Tag: #SOL24

It’s kind of a funny story

Commenting on student work, 2024 edition
Me, to a student who obviously used AI: please use your own words.
Student: what says this isn’t in my own words??
Me: I expect students to write in the doc I provide. I am automatically worried when I see a large chunk of work pasted in.
Student: I wrote it on paper before I pasted it onto the computer. If I find the paper will that help??

Um… that’s not how paper works.

That’s how I shared the story with friends. It’s all true, and dear Heaven, but this generation of kids…

But it’s also not the end.

Today, the last day of school, the student came to class. They finished up some work and, at the end of class, hung back at my request. We both wanted to see if all their missing work had been submitted, and I wanted to talk about that pasted-from-paper document. The student had resubmitted it, this time with a photograph of a handwritten document – the paper they supposedly wrote before they (magically) pasted it into the doc.

It was already hot – today’s high was 32C/ 90F and felt like 43C/ 109F – and the end of school was on everyone’s mind. I know I had to muster up all the calm I could find; I assume the student had to do the same. I opened the assignment. I showed the student how I could see the copy/ paste. I showed them the AI detector and the 100% AI result. I acknowledged that I could see the handwritten document, but shared my concern that the assignment didn’t fit the instructions. Then, as patiently as I could, I said, “I can see that you’re upset. Tell me what happened. I’m listening.”

Then I listened.

And it turned out that I was wrong. They walked me through their work and showed me their thinking. They hadn’t used AI to generate the text, but they had typed it up in Grammarly (because when you’re learning English a good grammar program goes a long way) so some of the words were not quite theirs. And they had followed the instructions, sort of, they just hadn’t organized properly to separate parts. And they were shocked that I could see the copy/ paste and a little hurt that I thought they might have “cheated.”

So we talked about cheating and about getting behind in our work and the shortcuts we sometimes take. We talked about the pressure of finishing all that late work and about talking to teachers rather than hiding. Then I thanked him for talking to me and shooed him off to catch up with his friends. The whole thing probably took three minutes, maybe two.

It’s not as good a story as the one where a student says “I wrote it on paper before I pasted it onto the computer” and the teacher thinks, “Um… that’s not how paper works”  but the real part of teaching, I think, is the part after the funny part – the part where we listen – and I wanted to write that, too.

Sort of tutoring

“Miss, are we done with that thing?”

He’s caught me in the hallway between classes. I hesitate, not quite sure what to say. He bulldozes ahead, “You should come get me from class today, like maybe thirty minutes in.”

Ah-ha! He wants to continue our reading comprehension sessions. Or rather, he wants to get out of his science class for twenty minutes.

“I kind of figured you should stay in class and work on your summative project,” I say. 

“Nah,” he scoffs, “I don’t understand any of it. I’m just making stuff up.”

I relent. “Fine. I’ll see what I can do.” 

So, about thirty minutes into his Science class, I pull him out.

The project is pretty cool, if you ask me, which he didn’t. They are supposed to be creating their own habitable planet and an alien race that lives there plus some other stuff, but I don’t get a good look at the project because he’s already asking a question.

“Is there a difference between mass and density?”

I tell him to look it up.

“But if you know, why don’t you just tell me?”

I just give him a look. He asks again, gets sidetracked for a minute, and then circles back to ask one more time. Silently, I take his computer and type in “Is there a difference between mass and density”. I turn the screen back to him so he can see the bazillions of responses.

“There is! I thought so! Why didn’t you just tell me?”

I ask him what the difference is. He tells me it doesn’t matter. I refrain from making a joke about matter.

Now he wants to know why the mass of the planets is listed as x1024 and how do you type up high like that? And also what’s a good temperature? Like, you know, a neutral temperature. And why does he have to use Celsius when he’s sort of used to Fahrenheit and actually he’s not really very good with either so is 16 cold? 

I ask him if he’s talking Fahrenheit or Celsius. “Either,” he says, “I just want to know if it’s cold.”

Every time he asks a question, I help him look it up. Every time a webpage comes up, he groans and says he doesn’t want to read “all that.”

“Miss, I just want to put down easy stuff and be done,” he tells me. “Can’t you just tell me the answers?”

