A “Bad Teacher" Confesses

A “BAD TEACHER" CONFESSES

I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher".

Perhaps if we start the conversation there, things will start making a bit more sense.

1Pronoun LineHe 4

who 10

her 15

her 31

she 43

their 53

He

I give a lot of credit to New York City special education teacher

William Johnson for his candid article in The New York Times,

Confessions of a "Bad Teacher". In it Johnson writes about the

challenges of large classes, fewer support staff and more

students with severe disabilities. He writes:

He

I give a lot of credit to New York City special education teacher

William Johnson for his candid article in The New York Times,

Confessions of a "Bad Teacher". In it Johnson writes about the

challenges of large classes, fewer support staff and more

students with severe disabilities. He writes:

1Pronoun LineHe 4 William Johnson

who 10

her 15

her 31

she 43

their 53


who 10

her 15

her 31

she 43

their 53

who

I had a conversation this weekend that relates to the question of good

and bad teachers. A friend who is often in classrooms told me about a

teacher he considers one of the most effective and dynamic he’s ever

seen. But when he first encountered this young teacher three years

ago, he thought she was terrible and the students in her class were

being shortchanged.

who

I had a conversation this weekend that relates to the question of good

and bad teachers. A friend who is often in classrooms told me about a

teacher he considers one of the most effective and dynamic he’s ever

seen. But when he first encountered this young teacher three years

ago, he thought she was terrible and the students in her class were

being shortchanged.


who 10 A friend of William Johnson

her 15

her 31

she 43

their 53



her 15

her 31

she 43

their 53

her

But it was the teacher’s first year, and she had no idea how to manage

her classroom and spent most of her time trying to maintain order.

Now, she has control of her class and has had time to perfect her

teaching practices and according to my friend she's wonderful.

her

But it was the teacher’s first year, and she had no idea how to manage

her classroom and spent most of her time trying to maintain order.

Now, she has control of her class and has had time to perfect her

teaching practices and according to my friend she's wonderful.



her 15 The teacher/ A friend of William Johnson

her 31

she 43

their 53




her 31

she 43

their 53

her

When the assistant principal walked in, one of these students, a

freshman girl began cursing. When the assistant principal ignored her,

she started cursing at me. Then she began lobbing pencils across the

room. Was this because I was a bad teacher? I don’t know.

her

When the assistant principal walked in, one of these students, a

freshman girl began cursing. When the assistant principal ignored her,

she started cursing at me. Then she began lobbing pencils across the

room. Was this because I was a bad teacher? I don’t know.




her 31 a freshman girl

she 43

their 53





she 43

their 53

she

Earlier last year, this same assistant principal had observed me and

instructed me to prioritize improving my “assertive voice” in the classroom.

But about a month later, my principal observed me and told me to focus

entirely on lesson planning, since she had no concerns about my classroom

management. A few weeks earlier, she had written on my behalf for a

citywide award for “classroom excellence.” Was I really a bad teacher?

she

Earlier last year, this same assistant principal had observed me and

instructed me to prioritize improving my “assertive voice” in the classroom.

But about a month later, my principal observed me and told me to focus

entirely on lesson planning, since she had no concerns about my classroom

management. A few weeks earlier, she had written on my behalf for a

citywide award for “classroom excellence.” Was I really a bad teacher?





she 43 William Johnson’s principal

their 53






their 53

their

How, then, should we measure students and teachers? In ninth grade, my

students learn about the scientific method. They learn that in order to

collect good data, scientists control for specific variables and test their

impact on otherwise identical environments. If you give some students

green fields, glossy textbooks and lots of attention, you can’t measure them

against another group of students who lack all of these things. It’s bad

science.

their

How, then, should we measure students and teachers? In ninth grade, my

students learn about the scientific method. They learn that in order to

collect good data, scientists control for specific variables and test their

impact on otherwise identical environments. If you give some students

green fields, glossy textbooks and lots of attention, you can’t measure them

against another group of students who lack all of these things. It’s bad

science.






their 53 variables

2Which word in lines 1-4 means “honest”? ___________________

honest = adjective

I give a lot of credit to New York City special education teacher William

Johnson for his candid article in The New York Times, Confessions of a

"Bad Teacher". In it Johnson writes about the challenges of large

classes, fewer support staff and more students with severe disabilities.

