Dialog Journals

The Following entries have one of three participants:
A science teacher colleague (STC)
Michael Lore, Research Scientist at Battelle Memorial Institute, Columbus, Ohio
Andy Paulus, pre-medical major at The Ohio State University

All conversations were logged using AOL Instant Messenger; the raw text can be downloaded in PDF format.

Entry	PDF	Summary/Reflection
October 2003		STC and I discussed how draining the teaching can be and how many hours we put in. As science teachers, we put in a lot of extra time setting things up, and I discuss my need to leave ASAP because I just need to be away from the building. We also talk about teachers that are first bell to last bell and out, then claim that they do nothing at home either. Compared to STC and I that do all of our planning and grading at home.
November 2003		A short discussion with STC involving the trading of ideas for some chemistry labs. Since I am the only chemistry teacher at Milton-Union, his input was much appreciated.
December 2003		STC and I talk about his impending resignation and leaving the teaching profession. One week later he said he had a rough week and was rushing to judgment and was back to teaching.
February 2004		STC laments about his Science Olympiad (SO) team's lack of responsibility and how much time it takes for him to coach the 24 or so events. We also discuss a Piqua teach that got into a little trouble with the law and how that damages the Piqua Schools public relations.
March 2004		In this edition I talk about my seniors failing to recognize that this primary had a very important village issue (a contested Mayoral race). We also found out that many of them that should have able to vote were not able to because their forms were turned in too late by the school.
April 2004		STC and I discuss our respective budgets for the science department. Our entire science department gets $500 to spend on new equipment (For the record, our current principal allowed us to spend over that this year) and at Piqua they have what I would consider a carte blanche for each teacher.
May 2004		STC and I discuss the work ethic of freshmen students and the failure rates that accompany them. I talk about how the growth from freshman to senior year is pretty dramatic for those students that tend to do nothing at the 9th grade level. This is mostly an effect of the local CTC.
June 2004		This entry discusses several articles that discuss the state of America's colleges of education and the belief that many are not doing a proper job. We briefly discuss the conclusions of the dean of the Columbia Teachers College. Further, the issues of teacher quality and supply/demand are addressed.
August 2004		STC and I discuss 'challenging' students versus the reality of the daily teaching grind and incorporation of standards at the expense of 'fun' things.
September 2004		STC and I discuss teacher, um, complaining. Its benefits and detriments.
October 2004		Tenure, evaluation and teacher's territorial nature are on the menu today as STC and I bring different points of view. I relate my more laissez faire attitude based on my observations that every teacher strives to do their very best. STC brings his observations that they do not and advocates a more managerial style to the issues.
November 2004		STC and I specifically discuss Science Olympiad, but it is more of a discussion of students and the activities they participate in. I voice my opinion that our school's SO team competes for the same kids as my quiz team during the same time. STC has become almost anti-sports because he thinks it takes too much time away from academics.
January 2005		STC tells me about a PBS Frontline documentary entitled "Country Boys" about the daily life struggle of two adolescents in West Virginia. STC told me that he never understood the "I give up" mentality of his students until he saw this. The most crucial factor of both boys was lack of support from the home environment.
March 2005		STC and I talk about teachers needing to do some extra things be it advisors or serving on committees. I talk about teachers needing time for their families too, but that you did not want a small number of teachers doing all of the extra work. We also delve into the sacred cow of high school athletics and how cutting them out would not necessarily be the end of athletics.
April 2005		This conversation focuses on the dwindling state enrollment and the explosive growth in border states and how the influx may be strapping the state. Then we talk about the dues we pay for NEA and OEA memberships. Neither of us is a big fan of that paycheck deduction.
May 2005		We discuss our mutual experiences with faculty/administrator meetings, their impact and effectiveness. Both of us had the same issues with them even though our schools are so different. Principals and Teachers have their own unique points of view, and these committees should try to strike a balance between both. Yet principals seem to dictate their own opinions which has a negative impact on how teachers think they value our input.