I tell him that if he just wanted the answers, he wouldn’t have asked me for help. He disagrees. So I don’t tell him about distance from the sun, and I make him look up if a planet can have long days and short nights and whether or not it can always be Fall. He argues with me every step of the way, right up until he tells me class is almost over and he needs to go get his stuff. 

“Fine,” I say, trying to keep the frustration out of my voice. “Do you want more help tomorrow?”

Not like you helped him today, says a little voice inside my head. I mean, we fought for many minutes about whether or not he needed to know what axial tilt is. (He does, but he refused to read the information.) Classes end in one week. We are all exhausted and ready to be done.

“Yeah,” he says, “if you have time you can come back. I like it when you help me.”

So tomorrow I will once again sit with him and refuse to either answer his questions or allow him to barge forward without thinking. I will bite my tongue, and he will be frustrated with me, but apparently we’re both good with that. 

One more week.

Writing beside him

I’m helping a former student write a personal essay for his Grade 11 English class. We’ve talked it through, and planned a little; his next step is to write it. Reading and writing aren’t his forte – he’d much rather be on a playing field than in any classroom – but this story is important to him, and he wants to get it down on paper. So here we are, sitting in the upstairs lobby – currently one of the coolest places in our very hot school – and he’s writing.

This kid has my heart, as many of them do. Last year, he didn’t do particularly well in our first semester English class, so he agreed to change his timetable in order to be part of a reading class with me during the second. That alone took some courage: not everyone who needed the support was willing to accept it. Once there, he mostly tried, even when the work was repetitive or “not that interesting,” even when he took extra long body breaks or got frustrated by the “simple” books he was reading.

Knowing that history, I’m intrigued by his choice to sit with me in such a public place this afternoon. With only two weeks left in the school year, students are out of classes nearly as much as they are in, and many of them wander aimlessly through the halls. Several have stopped to greet us; pretty much all of them give us at least a passing look as we sit here at a student table and work. There’s no hiding that we’re writing together, no hiding that I’m helping.

Nevertheless, he’s nearly filled a page with his small, neat handwriting – a feat which would have been unfathomable last year – and his focus hasn’t wavered, though he has had to stop a few times to flex his tired hand. Meanwhile, I sit here typing my own story, this story, marveling at this moment of quiet togetherness amidst myriad other students. We are here, the two of us, writing; we are here, the two of us, writers. 

This sense of camaraderie has me thinking about what we mean when we say that teachers need to “get to know their students.” How well do I know him? I didn’t spend a lot of time last year asking him about his family, though I did call home when I needed to. I have no idea if he has pets, and am not clear about how many siblings he has. In fact, I don’t know many things about him, but I know enough that I can tell him, honestly, that I believe in him. I never told him he was a strong reader or writer; I did tell him that I thought he could be. I never told him this path would be easy – heck, I was clear that parts would be hard – but I did tell him that I thought it was worth it. Other teachers and coaches told him the same thing, complimenting him when he improved, noticing when he was reading, harrying him back to class when he was in the hallways. When he faltered, he had a team of people to remind him of his long-term goals.

Today, he has a story to tell, and he has found me. He says he needs help, but I think he just needs someone who believes in him to write beside him. What a privilege! I can do that any time.

Stolen Kisses

I’m walking towards the library in the middle of my prep period when movement in the stairwell catches my eye. A black t-shirt stretches across a broad back and muscular arms. A black hijab tilts upwards. Two faces come together briefly, then separate.

I keep moving. I don’t want them to know that their moment was observed. I want a world where kids can cherish a stolen kiss, hidden from other eyes, weeks before high school comes to an end.

When I return from the library, the stairwell is empty.

Nine Times

This morning was dreary: gray, rainy, and far too chilly for mid-May. On the drive to work, the spitting drizzle was too sporadic to merit even the slowest setting of the windshield wipers, but too persistent to be ignored. I rotated the on/off knob back and forth, back and forth. In the classroom, only dim light filtered through the high windows, making the space too dark for reading. I was forced to flick on the harsh fluorescent lights. Students groaned. Even inside the building, the air felt heavy. No one wanted to be at school.

Heads nodded towards desks during period 1. Half-lidded eyes flickered open, then closed. Students strove valiantly to pay attention, to fight off the malaise, but it was no use: several slept during work time. After a few half-hearted attempts to keep them on task, I let them rest. 