He writes:

Adjectives

• An Adjective is a word that describes a noun or pronoun.

Adjectives

There are two typical place where adjectives appear:

1. Before the noun.2. After the verb be or other linking verbs.

Adjectives

1. Before the noun.Look at the tall basketball

player.

Adjectives

…..the tall basketball player.

Adjectives


Adjectives


Adjectives

1. After certain verbs.Brian is very tall.

honest = adjective





He writes:

honest = adjective





He writes:

2Which word in lines 1-4 means “honest”?

candid

3From lines 5-8 we can infer that an A rating is ______.

a) very goodb) very badc) humiliatingd) unsatisfactory



InferenceNick forced himself to wake up and get dressed. He looked out of the grubby window of their bedroom and couldn't believe his eyes. The rain had stopped at last.

InferenceNick forced himself to wake up and get dressed. He looked out of the grubby window of their bedroom and couldn't believe his eyes. The rain had stopped at last.

• How had the weather been the previous day?

• Had Nick gone to bed early or late the night before?

• Was Nick married?• Was Nick's apartment clean or

dirty?• How old was Nick?



5-8

On top of all that, I’m a bad teacher. That’s not my opinion; it

is how I’m labeled by the city’s Education Department. Last

June, my principal rated my teaching “unsatisfactory,” That

same year, my school received an “A” rating. I was a bad

teacher at a good school. It was pretty humiliating.

5-8






5-8








4According to lines 9-17 what helped the woman to become a wonderful teacher?

a) her friendsb) being shortchangedc) experienced) We are not told.



9-17I had a conversation this weekend that relates to the question of good and bad teachers. A friend who is often in classrooms told me about a teacher he considers one of the most effective and dynamic he’s ever seen. But when he first encountered this young teacher three years ago, he thought she was terrible and the students in her class were being shortchanged. But it was the teacher’s first year, and she had no idea how to manage her classroom and spent most of her time trying to maintain order. Now, she has control of her class and has had time to perfect her teaching practices and according to my friend she's wonderful.





5

In lines 18-23 European teachers are contrasted

with those in the US. Which two advantages do

European teachers have?

5

In lines 18-23 European teachers are contrasted

with those in the US. Which two advantages do


18-23

One of the other participants in this conversation was a woman who

trained as a teacher in Europe. There, she spent a year observing and

working under a master teacher. And then she taught in a classroom paired

with a master teacher. She talked about how vital it was to have that time

to watch and learn. I know that more schools have adopted team teaching,

but I still wonder if new teachers have enough supports in place and

enough time to observe.

18-23

One of the other participants in this conversation was a woman who

trained as a teacher in Europe. There, she spent a year observing and

working under a master teacher. And then she taught in a classroom paired

with a master teacher. She talked about how vital it was to have that time

to watch and learn. I know that more schools have adopted team teaching,

but I still wonder if new teachers have enough supports in place and

enough time to observe.

5

In lines 18-23 European

teachers are contrasted

with those in the US.

Which two advantages do


They spend a year observing and working under a master teacher.

They teach in a classroom paired with a master teacher.

6Complete this table of “Cause and Effect” in the context of lines 25-45:

Caused A girl began to curse the assistant principal.

Caused

Caused The girl began to curse the teacher and threw pencils.

Caused

The teacher’s lesson was rated unsatisfactory.

25-45Last May, my then assistant principal observed me teaching in our school’s “self-contained” classroom. A self-contained room is a separate classroom for students with extremely severe learning disabilities. In that room, I taught a writing class for students aged from 14 to 17. Their reading levels ranged from third through seventh grades.

