A Teachable Moment for the Teacher

     Controversy aside, my 6th graders have worked hard preparing for the New York State tests and I (mostly) welcome this opportunity to gauge their acquisition of knowledge over the course of their time with me.  I generally don't get too rev-ed up about the tests but with all the hype, it's impossible not to feel some trepidation regarding student performance and what it reflects about my teaching abilities.  That being said, I refuse to make the state tests a black cloud of despair that looms threateningly over my classroom day after day.  I reassure, I encourage, I cajole, I bribe, and I reward.  I inspire them with videos:  (based on Taio Cruz's song Dynamite) "This test goes on-and-on-and-on...it goes on-and-and-on...oh yeah...gon' prove my learning to myself this time...saying ay-oh, gonna let go" ( https://www.youtube.com/watch?v=mIdhw1R4xys).  I provide semi-nutritional sustenance during the 90-minute test.  This particular practice drives our office's administrative assistant insane.  "What is this?" she asked one year, holding a student's test carefully by a corner, "Is this pudding?" I plan what I perceive to be fun yet meaningful lessons for the afternoon.  That's where the trouble began today.
     Knowing that my students will be using a calculator for part of next week's New York State math test, I taped 15-20 riddle cards around the classroom.  You know how you can cleverly spell the word "hello" upside down on the calculator...that's the gist of this activity except you have to input a series of given operations to eventually get to the answer.  Enter the date that the Declaration of Independence was signed/subtract the year that Columbus sailed to America/divide by the number of legs of a tripod...and so on.  Last week, I sat down in the calm atmosphere of my empty classroom, a cool bottle of Pepsi by my side, and systematically and successfully solved each card.  Today, I handed each 6th grader a calculator and a worksheet, yelled, "Go forth and calculate!" and prepared to put up my feet and relax, enjoying the sight of my students scurrying happily (and quietly) about the room while solving each riddle card with confidence and ease.  Instead, student at card #4 scrunched up his face and raised his hand for help.  Naturally, I ignored him...obviously he hadn't tried hard enough yet.  Student at card #12 was suffering from a similar symptom.  I sighed.  Suddenly I was besieged by begging, whining, and ...did someone just poke me?  Did someone ELSE just poke me?  Again?  I was frustrated.  They were frustrated.  My attempt to help one was nullified by the line of confused 6th graders behind me.  Did someone just POKE me again!  My blood pressure, heart rate and voice level went through the roof.  I sought intervention from across the hall and soon, math specialist, Mrs. Harris had us on the right track.
     Re-scheduling the revised lesson for tomorrow, I  sat in the front of the now-quiet classroom and apologized to my students.  They certainly didn't do anything wrong.  I made an assumption regarding their comfort level with calculator application and should have first modeled the correct way to solve a card and then had us practice a couple as a group before sending them off on their own.  In the beginning of the year, I give a big speech about the importance of  "accountability."   Easy to say...sometimes difficult to do.  Although humbling, I appreciated the chance to demonstrate this character trait in an authentic setting.  I apologized to my students and they graciously forgave me.  Because of today's-not-so-great lesson, tomorrow's modified lesson will be much more successful.