this, of course, varies from one administration to the next. Currently, I feel that one of our biggest concerns in my school - especially at grades five – seven – is that of discipline. While there are set consequences for actions spelled out in the county handbook, frequently these are ignored for one reason or another. I think perhaps that because one of our administrators is a product of the local community and a product of this particular school, too many issues are brought into play when a discipline issue arises. For some reason or another – and I may be totally off base – it seems difficult for him to “lower the boom” when everyone else seems that it would be appropriate to throw the proverbial book at a student. Students are too often handled with kid gloves, and I, along with many of my colleagues, sometimes wonder if students are finding any value in their visit to the office or if they see any consequence to their actions. I agree that every situation cannot be handled the same way, and county guidelines are just that – guidelines – but please…use the guidelines and let the student know that inappropriate behaviors will not be tolerated. Otherwise, how will they ever learn to be responsible for their actions? Movita Utt
ReplyDeleteI must agree that following the pacing guide policy is difficult.In my school it is almost impossible with so many student going in an out of what often seems like a revolving door. Many come from institutions, long term suspensions, or even a 365 with no instruction. Situations like that often leave us no choice but to put practice over policy.
ReplyDeleteI have to say that I agree with most on the policy aspect of how different administrators handle discipline. There is a lot of problems in our schools today compared to several years ago. There is also more serious home issues that affect our kids today. Although, we as educators owe our kids the chance to learn and socialize in a safe and organized environment that otherwise they may not get at home. I have had principals who deal with discipline by "nipping it in the bud" and some for a better word are "laxed." It sets the stage especially at a younger age to let the students know what the rules are and how they will have to abide by laws when they become an adult and out in the real world. I know there are cases where students may be having trouble or issues and I understand the demeanor of not lowering the boom" as Movita said, but there has to be consequences for their actions. Where else will they responsibility and respect? We read about motivating teachers and students in this chapter and how better to do this then to stick to the rules(policies). Although they may be exceptions as stated, students need to learn what is right and wrong even if they don't get it at home.
ReplyDeleteAs far as a pacing guide, I believe every effective teacher has their own guide or schedule of where they need to be. I know we have some grades who work together to ensure they are on the same page and this is good. Also it shows how the school district is in tune to making sure students are learning and performing where they should be. However, as an educator, I know there are certain SOLs(standards) that we cover and sometimes teachers work better at their own pace.
Israel Easter
I do, of course, agree with much that has been said here about discipline. In my position, we work with schools and school systems to level the playing field for students with disabilities. Here is an area where policy and practice conflict with great regularity. While services and supports to students with disabilities are mandated at the federal and state level, problems often lie in the local interpretation. We have been in school systems where kids are restrained, isolated from the general population, and taught meaningless curriculums - clearly not policy, but their practice - and a bad one at that. There are, of course, schools and school systems that are doing some amazing things for kids with disabilities. I do believe, though, that every school struggles with how to develop and deliver supports to this population.
ReplyDeleteMy school fits many of the criteria of an “effective” school. The school is largely student centered. Student needs are almost always number one. We have addressed the need of an “academically rich program” by changing the schedule to allow an increased focus on a more simple curriculum. Teachers and administrators are continually looking for ways to design lessons that promote student learning. We have employed a variety of creative problem solving techniques to deal with both unique student needs and the struggle to my AYP goals. Upon review of the text I can see areas that we need to continue to work on as we become more of an effective school. Thanks,Marlin
ReplyDeletePlease disregard above posting. Write blog; wrong chapter :) Sorry, Marlin
ReplyDeleteIn my school policy and practice conflict all the time because some teachers don't USE the policy. It might be as simple as using the correct hall pass, the number of bathroom breaks a student gets, keeping track of tardies, or disciplining students. As a teacher that goes by policy most of the time (I use the correct hall pass - except for that blue sticky note I used on the last day, oops! - and keep track of tardies) it's really annoying when a student says "Well, Mr. X doesn't care about that." It leads to students not know what to expect from teacher to teacher and these inconsistencies create resentment and confusion. Another example happened mid-year when we decided more supervision was needed in the locker banks. The policy was six people from each pod had to be out in the locker banks before school, during each block change and after school. Well it started off great, but eventually the practice diwindled and fewer and fewer teachers were in the locker banks.
