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Over the Legal Limit?
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18 thoughts on “Over the Legal Limit?”
I will defer to those who have taught large numbers of students for years, as to the long term effects of teaching this kind of load. I am still in shock, having just made the jump to a large public school, where classes of 28-34 are the norm, as well as a sign of success for a FL program. Last year, I taught 60 kids total, in 4 sections with 2 preps in a fancy private school, for not much less money. But I realize that this is not sustainable for other reasons (indeed, my program got shut down and I had no say in the matter). But as I embark on this road, I (and my family) would like to know if this is indeed sustainable, from a mental health perspective. This year has been hell, but the promise of an easier or at least more tolerable future is what keeps me going.
John, it does get more tolerable with experience. I have been dealing with an impacted program for several years, and while it does not get easy, it does become less difficult. You do have to make an effort to take care of yourself, and sometimes that will mean sacrificing a period or a day of Comprehensible Input so that you can sustain it in the long term.
A colleague recently sent me a link to an article that is good: “12 Choices to Help You Step Back from Burnout”. They are
1. Choose to be Happy (The author and I both believe that happiness is – at least to an extent – a choice. I say “to an extent” because there are sometimes medical conditions that make this difficult. My brother has suffered from clinical depression nearly all of this life.)
2. Choose to Disconnect (I turn my cell phone off for class and often do not turn it back on until the evening and then only to see if I missed an important call. Sometimes on Sunday I do not turn my phone on at all and don’t go online until late in the day, if at all, and even then I may not check my e-mail. I choose not to be available 24/7.)
3. Choose to be Mindful (Pray, meditate, simply be still)
4. Choose to Make Time for Sleep (Ironic as I write this at 12:15 am, but I can sleep a bit later tomorrow since I’m on Spring Break)
5. Choose to Go Outside and Get Moving (I need to work on this one)
6. Choose to Be Grateful
7. Choose What to Overlook (I think this goes along with giving our colleagues the benefit of the doubt; assume that they want to be the best teachers they can be until they prove otherwise; then simply avoid them)
8. Choose the Battles Worth Fighting (We have discussed this a lot on the PLC, and it is a good reminder every time)
9. Choose What to Do Next Time and What to Stop Doing (i.e. learn from our mistakes and know when to leave – something else we have talked about on the PLC)
10. Choose to Enjoy the Relationships that Matter (Family, Friends, Colleagues, Students – there will always be people with whom spending time is a joy, so enjoy)
11. Choose to Make a Schedule and a Priority List (For many of us, the schedule is primarily dictated, and I think the Priority List is the more important one because that will often determine the outline of the schedule; i.e. do what’s important)
12. Choose to Finish Well (As we approach the end of the year, the idea of “hanging in there” rather than just “hanging on” is important; we should strive for excellence each day rather than giving up)
Here is the URL for the original article:
http://www.edutopia.org/blog/12-choices-step-back-from-burnout-vicki-davis?utm_source=facebook&utm_medium=cpc&utm_campaign=blog
I’ve been really surprised to hear from many of you in other parts of the country that class sizes in the thirties are the norm. I teach at a public school in Southern Maine, where 20-ish is more typical, and the mid-to-high teens has been pretty common the past couple of years. World Languages are an elective in our school, so we do sometimes get class sizes as large as 25, but that’s the max. I teach 8 classes over 2 days with a total of 138 students (doesn’t include home room or study halls).
Super props to those of you who manage to teach far more students, and thank you Ben for bringing this topic to our attention.
As one of the people referenced in Ben’s post, I can tell you that the quality of your teaching will suffer with higher numbers of students. There is simply no way around it. For example, last year I had a combined 3/4/AP class (that’s right, all three levels) of 14. It was wonderful, and all of my students made amazing progress throughout the year. This year I have 42 (down from a high of 44) students in a combined 3/AP class (40 year 3 and two AP students). My students are not seeing nearly the same gains because I am having to do more “management”. With the smaller group, there was peer accountability for distractions, but in the larger group there are far more distractors without peer accountability; in addition, there are simply more people to get distracted and therefore to distract.
With the larger class size students also become “invisible” more easily. You can’t see 40 sets of eyes with the same consistency that you can 20. You can’t zero in on a student to check for comprehension without simultaneously losing at least five other students whose interest in the course is minimal. You can’t spot all of the students who don’t comprehend, and it is more intimidating for them to admit that they don’t understand in front of a larger number of peers.
Assessment and grading become larger tasks, simply from the sheer size of the load. Students do a lot of grading of one another’s papers, but that takes more time in a larger class than in a smaller class. In fact, everything takes longer, so you have less time to actually teach.
My opinion is that a class size of about 15-25 is optimal; 25-35 still works pretty well; above 35 becomes increasingly difficult – at least for me. Others may have no problem holding the attention of 40 high school students for 55 minutes, but I have to work very hard at it – even with brain breaks. During our mandated testing “window”, we are using a block schedule on some days with classes that last over two hours. We’ve already done it a couple of times, and I am pretty exhausted by the end of the day, especially on the days when I don’t have a conference period.