I had hope for period 2 – grade 9 – but they wandered in, half-dazed. I surveyed them as they read and realized that there was no way they were going to write an in-class essay today – or at least no way they would write a good one. We needed a change of plans. 

Ferris Bueller’s Day Off. None of these ninth graders had ever seen it. Just what the day called for. On it went. 

80s movies can be tough for the students. They start more slowly and rely more heavily on dialogue than their modern counterparts. Worse, I wouldn’t let the students use cell phones – even though we were taking a break – so they were stuck actually watching. And then we got to this scene:

Ferris Bueller’s Day Off – Nine Times

“Why are they so worked up about him missing nine times?” asked a student.

I snorted.

“Well, there was a time when if you missed ten days, you had to repeat the class.”

The students close enough to overhear this discussion looked at me in disbelief. And no wonder: over a fifth of this class has already missed over nine times; another handful have already missed seven or eight. And we still have five weeks to go.

“Like, you failed just because you didn’t come?” 

“Exactly like that,” I said.

And we went back to watching the movie. I’d like to think that the students had a renewed respect for Ferris, but I suspect they were simply shaking their heads at the weird things we used to do in the olden days.

(In case you’re wondering, it’s still a good film.)

Civilly Disobedient

Way back near the beginning of my teaching career, one of my regular classes was grade 11 American Lit. I think I taught it for seven or eight years, and by the end I had developed some pretty good activities. This is one of my favourites – though I could never get away with it now, both because I doubt my students could access the texts and because, well, you’ll see…

First, the background. We read some of Emerson’s “Self-Reliance” and both the Introduction and Chapter One of “Nature”. Students loved lines like “Whoso would be a man must be a nonconformist” and “Trust thyself: every heart vibrates to that iron string” even while they struggled with metaphors  like “Society is a joint-stock company.” One afternoon, their homework was to try to understand Emerson’s insistence that “To go into solitude, a man needs to retire as much from his chamber as from society” by going outside and not reading, writing, or listening to anything. They had cell phones, but at the time they could still go without for a while.

Next, we read Thoreau. We started with a few excerpts from Walden which is an easy follow-on from “Nature.” We read about Thoreau’s cabin in the woods and his beans. Then, the piece de resistance: “Civil Disobedience”. We considered the questions he raises, like, “a government in which the majority rule in all cases cannot be based on justice, even as far as men understand it. Can there not be a government in which majorities do not virtually decide right and wrong, but conscience?” and “Unjust laws exist: shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?” Class discussions were sometimes (ok, often) raucous.

Then came the day of days. Students arrived in class and were given these instructions:

I believe that you have a reasonably in-depth understanding of Thoreau.  In particular, I feel that you understand how he relates to Emerson and to nature, why he chose to protest against the government, why he feels protest is necessary, and what he believes the consequences of peaceable revolution are for the protester and the government.

If you feel that you have a good understanding of Thoreau, then you may begin today’s assignment now.  Please do something of which Thoreau would approve.  Class will resume at 2:25.

That is all I will tell you.

Stunned, they milled about the room, trying to figure out what to do. Eventually, year after year, they left the class and went in search of a protest. One group took the athletic trophies from the school display case and paraded them around. “WE won these. They belong to US, not the school” they crowed. One group took control of the PA system and read passages urging self-reliance and rebellion to the entire school. Many students headed outside to find a green space and hang out. Some left campus and found food, claiming they were old enough to go off-campus alone. Many many of them did not make it back five minutes before the end of class. Instead, giddy with their tiny taste of rebellion, they tore in as the bell rang, gathered their things and ran to their next class.

As they rushed off, I yelled after them, “Your homework is to write about what you did!” 

“OKAY!” they called back. And that was that.

The next day opened with exhilarated students sharing their escapades and referring to lines in the text that supported their actions. Never had textual analysis been so worthwhile. After everyone had spoken and the energy had dwindled a little, I drew their attention to a passage we had studied before: 

I know this well, that if… one HONEST man, in this State of Massachusetts, ceasing to hold slaves, were actually to withdraw from this copartnership, and be locked up in the county jail therefor, it would be the abolition of slavery in America.

Basically, he says that we end unjust laws by standing against them and being punished for our stance. The end of the injustice comes because others are inspired by our unjust punishment. (Honestly, this seems a little naive to me, but we went with the flow.)

