by Shelley | Assessment
I came across an article in the Omaha World-Herald titled “Teachers ‘Say Social Studies Suffers‘,” and it really stirred up some strong emotions in me.
While reading, I found myself in complete agreement regarding the sidelining of Social Studies due to the emphasis on extensive state testing. I wholeheartedly share the concern about the serious implications this trend holds for the future generation of Americans and their understanding of citizenship.
However, my perspective shifted when I encountered this specific paragraph: “Several board members acknowledged the pushback against social studies, encompassing history and geography, being overshadowed in classrooms. Yet, they suggested that the only way to prioritize it like math and reading would be through implementing a state social studies test.”
Is the solution really to burden students and teachers with more state testing? Seriously?
The pressure from state and standardized tests is already overwhelming, leading to a loss of genuine teaching and creativity!
Acts like the No Child Left Behind Act of 2001 and the Every Child Succeeds Act of 2015, with their excessive focus on testing, have drained schools of authentic learning. Teachers are overly fixated on meeting these test benchmarks, neglecting the opportunity to truly teach and encourage students’ minds, imagination, and creativity.
Most states have implemented the Common Core Standards or similar ones, introducing additional layers of paperwork and hurdles for teachers to navigate. Across various blogs and forums, I constantly encounter posts from frustrated teachers who simply want to get back to teaching. They’ve had enough of the testing and standards meant to “fix” the system!
Moreover, amidst increasing budget cuts, schools struggle to afford extensive testing. It’s a substantial expense for school districts (which means it’s coming out of taxpayers’ pockets!)! Wouldn’t investing that money in more teachers and smaller class sizes be a wiser choice?
These educational decision-makers are just as tangled up as Congress. It’s a disheartening reality, especially considering that it’s the future generations of Americans who will bear the consequences. As an educator, that deeply troubles me, but as a parent, it makes me furious! I’m fed up with these self-proclaimed “experts” hindering my children’s educational opportunities. How many of them have actually spent a full school year in front of a classroom, working directly with children? It’s outrageous!
The most successful teaching years I’ve had were under a principal who believed that as college-educated certified teachers, we were equipped to teach. Unless he identified an issue, he trusted us to do our job the way we deemed best. He understood that we knew these kids better than any administrator or board member and trusted that we would strive to push these kids to their fullest potential. During those years, my students flourished the most and achieved remarkable progress.
In my experience, the more the board or administration intervenes, the less successful children tend to be! Teachers are highly trained professionals. We hold college degrees, often advanced ones. We continuously undergo development courses throughout our careers and are present in the classroom every single day, closely interacting with students—second only to their parents. We’re educated and qualified. Let us fulfill our roles and teach! Saving taxpayers’ money and rescuing the American education system involves scrapping all this unnecessary and excessive testing!
by Shelley | Organization
Numerous stories highlight how much teachers personally invest in their classrooms. I’m sure this isn’t news to you! And let’s not forget about all the “off the clock” time teachers dedicate to preparing their classrooms!
During the 1995-96 school year, I embarked on my journey as a fourth-grade teacher. I vividly recall feeling incredibly overwhelmed by numerous aspects. Teaching in a low-income school was a significant culture shock—I had some foresight, but it still took me by surprise. What truly astonished me was the utter scarcity of supplies and the condition of the building and classroom I was assigned. College never prepared me for the complete lack of support I encountered when it came to classroom supplies!
During my initial year at the school, which dated back to 1912, it was clear that it was in dire need of maintenance. Between 1995 and 1999, the building showed its age. Stepping into my classroom for the first time, I encountered a collection of 20 older metal desks, a worn-out teacher’s desk with broken drawer locks, a single empty bookshelf, two smaller tables, and a dusty, antiquated overhead projector on a cart!
After a thorough cleaning, I took inventory of what I had. The supply room offered some giant rolls of colored paper for projects or bulletin boards, a few pencils, and that thin, brownish-tinted student paper. To acquire basic supplies like scissors, pens, and other essentials for my desk, I had to place an order. Unfortunately, our school lacked any form of a Parent/Teacher organization, leaving us without additional funding sources. Despite the limited inventory, I was excited to decorate and transform my classroom into a welcoming space for our community to gather and learn!
To create a reading area, I purchased a carpet remnant and scoured garage sales for an old chair and as many chapter books as I could find. With hardwood floors and lofty ceilings, the room lacked coziness and had terrible acoustics!
Given the income level of the area and district policies, we couldn’t request students to bring any school supplies. I took advantage of Target’s back-to-school sales to stock up on folders and necessary supplies for the students. Of course, I depleted my checking account at teacher resource stores, buying bulletin board supplies and classroom decor—the days before Teachers Pay Teachers, where creating and printing resources yourself wasn’t an option.
A computer wasn’t added to my classroom until about a year later. I found solace in using the laminator provided by the district at the Teachers Administration Building in another part of town.
I was immensely proud of how inviting my classroom looked, but my bank account definitely felt the strain of those initial school days!
