That will make two and one-half days that have been all testing so far. We are not even to the middle of September. We have two more iterations of this particular test to go, and who knows what other testing. MAP testing may or may not have been cancelled for the year — and MAP testing was the only standardized test that gave me useful, timely data.

He’s a behavioral problem for sure. He talks and talks. Lectures slide off his back like water off that proverbial duck. But today I was able to sit with C. and help him with his math (heroic of me considering how sick he seemed, sniff, sniff, sniff) and C. was so happy. He’s a new arrival from another country and hopelessly lost. Kids like this need intensive tutoring. I wish we had the staff and money to provide C. with what he needs.

But in the meantime, I will sit with C. whenever possible and do what I can. He will have to do an enormous amount of work, especially since he arrived in this country in high school. I will show him that I care, that he is not adrift in this universe of incomprehensible conversations and inexplicable expectations.

The classroom will be in the nineties by afternoon, maybe in the morning. My patience is challenged in those temperatures, the same temperatures that lead bookless students to nod off at their desks (that locker’s a long ways away when the hallways are 85 degrees or more). I keep trying to push the train forward while students stare blankly and ask to get water. A few go to the nurse.

I have to remember to keep my personal cool. I also have to plan lessons that don’t require books and that can be conducted around the fallen, those who will not wake up no matter how much I sing at them.

Tired. I just printed up my PowerPoint, six slides to a page, as I realized it was going to be too hot to operate in my room tomorrow. My funny PowerPoint is going to be somewhat wasted. But in this land of no air conditioning, that ninety-some degree forecast calls for strategic planning. I plan a bunch of handouts and very little lecture. I am so tired of this weather. But handouts are the best I can do in those temperatures.

The chocolate and I should have oozed into puddles by the end of the day.

Standards-based grading has become the latest hot fashion in education, especially in lower-scoring, urban areas. The plan is to give credit based on how well students have mastered state and national standards. Students are not graded on homework. They are expected to do the homework without receiving technical credit for their efforts. In theory, they will do this homework so they can do well on the standards-based tests that determine their grade.

Uhhh… I want the guys who came up with this latest bright idea to come to my classroom. Today I asked a class to brainstorm ideas on how they would improve the school if they were school administrators. A boy chipped in immediately to say that the girls should be allowed to wear short skirts. Before I could remonstrate with him over this sexism, the girls chimed in to support him. Students improved the school lunch, extended their lunch period and eliminated a number of reforms intended to improve academic achievement.

The idea that these kids are going to do homework solely to do well on a test smacks of an adult maturity that my students lack. A number of these kids will do no homework if they can pass by passing the test. Since the administration will never let a large number of them fail, that means many students will stop bothering with homework.

This system could work if we actually failed students who did not master the standards. I doubt we will. We will simply blame the teachers, instead, for not having taught those standards, after having eliminated the best incentive to do homework — grades for homework — that we possess.

Eduhonesty: Plans to improve education that rely on the maturity and self-interest of our students are problematic at best. We have used regular grades for years. Grades are not responsible for lack of academic excellence in some school populations.

I’ll lay it on the line: In many cases, students are responsible for their own lack of academic excellence. They are trying to figure out how to sneak short skirts into school when they should be doing homework. Told to read a chapter in the evening, they play video games instead. By high school, it’s time to stop blaming everyone EXCEPT that kid playing video games who left his book in his locker.

It’s also time to stop trying to reinvent the wheel. We don’t need a new grading system. We need to honestly enforce the system we have. The problem is not the grading system. The problem is passing almost everyone regardless of what they know.

Sweltering classrooms as the outside temperature spikes into the mid-eighties, babies with fevers getting IVs in hospitals, texting or gaming through the night — the causes for my drooping students are many. Tell-tale red eyes look up at me, lids at half-mast. Seating charts can be used to keep behaviorally-challenged students on task. I find I am also using them to keep certain students awake. While we can’t control all the controlled (or uncontrolled) substances, the heat, or sick kids, I wonder if we could seize a few electronics before bed.

The copy machine has had no staples for days, maybe since the start of the year for all I know. The secretary just tells people there are no staples, seemingly astonished that anyone does not know that by now. She clearly does not care. There seems to be no one else to care. We staple, staple, staple. How many minutes are lost? Who is in charge of staples? But I am not going to raise a fuss. I’m new here. No one else seems inclined to fuss. Maybe they sense the futility of complaining.

Eduhonesty: Capable secretaries are essential to a well-run school. Richer districts can pay more and provide more help for the support staff. Secretaries often stay for decades in our more affluent school districts while they turn over frequently in other, less fortunate districts. In five years in this district, I’ve seen many secretaries come and go, some good, some scary. At times it’s funny, like when we discover there’s no phone tree for a snow day because the secretary in charge of that task left for a better job. Other times its annoying. I stapled maybe 100 tests today.

In the recent past, schools have emphasized retrieval over memorizing facts. But I am listening as the pendulum begins to swing back. Administrators cautiously talk about the need to memorize facts that are on the standardized tests.

The conflict is amusing except for those moments where teachers get trapped in the middle. Administrators want memorization but they don’t want to linger over portions of the curriculum. The curriculum map has too many standards to cover. They also want to see fun, enriching lessons filled with critical thinking questions and enthusiastic student responses.

I have to put college readiness standards and common core standards in my lesson plans, along with Illinois standards at times, and I am supposed to match my lessons and supportive materials to those standards. The effort takes hours, especially since we keep adding new standards and I keep teaching different classes. I am holding my own on creativity requirements, but I am not getting a lot of effort at memorization. Many of my high school math students don’t know their multiplication tables (often called math facts today).

Eduhonesty: The truth is that memorization is not fun. It may provide foundations for critical thinking, but it’s not a critical thinking exercise either. Memorization has been neglected in recent years, replaced by calculators, internet searches and those enriching lessons where students answer hypothetical questions, often very badly since they have so few actual facts to bring to the table.

Will the pendulum swing back toward more learning of facts? I hope so, but our students are no longer accustomed to mental labor of this nature. Resistance on their part can be expected — and it may not be futile. A remarkable number of students don’t know the answer to “What is eight times four?”