Hmm. So, were the students trying to stand up against injustice? And if so, were they willing to be punished for it? I pointed out that I had not even given them permission to leave the room, much less to traipse about taking things and making statements. So, everyone was going to have lunch detention for the next one to three days depending on the severity of their misconduct.

Horror! Outrage! The students were unwilling to accept this! “Ok,” I shrugged. “I’ll make you a deal.” And then I broke their hearts. “The punishment will only make a difference in the world if you think you are an honest person standing up for what is right. If that’s not you, just stand up and say, ‘I don’t believe in what I did’ and your detention will disappear. After all, there’s no point in the punishment then.”

Some students stood immediately. They’d had fun, but they weren’t really protesting. Slowly, slowly, more would follow. The class joined in the debate with those who hesitated. What was injustice? Was this action protesting a law or a government of some sort? Did they think their punishment would actually bring about change? Almost always, everyone eventually stood and acknowledged that they weren’t willing to accept punishment for their actions for one reason or another. 

Of course, sometimes, someone held out. The most memorable of these was Danny. He had, indeed, left the classroom, but he’d sat outside and taken in the beautiful day. He had a book with him, but he argued that Thoreau had nothing against books, and he wasn’t convinced Emerson was saying *never* to read. He said he absolutely believed that students should have more time to pursue their own interests and if lunch detention was the consequence and it made people consider his stance, so be it.

In the end, I always canceled lunch detention – after all, it was mostly a ruse to get them to think deeply – but Danny was having none of my wishy-washy ways. The next day at lunch, Danny sat in the main office, clearly visible through the glass walls, and read a book. He jailed himself for three days and talked to anyone who asked about why students should be allowed more freedom of choice. 

I’ve been thinking about this lesson a lot recently, what with all the news of protests. From where I sit now, I can see its flaws, but it was effective at the time. If nothing else, we all took a minute to think about what civil disobedience really entails and what we were willing to sacrifice for our beliefs. It was a good lesson.

Again

The assignment was due March 5. Today is April 2. So far, only six students have received grades. Why? Because only six have fulfilled *all* the requirements, and I’m refusing to mark assignments that aren’t complete.

Before you get worried, I don’t think I’m overly demanding. The basic assignment is to write a 100-word memoir. A complete assignment has a title and a story that is exactly 100 words. Students must use a spelling/grammar-check (I’ve recommended LanguageTool, but some use Grammarly)  so that no underlined problems remain, and they must label three “craft moves” – or good things in their writing. For the last part, a poster in the classroom lists things we’ve studied and they’ve seen multiple examples.

Some students have only been through one round, but most are on their third or fourth attempt. In years past, I’ve marked what came in, no matter how incomplete. But this semester, something changed. I decided that every single student was capable of following all four steps:

  1. Title
  2. 100 words
  3. Spell check
  4. Label

What is different? I wish I knew. The closest I can come to explaining is that I am taking my role as a “warm demander” increasingly seriously. To the very tips of my toes, I believe that every student in my class is capable of completing the assignment. Even more, I believe that they are capable of completing it well. So I keep returning the assignments with plenty of feedback (“I really appreciate how you’ve opened this fun memoir. Next you need to give it a title and run it through LanguageTool.”) and insisting they do it again. This weekend, one student turned in the identical assignment three times. Last night I finally caved wrote in all caps, “USE THE FEEDBACK.” Today, they finally asked for the explanation they required to finish their work. 

I’m not sure that I’m making the right choice, and I need to be clear that I am consistently upbeat and encouraging as I hand back the assignments (again and again with no mark), but I figure if they learn nothing else this semester besides “follow all the steps” that’s probably a reasonable life skill. 

Now, off to write, again, “True compliment about the writing. Next, you need to give your good work a title and run it through LanguageTool.” I’m betting I can get 24 completed assignments by the end of next week because I’m pretty sure I’m more stubborn than they are – at least about getting this right.

The Truth About Stories #SOL24 31/31

In grade 9, we’ve moved from our first unit – Stories of Us – into our second – Stories of Others. We’ve written Where I’m From using not only George Ella Lyon’s wonderful poem but also interpretations by Melanie Poonai, a young writer from England, and Danika Smith, an Indigenous author from British Columbia, as models. We’ve worked as a class and in small groups to create Where We’re From poems that help us understand our class as a whole. Students turned these into posters or short videos – and the school board’s print shop has delivered gorgeous prints that now decorate our room. We’ve written our own 100-word memoirs, too. Now, it’s time to look outside our classroom walls.