Throughout the year, I made efforts to expand our class library with $1 books from Scholastic orders, desperately seeking chapter books. As our school only went up to the fourth grade, the school library had a limited selection, especially of chapter books. Unfortunately, many students didn’t have access to public libraries, making the school their primary source for books. It was crucial to me that they had access to age-appropriate books. Expecting fourth-grade reading levels without appropriate materials felt unfair when they had access only to second-grade and below books.
I continuously replaced folders and other supplies, ensuring a steady stock of tissues. Surprisingly, the district didn’t provide tissues, leaving us with coarse paper towels that were uncomfortable and not very hygienic!
Over that first year, I ended up spending around $1400—more than a month’s pay—on supplies to create a conducive learning environment in my classroom. I didn’t go for anything extravagant; I aimed to furnish the basics to transform the room into a proper learning space.
Reflecting on that room fills me with pride. However, there’s a lingering feeling that the school should have provided more. I don’t regret spending on those kids; they deserved a welcoming classroom. Yet, it shouldn’t have solely relied on someone earning a mere $10,000 per year*!
In the subsequent years, I didn’t have to invest as much since items like the carpet, chair, and bean bags were reusable. However, I continued contributing to various other supplies, and it all added up!
Seeing the media portray teaching as a cushy 9-month job and hearing disrespectful comments really frustrates me. The public often doesn’t realize that my experience is a common reality in classrooms across the country every year. How many other professions expect employees to contribute a month’s pay annually back to their employer or clientele?
I’m aware that teachers’ financial situations haven’t improved over the years; if anything, they’ve worsened due to legislation that harms or eradicates teacher unions.
Statistics reveal that 94% of teachers spend from their own pockets. Frankly, I find this number surprisingly low—I’ve never encountered a teacher who spends nothing, let alone just 6% of them! The national average spending by teachers out of pocket is $479. How does this compare to your experience? Do you receive adequate support for essentials or extras?
Where do you usually find the best deals for classroom items? Share your thoughts and any fantastic deals you’ve come across in the comments below!
*In my first-year contract, I received a stipend of $10,000 with my tuition for a Master’s Degree at UNO covered. Unfortunately, I didn’t receive any medical or other benefits.
by Shelley | Assessment, Copyright/Trademark, English/Language Arts, Financial Literacy for Teens, Google Classroom, Math, Novel Studies, Organization, Science, Social Studies
Here are a few of the most frequent questions that I am asked from buyers, and potential buyers, about my resources. Hopefully, you will find these answers helpful.
If you cannot find the answer to your question. Please email me directly.
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by Shelley | Assessment
In the world of education, standardized tests have become the be-all and end-all. The purpose of these tests is to measure students’ knowledge, skills, and abilities in various subjects. However, the overuse of standardized testing is causing more harm than good and oftentimes, doesn’t measure what we are looking for.
The negative impact of the overuse of standardized testing and the need for a change in the current education system.
- Impact on Student Well-Being: One of the most significant negative impacts of standardized testing is the pressure it places on students. The pressure to perform well on these tests can lead to anxiety, stress, and even depression. This stress can take a toll on students’ mental and emotional health, affecting their overall well-being. Moreover, students may feel that their worth is solely determined by their test scores, leading to a lack of confidence and a negative self-image. This stress can be felt on the teacher side as well, with the burden of the outcome on their shoulders, when they have very little impact on the overall results.
- Narrowing of the Curriculum: The overreliance on standardized testing can lead to a narrowing of the curriculum. Teachers may feel pressure to focus their lessons solely on what will be covered on the tests (teaching to the test), rather than allowing for a broad and comprehensive education. This narrow focus on test preparation can limit students’ exposure to a wide range of subjects and learning experiences, leading to a lack of creativity and critical thinking skills.
- Inaccurate Representation of Student Ability: Standardized tests are meant to measure student knowledge, but they often fall short of accurately representing a student’s abilities. These tests are limited in scope and do not take into account factors such as cultural background, learning styles, and life experiences. Some kids have test anxiety and are just not good “test-takers”. As a result, many students may score poorly on standardized tests but have a wealth of knowledge and skills in other areas.
- Lack of Diversity in Education: The overuse of standardized testing can also lead to a lack of diversity in education. Tests are often designed to measure a narrow range of knowledge and skills, failing to recognize and accommodate diverse learning styles and cultural backgrounds. This can lead to a one-size-fits-all approach to education, leaving many students feeling disengaged and uninspired.
The overuse of standardized testing is having a negative impact on education. It is time for a change in the current system, focusing on a more well-rounded and comprehensive approach to education. This change should include a reduction in the reliance on standardized tests and an emphasis on creativity, critical thinking, and a diversity of learning experiences. Our students are failing, our schools are failing, and standardized tests are just not the answer.
by Shelley | Assessment
Multiple-choice questioning is a popular form of assessment that has been widely used in educational settings for decades. While multiple-choice questions are easy to grade and score, they also have cons, making them suitable for some types of assessments and not for others.
Pros of Multiple Choice Questioning:
- Ease of Grading: One of the biggest advantages of multiple-choice questions is that they are easy to grade and score. Since the options are pre-determined, the answer can be quickly checked against the correct response. This is especially useful in large classrooms where a teacher may not have enough time to grade each answer individually.
