turning the odds in

Here are the pictures from a classroom activity where I led a discussion with a group of students at the end of the class to deepen their understanding of the concept. Although I often plan to take such pictures, I tend to forget during the class or run out of time by the end. I use various tools to capture students’ attention, such as simultaneously projecting the operations of the TI-84 calculator on a projector screen while explaining the content using overhead projectors. I also create PowerPoint presentations and suitable worksheets for both class instruction and practice. As an Indian math teacher, I find that planning is typically done for you through textbooks. However, American classrooms present a different challenge. It’s not just about having the content in mind and being able to work through problems independently and instantly, while demonstrating them on the board; students need activities to keep them engaged throughout the lesson. If I’m not well-prepared on any given day, the class can quickly spiral out of control. Even when I am prepared, there are still days when certain students take the lead in disrupting the class. As a teacher, it’s essential to have a variety of ideas ready to engage students and hold their attention. I must cater to the differing needs of various students simultaneously. One might ask for a pencil, another may need to sharpen theirs because the lead broke, someone else could be dealing with a tissue issue, and another might raise their hand because they didn’t understand the first step of a problem. Additionally, someone might need to go to the restroom, while another student may distract themselves by checking a text message. There may even be students who cannot see the problem on the board because they forgot their glasses or have issues with their contact lenses. Sadly, all of these situations can arise at once while I’m still trying to teach and ensure the lesson is completed on time. Sometimes these requests can be quite trying, but other times they are genuine concerns. How do you handle this? In American classrooms, it’s important to stick to the rules and establish procedures. These procedures help shape classroom behavior. During new teacher orientation, one popular phrase is, "Don't smile till December." In the two and a half months I have been teaching, I had the opportunity to observe five different schools, and one thing that amazes me is the significant variation in student attitudes from school to school. Some first-year teachers have mentioned to me that students may even change their behavior from teacher to teacher. Interestingly, the same students may behave differently on different days with the same teacher. When freshmen enter my class with behavioral issues, it is often due to their relatively new transition into high school. Meanwhile, sophomores compare the technology I use with what they experienced the previous year. Many of them feel that my direct instruction denies them the opportunity to work on individual laptops for their projects. They are correct in their assessment, putting aside differences in culture and education systems. They wonder why we should struggle to understand a topic taught in a different way. Why can't the teacher communicate in a manner that makes sense to them? I recognize these thoughts running through their minds, and I want to respond patiently while doing my best to facilitate their learning. My point is that unless they try different approaches and methods, they will remain at the same level of knowledge. My goal is to learn the ways of r(t)eaching them as much as I can and implement what I discover in the classroom. Often, the results are very positive.

I understand that between a challenging beginning and a satisfying conclusion, there will be ups and downs.

Mrs. Elliot

After finishing my classes at New Tech around 11:30 today, I left to visit Durham School of Arts, the U.S. magnet school of excellence for 2006-07. This visit provided me with further insights into the American school system. I truly appreciate—and frankly, envy—the infrastructure and facilities available in American schools. The technology and resources, such as stationery, at the disposal of American teachers significantly enhance the educational experience, making it very different from schools in India. During my visit, I had the opportunity to observe three classes, each unique in its approach. The Integrated Algebra and Geometry classes were more formal, while the Geometry class was oriented toward technology. The Physics class, on the other hand, focused on student-centered learning. All three classes managed to engage students effectively and met their objectives in different ways. I particularly like the Smartboards used in American classrooms. They give the impression that the entire world of knowledge is at your fingertips. These boards are not just display screens; they are touch-sensitive and allow for writing. They serve multiple purposes, including displaying countdown timers to help students manage their time during assignments. However, with these advanced technological tools, it is crucial to plan each minute of your lesson meticulously and execute that plan effectively during class. I observed this approach being executed nearly flawlessly in Mrs. Elliot's Geometry class. The seamless switching between the overhead projector and the Smartboard, along with her question-and-answer strategy, managed to capture the focus of her middle school students remarkably well. Having observed five different schools, I genuinely respect how American schools cater to students with various learning abilities. They acknowledge and support visual and kinesthetic learners, while in India, we tend to tolerate such students less and often label them as slow learners or unfit for studies. (Am I boring you with my admiration for America? Hang tight; I’ll discuss the shortcomings in another post.) While it's up for debate whether the American school system is truly superior and successful, there are valuable lessons we can learn and incorporate into our own teaching practices. This visit to Durham School of Arts has changed my perspective on the American education system, making me more decisive in forming my generalizations.