It’s also March, which means that I am in the middle of writing and publishing stories every day. I tell the students about this, and they are interested, impressed, curious, bored, and not listening. Some of them want to know where I get the stories from. I laugh and say, “from you.”

For a few days, we listen to StoryCorps interviews and look at Instagram posts from Humans of New York. We practice active listening and asking follow-up questions. Then, I put this quote up in the right-hand corner of the blackboard as one of our daily quotes:

The truth about stories is that that’s all we are. 
-Thomas King

After reading time, I draw their attention to King’s words. I ask what they think he means. It takes a minute, but when they arrive at an understanding, a few of them marvel. “It’s really true, isn’t it? Our stories are really important,” says one. “It’s like what we think about what happens is as important as what happens,” says another. I just nod.

I think about the quote all the time. I think about how I am made of the stories I’ve heard, the stories I tell myself. I think of how the way I tell the story affects who I am and how the stories themselves change over time. I think about the value of regularly capturing tiny moments, recognizing the story I’m telling myself as I live it. These stories are everything. As Jess writes, “There is gold in every piece of your story.”

Now, the students are out in the world (mostly in the hallways, to be honest), interviewing other people: family or friends, students or staff. They have to choose a tiny powerful moment from their interview – a story – and pair it with a photo. I post these on our Instagram account, and we marvel at the moments that shape our community. The students must think about what part of their interviewee’s story they chose to tell and what parts they left out. How will that change people’s perceptions? What story are they telling? These students learn to lean in to other people’s stories and consider them deeply.

This year, this part of the unit is closing as March comes to an end. Today marks the end of seven years of this challenge for me. I know that, tired as I am, I will miss this – the writing, the reading, the commenting – tomorrow and in the days to come. And I know it’s because of the stories people share, and the stories I choose to share, too. What a privilege it is to be part of so many stories! What a boon to be allowed so many views of the world!

If Thomas King is right, and I think he is, then I am so much better, so much more because of the stories others have shared this month and in all the months and years past. I am better, too, because of the time you’ve taken to read my stories. Thank you. 

Late to the Party #SOL24 30/31

My friend’s text makes me laugh: Argument in our car: everyone but Dad, “We are late.” Dad, “the invite was for any time after 3, so we are not late.” Everyone else, “We are so late.”

Follow-up: We arrived 20 min late. And by far the first to arrive.

****

I am 22 or 23, living in Washington, DC. Somehow, I’ve fallen in with a crowd of young French people who are here largely working for the French government. We meet up for drinks, go out dancing, and generally spend a lot of time being young and single with few obligations in a city full of things to do. Eventually, I am invited to a dinner party at the home of the one married couple in our group. 

I’m pleased that I am officially part of the crowd (and secretly proud that my French is good enough for this invitation), but I play it cool. I’ve lived in France for a year of study abroad, so I know that French time is different from American time. I plan my arrival carefully, and show up a full half hour after the suggested time. 

I am by far the earliest. Seriously by far. 

Anne is gracious. She offers me a peeler and asks me to help with the potatoes. We chat as she finishes getting ready for her guests. By the time the others arrive, a slow trickle starting about 45 minutes later, I’m at ease. The rest of the evening goes well.

Over the next few months, I learn to arrive on Paris time (or young-person Paris time): at least an hour after the time of the invitation. It’s hard, but I manage. Then one night, at another dinner, a slightly tipsy conversation partner leans over and says, “Anne dit qu’elle n’a plus besoin de planifier quelquechose pour t’occuper.” (Anne says she doesn’t have to plan something to keep you occupied anymore.) I must have blushed, but he didn’t notice.

Over drinks later that week, Anne ‘fessed up. “Oh yes,” she laughed, “I had heard about Americans arriving extremely early, and how they like to be useful. So I saved a task for you to do when you arrived. And it worked!” 

****

Looking back, I marvel at how each of us tried to adapt to the customs of the other. No wonder we remained friends for several more years, even visiting each other when I lived in France again. 

