Exams by Andy Jobson

Everyone knows that exams are stressful for students.  For students who have not performed well during the semester, the exam can ‘make or break’ the credit, determining if a course must be repeated.  Even for the good students, the ones who care deeply about their grades, the exam can make the difference between an A or a B.

American students, though, might like to know that British students face a much more stressful exam time.  For one thing, the exams tend to come only at the end of the year, meaning that you have to remember a whole year’s worth of material.  For another, the exam can represent half of the final grade; at my school, the exam is only worth 20% of the semester.  When I spent my junior year abroad, stories were rampant of the various ways students coped (or failed to cope) with the anxiety.  One of my favorites involved a student who brought a teddy bear (presumably as a comfort) to the exam; midway through, he received permission to visit the loo.  Upon his return, he glanced at his paper and grew enraged.  “Why haven’t you done more than this?”  he yelled at his bear.  “Don’t you realize the time?”  He then proceeded to tear the bear apart.  (Of course, since I didn’t observe this directly, I cannot swear to its veracity!)

Students need to understand that exams can be stressful for teachers, too.  I always fret about whether I’m being too tough or too easy.  Did I cover the material sufficiently?  Did I ask the questions in a fair way?  Multiple choice tests can be challenging to write; I want my answers to have one clear ‘best’ answer without having too many ridiculous options.  Essay and short answer tests are easier to write, but tougher to grade.  How do I determine the point value of various questions?  What must a student say in order to receive full credit?

Mostly, though, the exam tells me if I’ve been successful in reaching my students.  What do they recall?  Did I manage to make them care about the material enough to prepare?  It’s always disheartening to see the occasional blank page, where a student clearly remembers nothing.  It can be ironic when a student displays absolutely no understanding or knowledge of anything I tried to teach, then writes on the final page something like “Thanks for being a great teacher!” 

I do sometimes laugh at the responses; we’ve all seen our share of crazy answers.  One of my favorites this year was in response to the question, “What book in 1798 launched the Romantic Movement in Britain?”  More than one thought the safest answer was Romanticism for Dummies.  A few others, possibly already thinking of college, wrote Romanticism 101.

Any teachers out there want to share the best ‘wrong’ answers to your exams this year?  Please share below.  Have a great, test-free summer! 

An educator of 22 years, Andy Jobson has taught government, economics, and U.S. History. Currently teaching English literature at Riverside Military Academy in Gainesville, GA, he’s also been an administrator, a STAR teacher twice, and taught elementary school with Teach for America.

Too Much Testing by Mike Siekkinen

Testing today is a hot topic, with recent legislation passed on the federal level to reduce the number of standardized tests given to students. Most states are even jumping on this, also reducing state and local testing. So with reduced testing, how can a teacher measure concretely that students are "getting" what they are supposed to "get?”

Remember that determining what a student has or hasn't learned does not need to be only assessed with a multiple choice test. There are many other options available to check on learning, such as:

• have students write about what they have learned. They can even make it a story. Many students love to write, so let them!
• have students "draw" about what they have learned. I often have students do this in the form of a comic strip. They make the picture and write captions for what is occurring in their comic.
• write a speech as that person explaining how they feel about modern times or put them in a situation and have them write as this person would write.
• do a poll or survey to see if whole class understanding is occurring or if you need to spend more time on an area. 
• use personal white or chalk boards, or even sheets of paper. Have students respond during the lesson by holding up their board/paper.
• quick quiz - no more than 5-10 quick questions as students leave your class to see if they "got it.”
• think of something of your own. These are just some things I do rather than the formal pen and paper assessment. Students often don't even see these as "test.” So come up with your own methods to stay away from those "standardized tests.”

How else do you assess for understanding? Share your ideas with us.

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

What is Critical Thinking? by Jim Triplett

A frequent question I receive from my students is  "what is critical thinking?"

Critical thinking requires that a person reflect upon his or her experiences and then participate in a systematic examination of other views and facts related to the topic (Brown & Keeley, 2012). A key component within this process is one's willingness to ask questions. This process of asking questions enhances and deepens one's understanding of an issue or a problem. As part of the deeper examination of an issue or problem, one should explore the strengths and weaknesses of his or her views. In addition to understanding the strengths and weaknesses of our views, one should strive to objectively understand the strengths and weaknesses of others' views.   

Students engaged in critical and creative thinking are expected to understand a body and foundation of knowledge, rather than striving to develop specific answers to questions or a fixed set of facts. As technology and culture change, so will the questions being asked and their answers. The key is that one knows how to solve complex problems and create solutions to tough problems and situations using an objective process of evaluation. If people only have answers to specific questions, society is limited in its ability to apply problem solving skills. By developing the tools needed to create relevant and effective solutions, one is armed with the knowledge and skills needed to face the challenges in any industry. 

The video I posted below is very helpful in exploring how the process of critical thinking helps one solve problems. Developing these skills takes time and effort. Brown and Keeley (2012) noted one must also be willing and able to ask and answer questions “at appropriate times” something mentioned in the video as well (p. 3).   With this in mind, consider some of the ways you’ve developed your critical thinking skills since you started school.

This video examines critical thinking and how these traits assist one in developing solutions to problems. 