When the assistant principal walked in, one of these students, a freshman girl began cursing. When the assistant principal ignored her, she started cursing at me. Then she began lobbing pencils across the room. Was this because I was a bad teacher? I don’t know.

I know that after she began throwing things, I sent her to the dean’s office. I know that a few days later, I received notice that my lesson had been rated unsatisfactory because, among other things, I had sent this student to the dean instead of following our school’s “guided discipline” procedure. I was confused. Earlier last year, this same assistant principal had observed me and instructed me to prioritize improving my “assertive voice” in the classroom. But about a month later, my principal observed me and told me to focus entirely on lesson planning, since she had no concerns about my classroom management. A few weeks earlier, she had written on my behalf for a citywide award for “classroom excellence.” Was I really a bad teacher?

25-45Last May, my then assistant principal observed me teaching in our school’s “self-contained” classroom. A self-contained room is a separate classroom for students with extremely severe learning disabilities. In that room, I taught a writing class for students aged from 14 to 17. Their reading levels ranged from third through seventh grades.

When the assistant principal walked in, one of these students, a freshman girl began cursing. When the assistant principal ignored her, she started cursing at me. Then she began lobbing pencils across the room. Was this because I was a bad teacher? I don’t know.

I know that after she began throwing things, I sent her to the dean’s office. I know that a few days later, I received notice that my lesson had been rated unsatisfactory because, among other things, I had sent this student to the dean instead of following our school’s “guided discipline” procedure. I was confused. Earlier last year, this same assistant principal had observed me and instructed me to prioritize improving my “assertive voice” in the classroom. But about a month later, my principal observed me and told me to focus entirely on lesson planning, since she had no concerns about my classroom management. A few weeks earlier, she had written on my behalf for a citywide award for “classroom excellence.” Was I really a bad teacher?

25-45When the assistant principal walked in, one of these students, a freshman girl began cursing. When the assistant principal ignored her, she started cursing at me. Then she began lobbing pencils across the room. Was this because I was a bad teacher? I don’t know.

I know that after she began throwing things, I sent her to the dean’s office. I know that a few days later, I received notice that my lesson had been rated unsatisfactory because, among other things, I had sent this student to the dean instead of following our school’s “guided discipline” procedure. I was confused.

25-45When the assistant principal walked in, one of these students, a freshman girl began cursing. When the assistant principal ignored her, she started cursing at me. Then she began lobbing pencils across the room. Was this because I was a bad teacher? I don’t know.

I know that after she began throwing things, I sent her to the dean’s office. I know that a few days later, I received notice that my lesson had been rated unsatisfactory because, among other things, I had sent this student to the dean instead of following our school’s “guided discipline” procedure. I was confused.

6

the assistant principal walked in


Caused the assistant principal ignored her


Caused I sent her to the dean’s office


The assistant principal walked in.


Caused The assistant principal ignored her.


Caused The teacher sent her to the dean’s office


7In lines 48-50 we learn about “another teacher” who couldn’t ____________. (one word)

48-50

I collaborated with another teacher who sought psychiatric care for

insomnia after a particularly intense round of observations. I myself

transferred to a new school after being rated “unsatisfactory.”

48-50

I collaborated with another teacher who sought psychiatric care for

insomnia after a particularly intense round of observations. I myself

transferred to a new school after being rated “unsatisfactory.”

insomnia

7In lines 48-50 we learn about “another teacher” who couldn’t sleep. (one word)

8The passage ends with ___.

a) a suggestionb) a questionc) a condemnationd) a defense

Until we provide equal educational resources to all students and

teachers, no matter where they come from, we can’t say — with any

scientific accuracy — how well or poorly they’re performing. Perhaps if

we start the conversation there, things will start making a bit more

sense.

8The passage ends with ___.

a) a suggestionb) a questionc) a condemnationd) a defense

A “Bad Teacher" Confesses

Documents

young teacher

bad teachers

new york times

friend shes wonderful

assistant principal

candid article

lot of credit

fewer support staff