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The administration of the Massachusetts Comprehensive Assessment System’s English Language Arts subject matter test (gosh that is a mouthful) went off without a hitch earlier this month. As an English teacher at my high school, I was required to proctor the exam. As a result, I saw one of my classes only once during the week of testing, and a second class only twice. Logistically this proved a bit challenging, but I planned as best I could to ensure students didn’t get too far off track.

Administering the test is a bit nerve-racking. There are a number of high-security protocols that must be followed - any missteps, and an entire school’s test results could be rendered invalid. Most students take the test seriously, as if they don’t pass it, they won’t earn a high school diploma regardless of how successful they are in their classes.

It surprised me that in the days leading up to the exam, no announcements were made by administrators urging students to get a good night’s sleep or eat a full breakfast. For better or worse, there weren’t any proclamations about the test before, during, or after its issuance.

At my wife’s school, no other students are allowed into the building during testing times. This policy alone illustrates the significance the test is given there. At my previous school, breakfast sandwiches were purchased for all 10th grade students taking the test. This edible carrot also exemplified the test’s importance at that school - which, incidentally, is annually one of the highest scoring schools in the state.

I believe if students read and write regularly, and are taught to think carefully and critically by their English teachers, they will do well on the test. There are certain skills we can teach students that increase their chances of a high score, and specific content we can review to put them in a position to succeed, but beyond that, the X factor is each student’s personal level of motivation.

Most are content to do well enough to pass. A driven few want to outshine their classmates, but the majority don’t have motivation beyond what is required. It’s my theory that breakfast sandwiches, administrative encouragement, and a delayed opening would provide an additional boost beyond what many might expect.

These actions would show students that we really care about their success, enough that we’re willing to shut down the rest of the school and provide them with food. If these strategies work at two neighboring schools, I have every reason to believe they would work at mine.

I should mention that our scores are better than the state average, and part of me is glad the administration doesn’t make a focus on MCAS the end-all, be-all of academic instruction.

It’s worth noting that if the MCAS was administered when I was in high school, I have no doubt that a warm ham, egg, and cheese sandwich on a toasted everything bagel would do wonders for my score!

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It’s been a while since I tore through a book in less than 24 hours. Faced with the luxury of a week off from school for February Vacation, I easily found time to digest Michael Koryta’s latest offering, Envy the Night.

Up until a few years ago, I hadn’t been a big fan of crime/mystery novels. I preferred fantasy tales like Lord of the Rings, the ramblings of Jack Kerouac, and non-fiction stories on technology, teaching, and travel.

It was actually one of my former students who turned me toward this genre. She was a fan of Mary Higgins Clark, and usually picked one of her novels when it was time to present an Outside Reading Book for my English class. I was always impressed with how into the books she seemed, and how well she was able to keep her classmates’ attention as she detailed key plot events and discussed things like mood, tone, and theme.

Shortly after one of her presentations, I picked up The Night Gardner by George Pelecanos. I finished that in a few days, then went on to read almost all of his books. While searching for a new crime novelist, I came across heaps of praise for Koryta, and decided to check him out. He did not disappoint.

The plot of Envy the Night progresses quickly. Koryta’s writing is detailed, yet never at the expense of forward movement. His protagonist, Frank Temple III, is both common and unique, predictable yet independent.

From the inside of the book jacket, Koryta sets in motion a story arc that seems headed for an obvious conclusion - that is, until things in Tomahawk,Wisconsin start to get dicey.

He moved at the first sound of her voice. Whirled and came toward her, fast and aggressive, and she had the sudden thought that surprising him like that had been a bad idea. The overhead lights were long, old-fashioned fluorescent tubes, and they didn’t snap on like an incandescent lamp would. There was a hint of a glow, followed by a short humming sound, and then the room filled with light. By that time the guy had closed the gap between them to about five feet, and Nora stepped back, stumbling over the stool. When she pulled up short, he did, too, but her sense of command over the situation was already gone. He’d frightened her - she knew it, and he knew it. (45-46)

Koryta mixes action and insight effectively. Dialogue is authentic, and serves to advance the plot. Koryta also uses internal dialogue - which he places in italics - to provide emotion and backstory to his characters.