(I invite my colleagues and fellow fulbrighters to respond, share their ideas and experiences which can enhance my/our understanding. That can really serve the purpose of the visit)

Wacky Tacky Day

The New Tech School is celebrating homecoming in conjunction with Hillside High School.
Each day, students will be given an opportunity to get into the homecoming spirit.

The celebrations are:
Monday-Twin Day
Tuesday-Celebrity Day/Rock the Vote Day
Wednesday-Wacky Tacky Day
Thursday-80’s Day
Friday-School Spirit Day (Orange, Blue, & White)

Today is Wacky tacky day. Basically it's a day to wear anything you want and get away with it. Try to be creative with the ideas
Some techniques followed by the students:-
Dress the hair in funny manner, Tie bunch of ballooons to the ends of their hair, Gaint T-shirts, with decorations/funny quotes on them, Painting wacky stuf on T shirts or cut them to make them look weird, Wear something with lots of coloerful polka dots, Ware a long loose skirt and cut very long zig-zags on the bottom.

When I asked some students how do they feel, they said,
"It's an excuse to be weird and 'out there,' "
I like dressing ridiculously, and this is fun,"
It is gr8. It is funny. It is weired.

Let me see the fun ahead on 80's day tomorrow. I am enjoying it.

Trusted Counselor

Today, there was an observer from the New Tech Foundation, Linda Ullah, who visited our school and provided some suggestions. She took the time to meet with me and welcomed me to the U.S. Linda is curious about the differences between the education systems in the U.S. and India. Interestingly, her husband is from Bangladesh, and she has traveled to many places in India. We also had a meeting with our school mentor today. I would like to share some information about the mentor system here in America. As I understand it, for every 20 new teachers (the first three years of a teaching career are considered "new"), there is a mentor assigned. This mentor may work across two or three different schools, depending on the size of the school district. The mentor's role is to serve as a trusted counselor, drawing from their extensive experience in the teaching field. Unlike principals, mentors do not inspect classrooms; instead, they assist with classroom management and organization. Teachers can approach their mentors to discuss any issues related to classroom experiences and the teaching profession freely and without hesitation. An interesting aspect of this system is that the mentor position is permanent, meaning every school has an official mentor available year-round, working directly under the Human Resources authority of the County. At New Tech, we have a vibrant and dynamic mentor, Mrs. Eleanor Johnson (the lady in the blue top), who has 30 successful years of experience in teaching. She also works at Jordan High School. Mrs. Johnson has a specific schedule to meet with all six new teachers at least once a week. These meetings are informal, straightforward, and incredibly useful. Her wise suggestions and comments have made my transition much easier. One invaluable piece of advice she gave me during the exchange program was to avoid comparing “Mr. Krishna” with “Vamsi sir” back home. This advice helped relieve a lot of pressure and allowed me to enjoy the exchange program more fully.  

By the way, did you notice the items on the table? She brings a variety of snacks and drinks to each meeting. Next Friday, she promised us lunch during our meeting!, haha, staff meeting ho to aisi!)

Do you believe in me?

Hey everybody, I’m feeling happy today. After many ups and downs, I finally heard some encouraging feedback. For the last few days, my B-Day classes (Tuesday, Thursday and Friday) have been running very smoothly. Today, a few students asked me, “Mr. K, why can’t you stay here until June to teach us (until the completion of the session)?” Although I had heard similar comments during my introduction, they were mostly out of curiosity or inquiry. However, I sensed an increased level of trust and acceptance in their voices, which is something every first-year American teacher strives for. I apologize for their unawareness of this program, but I’m pleased they are starting to believe in me. I am committed to upholding the governing principles of New Tech High School: Trust, Respect, and Responsibility. I need to solidify these positive emotions and ensure that this impression lasts. The A-day classes are another area where I still need to achieve this goal. I really should develop a Plan B or C to help bring my students into a serious learning mindset. There are a lot of tasks ahead of me. I’ve noticed how different my feelings are as a teacher here compared to my experience in India. I didn’t have to worry about trust and respect from my students back home, as many Indian teachers enjoy that naturally. To be honest, I used to believe that my main job was to impress the top students and challenge their talents, while ensuring that no one failed in the class, often not addressing the average student with a specific strategy. I applied the same teaching methods for years. However, my experience in America has taught me the importance of varying my strategies according to the different learning abilities of my students and addressing their diverse needs. This video addresses many current issues in education today, particularly in America, such as the dropout crisis, lack of self-confidence among students, decreased focus in education, and teachers’ attitudes. I’ve shared this with a few friends, but I believe everyone involved in education should listen to the powerful message from Dalton Sharman, a dropout student.