Sometimes I jokingly state that I am a victim of my own success – but in a sense that is true. We could easily have more sections of German if I had another TPRS teacher for them.
In California, large class sizes are the norm. My union is in contract negotiations and is working to lower the staffing ratio, but with some classes (rightly) mandated with limits in the teens (e.g. special education), that means that other classes have to become quite large to balance them. I’m certainly doing my part. Our current class average school wide is 30.5 to 1; my classes are 37.2 to 1 (down from 38 to 1 at the beginning of the year because of students who have transferred out of the school).
With that said, teaching with TCI/TPRS is still significantly more effective than teaching with a grammar syllabus would be. I don’t know how my more traditional colleagues survive.
8 classes, 203 students total. I hadn’t counted recently. Teaching quality definitely suffers. I have told everyone I can that I don’t want this “double over-load” again. The extra money is nice, but I’m not sure it’s worth what has become an almost constant feeling of being mediocre at my job. I don’t want to make excuses, but it feels like my will and energy to do my job are constantly either sapped or easily sapped. I have been resorting to reading and a few non-CI/grammar/culture things more and more.
The honesty in this sentiment should be well-received by adminz James. Do you think you can keep the faith of admin without getting buried by class load? Even if not, your mental health and feelings of doing your best at your job are more important.
You know, the core subjects (Eng, His, Math, Sci) may have big classes but they also get Learning Specialists, or SpEd teachers, to help teach the class or pull students. World Languages, like gym and art, get all the kids, usually in bigger classes, and without additional staff. In Chicago Public Schools t is common to get upwards to 40 kids in gym, driver’s ed, sometimes art, and sometimes World Languages. Kids with learning disabilities simply need smaller classes. Not only can I not teach many of these students but I have difficulty teaching to most students because of the disruptions in the larger classes (I’m talking about my classes of 33 and 36 right now). Granted this is largely due to me coming in mid January and the Spanish Department being in total disarray (a dozen teachers have quit over the past couple of years). But I also think of how I worked with West Side kids in class sizes of 22 last year and though there was some talking over me that would get frustrating, I think I could manage those classes much better now.
So, with my experience of having a 25-30% student population of students with LD or ED IEPs, 22 students in the classroom was a good number.
At one point this year I was teaching 184 students in 5 classes (37 average). The largest class had 43 students in it. Initially, I had mixed feelings about this. In a way, I wanted to have the largest classes because I wanted the challenge and I wanted to demonstrate the influence of TPRS. I had hopes that the power of TCI would be infectious…it has been!
One of the things that I think often happens to TPRS teachers is that the folks in the guidance and special ed. departments begin to see that a TPRS teacher incorporates individualism and differentiated instruction… and not to mention that a TPRSer is a decent human being. These students start to fill the seats in our classes. There is nothing wrong with this trend but in many cases we are fending off the wolves that can smell blood in the air as we are trying to serve these students. It is exhaustive to say the least.
The wolves want to figure out and point out the shortcomings of our instruction and conveniently gloss over the strengths. This is no doubt that this is state of affairs in education no matter the subject. I think this variable of large class sizes is part of the reason we see teachers begin with an enthusiasm for TCI and later leave it in their toolbox for times when they have the energy and faith in it.
Many years ago, another teacher taught me a lesson based on the business world model. She was encouraged by her father (a businessman) to put out resumes every year to other schools even if she didn’t plan on leaving. It was to make sure she would always know her worth as a teacher and realize she can always makes changes and not be stuck. Just a thought for those that are realizing they are being treated the opposite of appreciated!
…she was encouraged by her father (a businessman) to put out resumes every year to other schools even if she didn’t plan on leaving….
If, each January, a person put out five resumes within driving distance of their school (they would have to live in an urban area) and was honest about using comprehensible input techniques in their initial communication with the principal, they might get one positive response every time they did that. They could then make a list of those principals, and then when the time came to leave they would know who in the area to apply to.
The idea of leaving one’s area to find a CI job is way too disruptive in most cases. None of this is easy. But what Mike reminds us of above and shows us in his own consistent leadership in the Tucson area and at the AZ state level is a good example. We cannot let the fact that we are surrounded by people who worship at the alter of the textbook bring us down. Somehow we have to hang in there with it.
I just left North Carolina where I worked for a few days with a department of seven extremely talented teachers – a rare blend of superstar talent – whose department chair is going to back down to no one in this change and occasionally that will happen – when an entire department states their truth all together and gears up for the change in a unified and conscious manner.
Having met these seven – at Saint Mary’s School in Raleigh – I am convinced that they will be a formidable force for CI in their area (the only full CI department in the Southeast and one of only a few in the country) and then look what will happen. They will become a rock of support and safety for others in that area and slowly the consciousness will change.
There will be more such places and it’s just a matter of networking so those bowled over by traditionalists don’t lose their mojo. Nobody ever said this was going to be easy.
I couldn’t agree more with what Ben and Laurie are sharing!