It’s been a while since I was so engrossed in a novel that I didn’t want to do anything else until I completed it. For those who enjoy a clean, plot-driven thriller with characters who don’t try to step outside their roles, Envy the Night is highly recommended.

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In the words of second year math teacher The Smallest Twine, if you haven’t seen the movie Chalk, you need to get on that!

Filmed in the mocumentary style of The Office, Chalk chronicles the lives of three teachers and a vice principal through a year at their high school. It’s one of the best movies on teaching I’ve seen. Why? Because it shows the profession as it truly is, and doesn’t glorify teachers into superheros who do the impossible at a detriment to themselves or their family.

As you might remember from this post, I am not a fan of Freedom Writers or other films that suggest good teachers must be selfless miracle workers. Teaching is a job - a profession - not a higher calling by some divine energy. Teaching is also not a “gift.” Good teachers are not “blessed” with an affinity for the job. They learn to become competent and successful over time through experience, good mentoring and support, professional development, and continued education.

It’s a well established fact that individuals in the education profession need the above to become successful. Yet why is it that many mentoring programs (my school excluded - ours is legitimate and was extremely beneficial for my development) are superficial, that teacher support is undervalued by administrators, that school-sponsored professional development usually has no relevance or application in the classroom, and that teachers have to spend their OWN money to take classes that are either required or will allow them to do their jobs more effectively?

Why is it that the state will pay for police officers to take college courses and earn degrees, but not teachers? It’s absurd.

Check out the Chalk trailer below, then head out to your local video store and rent it this weekend. If you share some of the righteous indignation about the teaching profession that I do, Chalk will resonate as it brings to light many of the job’s absurdities.

It will also remind you of its importance, and why it’s necessary to do it as well as you can.

Tomorrow I report bright and early for the official start of the 2008-2009 school year. The students come on Thursday. I was in today for seven hours and accomplished maybe 1/10 of what I had wanted to do.

It was almost surreal being back in the classroom and seeing how fast the time goes. I suppose this is one reason I really enjoy my job. It totally engrosses me, to the point where I wish time would stop so I could do what needs to be done. I honestly enjoy about 90 percent of the responsibilities that the job entails. The other 10 percent? A topic for a future post.

One new thing I am doing for the start of school is providing students with a “map” of my classroom. It will explain where everything is, from the electric pencil sharpener and printer to the hand sanitizer and tissues. On the back of this illustration will be FAQs about the class. It will contain some procedures, reminders about the grading system, homework, weekly quizzes, etc.

I want it to be informative and user-friendly, unlike the syllabi and teacher expectations guide we are required to distribute, which I find too dense and verbose for students who are inundated with paperwork the first few days back.

Hopefully it will answer their questions, put them at ease, and allow them to focus on their assignments, as they’re going to have a lot of work to do! (And, alas, so will I.)

We’re just about a week into the new school year, and so far, things are going well.

My freshmen and seniors have been working on summer reading essays. I asked them to pick two characters from two books they read and have those characters meet and interact in the setting of one book. They needed to use dialogue, be descriptive, and keep it between 500 and 1000 words.

Most seem to have embraced the assignment. One of my seniors was working on an essay where James Bond meets Harry Potter. I can’t wait to read it.

Students were asked to save their essays on my USB drives, which I am using to upload the essays to our class blogs. Students will then be able to read each others’ work and post comments. Once the kids get the hang of reading and posting blog comments, I’m going to teach them how to create their own blogs. The idea here is that by the end of the year they’ll have an electronic portfolio of writing in some of the major English genres (poetry, short story, personal narrative, analysis, compare & contrast, and research).

An added benefit of individual student blogs is they’ll be in a much better position to revise, as they can take the feedback they get from comments and use them to make changes and improvements to their essays on the blog. For the past two years I’ve used class blogs that I control as the means for sharing student writing. These lacked a mechanism for revision, as students could not add or alter content.

Now, with individual pages, students should be able to experience the power that comes with publishing writing and the ownership of knowing they can alter and post content whenever they choose. Hopefully the blogs will spur students to write beyond the requirements for my class. If their usage of MySpace and Facebook are any indication, there’s good reason to feel optimistic.