[etni] log-test

From: Ehrlich Family <ehrlich@xxxxxxxxxxxxxxx>
To: etni@xxxxxxxxxxxxx
Date: Mon, 06 Jun 2011 10:05:02 +0300
Log-
I am finishing my second year with the log. This year I had two classes with
the log and next year I will have 3!!!!

The amount of work is horrendous!  I almost had a nervous breakdown when I
had to get the grades marked before the school grades had to be in.

 

In a 5 point class the work is not as great (even though I have 30 students)
since the students are usually a bit more motivated and on level.  In
addition, there is less correcting to do since their writing is more in
English.  What do I mean?  

 

In a 4 point class you usually have extremes.  You have all the students who
are really 3 pointers   but we want to "give them a chance"  since leaving
them in 3 means they can never do the log.  Then you have all the 4 pointers
who were too lazy to be in a 5 point class but who are very strong but do no
work.

 

In a 4 point class, you have to translate everything they have written, into
Hebrew, so that you can understand what they have written in English. (ex.
Olive harvest conclusions- sexual bus, and- I ritual bath you will come).  I
find myself actually writing their essays for them after all my corrections.

 

In my 4 point class I have only 18 students.  Only 4 of the students have
handed in the logs this year and last.  Another 6 have handed in 50% of the
work.  I have 8 students who have not done a single log.  We have spoken to
them.  We wrote letters to their parents.  We have had discussions with the
principal and the conclusion has been " we have to find a solution for those
students"  What does this mean?  It means that they will find time for me to
teach these students more literature pieces so they can "make up the work"
Or, they will pressure me into allowing these students to take the D exam
(these are 11th graders with whom I started the log last year and decided
not to throw away my hard work after the ministry changed its mind
mid-semester to allow them to take the D next year and not do a log)

 

None of this is for any extra pay.  The amount of hours is much greater than
for the test.  Don't kid yourselves or these readers that it is the same.  

 

Although, I am one of those people who was very much in favor of the
literature program, I don't agree anymore.  I had thought that it was
positive because I felt there were teachers and schools that were not
teaching the literature seriously (not my school).  In addition, I agreed
that HOTS were essential in learning and life.  I have since reevaluated my
position.  Although I still think literature and HOTS are important, I feel
that the time and situation are wrong.  HOTS  and literature must first be
taught in the L1- IN ELEMENTARY SCHOOL!!!!  I took out inferrencing pages
for my 11th grade from a THIRD grade exercise in the states.  My students
had a hard time with it even when I dumbed down the English.  

 

Ex.  She was in the basement.  She heard a noise.  It was a scratching
sound.  What do you think is happening?

I got-    It is late at night.      I got-   it is dark.       I got-
she is scary.

 

Ex.   My mother walked into the house.  I was eating cake while sitting on
the living room couch.  My mother gave my a dirty look.

What do you think she will say or do?  (predicting and inferring)  Which
words tell you this?

Answer-   She will yell (good)   Words-  Cake   (????)

 

I tried to think if we were taught HOTS in the states as a child.  It turns
out that, very much so.  Look in any of the literature books that were given
out to American students every year and the end of each piece of literature
there are directed HOTS questions.

I'm looking at one right now- Silas Marner questions:

Understanding the events and plot- follow the sequence of events:  Two plots
combine to make the story of Silas Marner.. (I'm skipping some of the
question)  How are they drawn together at the end?

Another question-  One aspect of the story is left unconcluded.(then there
are questions)  There are 4 pages of questions.  All are HOTS questions.  

Our students cannot answer these kinds of questions in their native Hebrew.
They can't answer the questions on the Tanach test because it demands too
much comparing and contrasting and creative thinking.

 

I am thinking of switching to the test simply because then the
responsibility is totally theirs and not mine.  NO arguments, no complaints,
no do overs.

Adinah
[etni] log-test

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