June 2005		The entry is long debate about the state of science and technology in America. STC and I discuss findings by the National Board of Science, The American Association for the Advancement of Science and TIMSS tests. We give different views for the interpretation of these data. STC feels that if scientists think America has a problem then there must be a problem; I argue that America's free market economy draw people that eventually become American and that if there were a problem we would see our hold on science and technology slipping. It is my opinion that it is not American's institutions of education that make us the most robust economy in the world, but rather our freedoms.
September 2005		STC and I talk about the math abilities of our science students and if it is major problem with students or just a challenge at their ages. We further discuss an article from CNN about college literacy rates. STC and I come to written blows about the general intellectual level of society as a whole. I argue that over time, people are primarily the same as years ago.
October 2005		STC is frustrated again want is ready to quit; We talk about possible exits to the classroom including a curriculum supervisor, which is something I too would be interested in.
November 2005		STC and I discuss the reflection process and how does truly help a person get better at the craft. STC and I agree that other professions reflect on what they do and it is a natural process dedicated professionals do.
December 2005		STC and talk about recruiting students for Science Olympiad and quiz team, the effect of spending on achievement (or lack of effect) and Washington DC mayor Marion Barry's demonstration of a machine that turns garbage into water and gasoline.
January 2006		Michael Lore and I discuss Bob Taft's Core Curriculum. Although Mike is not an educator he has been a college instructor and is currently a research scientist. We agreed that it may be too much for 100% of the students to handle; I followed this up with a conversation with Franklin Monroe science teacher Roger Cassity (FM's only HS science teacher). He said that it would force him to drop some elective classes and switch chemistry from college prep to something along a Chemcomm class.
January 2006 #2		STC and I discuss John Stossel's 20/20 report "Stupid in America" and the current economic situation in the USA. We dissected why the Belgians outperformed an American school on a test.
February 2006		STC and I talk about seniors going to college next year, what they should expect and what advise to give them. STC also wants to discuss what I think about teaching for 30 to 35 years which I have no problem with. I also don't mind spending all my time at one school.
February 2006 #2		STC and I debate a statement about principals needing term limits. I mention that's great if you have bad principals, but what if you get a good one?
March 2006		Teacher burn out and Ken Blackwell's 65% solution are fodder for STC and I during March Madness. I talk about burnout being a cyclical thing that probably every employee goes through at some point. STC and I bash the idea of librarians, counselors and especially bus drivers not being as important to kids as the 65% solution would make it.
March 2006 #2		I tell STC about our waiver day that demonstrated the MAX teaching techniques and shared some of our forms. We then chatted about lowering standards and freshmen failure rates, a recurring theme for us.
April 2006		STC informs me about his in-service day where a speaker talked about how schools will be rated by improvement around 2013. He wanted to know if I felt any pressure from administration about test scores to which I replied "no." We went on to discuss breaking larger districts into smaller ones.
April 2006 #2		In these two entries, STC and I have formed a "critical friend" alliance for our EDL 775 class and we are discussing the aspects of our text
April 2006 #3
May 2006		STC speaks about his experience with the school filing charges against a student and his going to court. He is frustrated that the kid was clearly in the wrong but instead of admitting to it, the parents are fighting the charges. STC wants to know what happened to personal responsibility. I did not have any answers for him.
May 2006 #2		STC and I discuss our EDL 775 readings.
May 2006 #3		I share my finding with STC that a local union in Michigan had 50% of the staff call in with 'blue flu.' Both being involved in our local unions, we agreed that was a possible illegal activity and that it would draw negative attention to the teachers.
June 2006		STC and I make our final thoughts on our 775 text.
June 2006 #2		STC and I discuss our EDL 775 readings yet again.
June 2006 #3		Andy Paulus joins this last entry as I find an article about Kentucky ruling that they will teach AD and BC in history classes and ONLY AD/BC instead of BCE and CE that is coming into current use. Andy was an avid history student in school and states it should be a teacher's prerogative as to what to teach. We also talk about an Arizona bill that would require an American flag in every college classroom.