If I were to find her now, I suspect Anne would shake her head fondly and say, “Yes, I have heard about how you Americans hop from friendship to friendship. We French, we keep our friends for a long time” and then, she’d probably hand me a peeler and some potatoes, and we could sit down with plenty of time to catch up before the others arrived, both late and perfectly on time.

Puzzling #SOL24 29/31

Someone – I think it was Heidi Allum – recommended Julie Otsuka’s novel The Swimmers early in this challenge. I got it from the library this week, and have found the writing fascinating, though I’m not 100% sure I love the novel itself. Still, when I sat down to write this morning, I could feel the way Otsuka’s style was influencing mine, so I went with it. 

***

You see the puzzles in an online ad. You have seen them before, but this time you click because they are, supposedly, on clearance. You tell yourself that you will buy one only because your husband’s birthday is coming up and he likes puzzles. You tell yourself that you will check the prices and the comments to make sure the company is legitimate, but you know the truth: you will buy one, and it will be for you. To hide this, you buy more than one.

The puzzles arrive on your husband’s birthday, and he pretends to be delighted. You show him that they are wooden. You show him the way the pieces are shaped like animals and other objects. You tell him that they are not rectangular but rather come together to create the shape of the thing you are piecing together – a butterfly, a maple leaf, a turtle. He says thank you and gives you a kiss.

That night, when you come downstairs to plug in your phone and start the dishwasher, you decide to start the puzzle that you have decided is “yours.” The butterfly. You tell yourself that you just want to get a few pieces together. You tell yourself that you just want to get a feel for it and that this will help you fall asleep. After all, you know you how bad blue light is for your sleep. You remind yourself that it is a long weekend. You do all of this because you know how you are with puzzles. Obsessive. Before you even open the box, you know that you will not go to sleep anytime soon.

You do not go to sleep anytime soon. The pieces are light but sturdy and you like their smooth feel, so different from the cardboard you are used to. The lack of obvious edge pieces fascinates you, as do the odd shapes and the way the pieces fit together. You realize that you cannot use many of your standby puzzle strategies. Slowly, you discover new ways of finding matches. When you look up, it is well after midnight. You have only managed to put together a tiny portion of the relatively small puzzle. Reluctantly, you go to bed.

Your husband gets up first in the morning and walks the dog. You sleep in because you were up so late, puzzling. When you come downstairs, still in your nightgown, you put water on to boil, then sit at the kitchen island to see if you can find another matching piece. Some time later, you remember to make the tea.

You go through the stages of puzzling. You get into a rhythm of finding matches, and then you get stuck. You worry that perhaps the company has sent a defective box: surely all the pieces cannot be here. There simply are not enough to create the promised outcome. You walk away for a few minutes, then return to see the puzzle anew. Aha! These two entire sections fit together. You go through another productive period and another period of frustration. Your son wakes up and helps for a few minutes, then wanders off. Your husband comes in and works with you, gently teasing you about your obsessive nature. At one point, disgusted, you decide you will never finish and walk away. But of course you return.

You neglect to fold the laundry. You know that you don’t want to fold the laundry anyway and the puzzle is just an excuse. Again, you reach a point where you are certain some pieces are missing. Then you decide that maybe, just maybe, two parts of the butterfly’s wings are reversed. Carefully, you slide them along the surface, keeping all the bits together, hoping that this will set things right.

Success! You are on a roll! Your husband comes in and reminds you told him about several things you wanted to accomplish today. None of them were this puzzle. He reminds you that you have plans this afternoon. There are so few pieces left that you are reluctant to leave, but you do because you know he is right. Then, just as you begin to write, he appears at the living room door. 

“Love,” he says, “I think you can finish it in the next five minutes.” He laughs at how you light up. In the kitchen, you see that he has placed just a few more pieces for you. Now you can see how easily the last ten or so pieces will come together. With only the tiniest bit of turning pieces one way, and then the other, you place all the pieces. Your husband threatens to place to the last piece. You glare at him and ask how much he likes being married, which makes him laugh again.

You place the last piece and say, “I love it!” and he smiles at your pleasure. 

You take a picture. You know that you will take the puzzle apart almost right away and gift it to someone else. You are simultaneously pleased with this tiny accomplishment and embarrassed by the pleasure it brings you. You know you will write about this. You know that this is love.