I have a recent story to share. I was very novice at using CI until NTPRS 2012 in Las Vegas. After that summer I began an intense change of incorporating TPRS. I took huge risks everyday and would like to think I had huge successes in exchange. I went on teaching with CI with my 170+ students in the classroom and for the first time in 10 years of teaching, signed up for teaching every summer just to get to do more TPRS for 5 hours a day.
During these years one of my colleagues that joined me in Vegas and later in San Diego would come observe my classes and would ask tons of questions. At his own pace, he developed his CI skills…he is awesome! He eventually became frustrated with the politics of our large school and left for a much better job at a smaller private school. He walked away from a very successful 10-year career in one place. I actually thought he was crazy and should have swallowed his pride and stayed put …but nonetheless I supported him.
This year, at his new school, he has had GREAT success. He introduced TPRS to the new school and has created significant change. I even had an invititation to serve them as a TPRS trainer back in January. His school that included a lower, middle, and upper school is adapting and adopting TPRS. He was so successful at all this that they asked him to serve next school year as the Foreign Language Department chair. Recently, the school has even offered me a position and I have decided to accept.
The point of my story is that the little things that we do make a difference. Putting time into training teachers and being patient with students is a long-term project. If teachers are brave enough to make changes and seek the unknown the pay off for doing it can be significant.
Like Ben and Laurie shared this was networking that I didn’t foresee or plan for but paid off. The networking and willingness to share and stay positive was a great return for me in regards to working conditions, salary, class sizes, admin support, and handful of other mental health factors that I can’t wait to enjoy.
Years ago Jason Fritze made a comment to me about “being the change you want to see.” I think that is what it is all about.
Oh Ben…I better correct you quickly…we are in Tempe/Phoenix area. These are big distinctions in these parts. Arizona State (Tempe) versus Arizona (Tucson) can result in some street fights in some circles 🙂
I would love to hear more about what you saw/experienced in Raleigh…
This is also the reason I encourage folks to get out and to write and present. Unless you are blessed enough to work in a district like Denver that recognizes and supports its teachers, no one will care if you are motivated, passionate and talented. In too many districts we have to hide our light under a bushel, a blanket and a barrel so as not to create too much drama. However, present at a local or state conference and you will have the chance to share ideas, find like-minded individuals and share your gifts!!
with love,
Laurie
…we have to hide our light under a bushel, a blanket and a barrel so as not to create too much drama….
Ain’t language great?
In my k-8 district they are counting instructional minutes, without really considering the differences and nuances in each teacher’s domain.
I teach grades 1 through 4. I have 13 sections this year (3 firsts, 3 seconds, 4 thirds, 3 fourths). Each has Spanish 3x week for 30 min per class. That’s 39 sections.
Of the 3 elementary schools in our district, I have the most sections this year. When the new sup’t did a time study to investigate ranges in instructional minutes across the district, she concluded that 39 30-minute sections was the max allowable. So I’m maxed out and I was denied a part time helper.
Interestingly, for many years I ran from room to room teaching 12-13 groups per day, and no one ever said a word….but if the census changes and I have fewer than 12 sections/36 weekly classes in the future, then my position could suddenly become less than full time!!!
I do squeeze in about an hour of planning time spread thruout the day (not incl lunch). I also wear an over-the-ear microphone to save my voice- this has been tremendously helpful (just call me, ‘J-Lo Shapiro’).
We have crafted a school schedule such that most of my classes are clumped by grade; 3rds and 4ths in the morning; 1sts and 2nds after lunch. This is helpful as I generally divvy up my content along those grade lines.
T/CI has so helped me understand language acquisition so that I’ m not running like a headless chicken making 39 ( or even 13, or even 4) distinct lesson plans loaded with time consuming pPer activities. Usually it’s 2 main plans – with tweaking. So for example, right now I’m doing a puppet show based on a story book w/grades 1-2; and Brandon Brown with grades 3-4.
I have a half-time job teaching 4 levels twice a week. Class load is 216 students. The full-time job would be at least 9 levels teaching 416 students a week. I was crazy enough to apply but have decided that I won’t take it. I just can’t do that much and keep names straight. I’ve been looking for CI friendly jobs in the Front range area of Colorado but have not gotten past the interview stage because I am very open and passionate about how I teach.
Hi Susan, I’m around that area, too. Would your language be Spanish or Latin and would a Christian high school work for you? Valor is hiring one of each of those language teachers. Feel free to email me at questyn@hotmail.com I teach Chinese there.
One thing that’s really beautiful about being a sole practitioner in an elementary school – a ‘specials’ teacher- is that I see the same kids for 4 years running. I can really get to know them and watch their progress over the years. It’s very gratifying- and I can keep tabs on their progress in the upper grades thru my t/CI colleagues.
The next big nut to crack? Trickling up to the HS and replacing the textbook model w/ a CI standard.
Years ago I taught the kindergarteners and 1st graders graders who I teach now in 5th and 6th grade. I enjoy teaching them. It is gratifying to see their progress as people and learners.