- Objectivity: Multiple choice questions are considered to be more objective than other types of questions. This is because the answer is pre-determined, reducing the potential for subjective grading.
- Versatility: Multiple choice questions can be used to assess a wide range of topics, making them suitable for many different types of assessments. Whether it is a science test or a history exam, multiple-choice questions can be tailored to suit the subject matter.
- Time-Saving: Multiple choice questions can be completed relatively quickly, making them ideal for time-sensitive assessments. This is particularly useful for exams where time constraints are a factor.
Cons of Multiple Choice Questioning:
- Limited Assessment Capabilities: Multiple-choice questions are limited in their ability to assess a student’s understanding of a subject. Since the answer is pre-determined, students are not able to elaborate on their thoughts or provide a more in-depth explanation of their knowledge.
- Potential for Guesswork: Multiple-choice questions can encourage guesswork, especially when students are unsure of the answer. This can result in inaccurate results and a misleading representation of the student’s understanding of the material.
- One-Dimensional: Multiple-choice questions are one-dimensional, meaning that they only assess one aspect of a student’s understanding of the material. This can result in a limited understanding of the student’s overall grasp of the subject.
- Memorization vs. Understanding: Multiple-choice questions can also encourage memorization rather than true understanding of the material. This is because students may be able to correctly answer a question without truly understanding the concepts behind it.
I have a strong feeling about multiple-choice, more of a hate/love relationship. I feel it can encourage too much guessing and doesn’t give enough valid data on what a student has truly learned. I saw this in my classroom, usually with the students who struggle the most.
Students who were secure in their knowledge of the subject area will do fine, no matter the questioning format. I see this so much with my own son’s struggles in school. When given a multiple-choice test, more often than not, he’ll just make a guess, sometimes not even bothering to read the questions! In creating work for him, I always avoid using multiple choice, except in limited situations. When given a short answer question, he is much more apt to look for the answer using context or work the problem out for himself. If the option to guess is there, he’ll always choose it, and he’ll keep guessing until he’s eliminated the three wrong answers. Yes, he’ll eventually get the correct answer, but does that show he knew the content or was just successful at guessing?
I know multiple choice can be a huge time saver for the teacher. It is much quicker and easier to correct papers with multiple choice rather than written answers, but is it the right choice? What is our ultimate objective? To know the student understood and learned what we were teaching, right? How can we be sure that the objective was met with multiple-choice? Was the answer from retained knowledge or a lucky guess?
There are some cases (when done correctly) where I think M/C is fine. In a math problem for instance:
The problem on the left is wrong because the most common mistake a student will make in this instance is the misuse of PEDMA. The student will work the problem from left to right and end up with 6 for the answer. If this is one of the answer options, they will choose it and move on, not having any idea that they made a mistake. If they worked the problem in this manner, and 6 was not an option, they would know a mistake was made and go back to check their work. Of course, the guesser, who doesn’t even work out the problem, could guess in either case, but usually, a student will stop to take a closer look. I am not an advocate for tricking students. and in this example, that is exactly what is happening. It’s much less discouraging to a child to rework to find a correct answer than to get a test back that they failed due to being tricked!
One of the primary resources I offer is novel studies. In my novel studies, there are only two places where you will find multiple-choice options. First, the vocabulary quiz, where the sentence including the targeted word is given, along with four choices for students to choose the definition. Again, there are the guessers who will guess anything, but most students will be able to decipher the correct definition of the word used in context after the successful completion of the novel study activities.
The other multiple-choice option I offer is parts of a comprehension quiz. I try to balance multiple-choice and short-answer questions to best gauge students’ understanding of the novel and to address higher-order thinking questioning for rigor.
I only use short-answer questions in the daily comprehension portion of the novel study itself. I feel very strongly that while reading the book, the student should be thinking deeply about what they’re reading. Using multiple-choice for comprehension during the reading of the novel encourages the student to skim the text for the answer. It also means most of your questioning will be recall level, the lowest level of Bloom’s Taxonomy. I use novel studies to get away from the more superficial reading that students encounter with basal series activities. My goal in using novel studies is to get my student engaged in a novel, to think deeply about the character’s motives, make inferences, point of view, plot, foreshadowing, etc. I don’t believe this can be accomplished by using multiple-choice questions. I feel this adds rigor and integrity to my novel studies. I know there are some buyers who are disappointed in this stance, and I know that some buy from my competitors looking for something quick and easy, but it’s a core value that I feel very strongly about.
Multiple-choice questioning can be an effective method of assessment when used correctly and in the proper context. However, this style of questioning should not be relied upon as the sole method of assessment due to its limitations. To achieve a well-rounded understanding of a student’s knowledge and abilities, a combination of different types of questioning should be used, including open-ended questions and essay-style assessments.
Another reason I stay away from multiple-choice testing is it is far too similar to standardized testing, which I am not a fan! Mainly for all the reasons stated above. I want my students to be deep thinkers, not guessers. Of course, the whole topic of standardized testing is a post for another day! 😉