Browne, M. & Keeley, S. (2012). Asking the right questions: A guide to critical thinking (10th ed.). Upper Saddle River, NJ: Pearson Education.

Jim Triplett is an author, instructional designer, and instructor in the areas of finance, economics, ethics, and critical thinking. Jim holds Masters Degrees in Finance, Organizational Leadership, and Instructional Design Technology, is ABD / PhD in Organization and Management, and is currently completing a doctoral degree, Ed.D, in Educational Leadership with a focus on Educational Technology.

Things to Discuss on the First Day of School by Mike Siekkinen

The first day of school is often a busy, scary and sometimes disorganized event, especially for new students (and teachers). Having a list of items to discuss with your students can help keep you organized and in control. Having a list also ensures that students will get the required information about school rules, times and class conduct. Here is my list for the first day. This can be modified to fit your individual circumstances. Hopefully you find this useful.

• Gum/snacks/ food
• Trash (where and when)
• No clock (I don’t use one in my class)
• Entering procedures/ exiting procedures
• Lunch (time and prices)
• Weekly schedule
• Text books
• Upcoming events
• Cell phones
• Field trips
• Buses
• Agendas and hall passes
• Required supplies
• Chromebook use/misuse
• Fire drill procedures/ intruder drills
• My desk/ your supplies
• Classroom temp.
• Substitute teachers (how to act)
• Restroom breaks
• Late work/ due dates
• Class binders
• Homework
• Turning in work (where and how)

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

Educational Field Trips by Mike Siekkinen

I love a good field trip! My students do also. The chance to leave school for the day and visit somewhere, anywhere, can be a really fun and educational time for students and teachers. I have been my school’s “field trip guy” for many years now. I take my classes (team) on field trips at least once a quarter. When I first started this many years ago, I was told this was difficult, dangerous and expensive. With proper planning and research, field trips are high points of the year for all of us.

First, choose a place that can relate to your curriculum. If you are a biology teacher this may be a national park, a zoo, or a museum. For history, look around your area for historical sites or perhaps even in your home town. Many of these sites can be free for educational groups or very reasonable. I use a local military base, local historical sites, state parks and also cultural celebrations in the local area. 

Most of my trips, I only have to pay for transportation. I fund my field trips (as my district has no funding for field trips) by student donations. I have also been blessed to receive the Target Field Trip Grant a number of years ($700 per year). My field trips are always linked to instruction. For instance, I visit Okefenokee State Wildlife refuge. I link this to standards we have to teach in science, history and we always include writing assignments and research before and after each field trip as well as we finds a way to work in mathematics. Most school systems have some procedure and required paperwork to do before going on a field trip. Ask your principal what the district’s policies are regarding trips. Mine is supportive though I have to find my own money. With good planning, field trips are a great way to get students and teachers out of the classroom to show students real life applications to what they learned at school!

Dr. Mike Siekkinen, a retired U.S. Navy submariner, became a teacher as a second career. He teaches history at St Marys Middle School as well as Adult and Career Education at Valdosta State in Georgia.

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What to Do on the First Day by Scott Harris

"Why are we here?" I ask my new students. "Why did you come to school today?"

Typically, they are stunned by the question. Their faces seem to be asking, "Where are the rules? The syllabi? Why are you asking us to talk on the first day?"

By now, some student will say, "Because there's a law!" After the laughs quiet down, I ask, "So the law is why you came here today? If there were no law, you wouldn't be here?" (Ninety percent of such clever students don't respond. They realize that they are here for more than the law.) We rapid-fire a list of their reasons: to see their friends, they're bored from the summer, to learn, etc.

Quickly, the better students start connecting education with the quality of their future. While this is hopeful, it is also shallow. They say, "We're here to learn so we can get good grades."

I ask, "Why do you need good grades?"

They respond, "So we can get into a good college?"

"So you got up today to get good grades, so you can get into a good college?"

"And what then, after college?" In a satirical tone, I pretend I am one of them. "I don't know, sir, good grades, good college, good life. No one told me I had to think past that."

I ask, "What is the good life after college?"

One student inevitably suggests making lots of money, but others quickly pick this apart. Eventually one will offer, "To be happy."

"What does it mean to be happy?"

"Are you going to give us any answers," exclaims a frustrated student, "or just keep asking us questions?"

"I ask questions," I say. "I'm still figuring out some of these myself. But it seems to me that while happiness may be subjective, there are certain characteristics of human nature -- love, respect, security, and yes, even a certain amount of money -- that are necessary to be happy."

We start discussing what a liberal art education is and how it contributes not only to good grades and college, but the good life. ("Why take Chemistry?" I ask. You can imagine the line of questioning.)

By now, the bell catches us and there are lots of groans in disappointment. "That went so fast." "This was just getting interesting!" "I want to talk about this more!" 

I tell them, "I guess you'll have to come back tomorrow."

Walking out, I hear them say to each other, "This class is different" and "How come we don't talk about this in our other classes?"

What a shame that students can go until their junior year without really having talked much about why we're here.

Talking about why we're here has made the first day of school my favorite day.

During his 25 year career in education, Scott Harris has taught U.S. & World History, Philosophy, I.B.’s Theory of Knowledge, and coached swimming & water polo. He currently teaches AP Psychology & Macroeconomics at Ronald Regan H.S. in San Antonio, TX.