ReplyDeleteIn my school discipline would be where there is a conflict with policy and practice. Teachers dont follow the student handbook, that they helped to create. I see some who don't even follow their classroom rules. This brings about problems for the entire staff and inconsistency in student behavior.
ReplyDeleteJacob Leonard Carroll Co
Our county also has pacing guides to follow. In the last few years 9 weeks benchmark tests have been designed for students in grades 3 and up in the areas of Math and Reading. This, I believe is a great tool for teachers to assess where their students are performing, however, it is a problem when I have to spend extra time teaching a concept to ensure my students fully understand it and then I may not have as long to teach another concept that nine weeks, but it will still be on the benchmark test. Christy Sparks
ReplyDeleteAs a special Education teacher I do not follow pacing guides. I do feel stressed to keep my students on grade level when at all possible through accommodations and hard work. I also feel the pressure to cover SOLS prior to testing. I teach to mastery in the area of Math because it is so sequential.
ReplyDeleteConcerning Discipline:
I can agree that policy and practice differ.I strongly feel that all students should be held accountable for their actions with very few exceptions.
I became so distraught with the inconsistency of the behavior policy enforcement that, I now handle all the problems I have without going outside of my classroom. I have really good working relationships with my students and their parents. I call parents with good news as often as I can. When my students do not follow rules, I have them talk to their parents on the phone and share what they did or did not do. Most of my parents are very supportive. I also have developed behavior plans for some of my students. I do reward positive behaviors. Misty Zyvoloski
The policy of our math department has been to keep pushing throught the program and trust the spiral that is built into the curriculum. In my opinion, it doesn't support teaching for mastery which is what I feel is in the best interest of the students. They need more practice on a daily basis of continuing skills, not an intermittent hit of content. Angie Cornett
ReplyDeleteAttendance at my school seems to be conflicting with policy and practice. It seems as though a child will miss a week to go on a early/late vacation but not miss any other days for the remainder of the year and be drilled about it the entire year, but a kid can miss once a week with a parent note, missing several days a year and nothing be done about it. It's mind boggling to me how a child's parents can get by with allowing their child to miss up to 50 days a year, yet nothing be "officially" done about it and the pattern continues their entire elementary years.
ReplyDeleteOur ultimate goal as an office is to raise money for Radford. Nevertheless, we each have a "visit" goal we must meet each month. The idea is that the more people one meets the more likely she will be able to get more people to give more money. This, however, becomes a hinderance to rasing money rather than a help. So much time is spent trying to find X amount of people to meet with a month whether or not they have the capacity or inclination to give, there is not enough time to really focus on those who want to give. The procedure meant to increase productivity is paralyzing to the goal.
ReplyDeleteIn a vocational class we are often asked to undertake a particular project for either the school, a teacher, or the division which may take a large amount of time to complete. I and the students enjoy being productive and seeing a project have value, it does take time away from meeting all of the competencies to their full depth.
ReplyDeleteRusty
Probably the biggest issue for my school would be discipline. Having lunch duty students would be assigned lunch detention for such problems as missing a pencil or getting up to throw paper away without asking. There is such a huge gap between strict adherence to the rules and giving massive amounts of "slack" to the students that it could pose a potential problem to the students. How do they really know what they can get by with. Nevertheless, school wide and teacher's personal rules most often correlate with each other so students are expected to know the consequences regardless of the action.
ReplyDeleteIn my county policy says that our reading books should not go home with students to practice. That policy is not always followed. This may be a policy that is more beneficial for students because it is not followed,especially since a reading specialist gave a workshop and proved that it would not hurt to read ahead. Sometimes policy is not always the best.
ReplyDeleteShelly Goad
Our division policy states, “No partisan or sectarian literature of any description shall be distributed or made available in the schools.” However, I have observed a group come to school and place Bibles on a table for students to pick up (if they wished) on their way back to class from lunch. M. Gillie
ReplyDelete