A “Bad Teacher" Confesses

1. A “Bad Teacher" Confesses I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher". Perhaps if we start the conversation there, things will start making a bit more sense.

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3. He I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher". In it Johnson writes about the challenges of large classes, fewer support staff and more students with severe disabilities. He writes:

4. He I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher". In it Johnson writes about the challenges of large classes, fewer support staff and more students with severe disabilities. He writes:

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7. who I had a conversation this weekend that relates to the question of good and bad teachers. A friend who is often in classrooms told me about a teacher he considers one of the most effective and dynamic he’s ever seen. But when he first encountered this young teacher three years ago, he thought she was terrible and the students in her class were being shortchanged.

8. who I had a conversation this weekend that relates to the question of good and bad teachers. A friend who is often in classrooms told me about a teacher he considers one of the most effective and dynamic he’s ever seen. But when he first encountered this young teacher three years ago, he thought she was terrible and the students in her class were being shortchanged.

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11. her But it was the teacher’s first year, and she had no idea how to manage her classroom and spent most of her time trying to maintain order. Now, she has control of herclass and has had time to perfect her teaching practices and according to my friend she's wonderful.

12. her But it was the teacher’s first year, and she had no idea how to manage her classroom and spent most of her time trying to maintain order. Now, she has control of herclass and has had time to perfect her teaching practices and according to my friend she's wonderful.

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15. her When the assistant principal walked in, one of these students, a freshman girl began cursing. When the assistant principal ignored her, she started cursing at me. Then she began lobbing pencils across the room. Was this because I was a bad teacher? I don’t know.

16. her When the assistant principal walked in, one of these students, a freshman girl began cursing. When the assistant principal ignored her, she started cursing at me. Then she began lobbing pencils across the room. Was this because I was a bad teacher? I don’t know.

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19. she Earlier last year, this same assistant principal had observed me and instructed me to prioritize improving my “assertive voice” in the classroom. But about a month later, my principal observed me and told me to focus entirely on lesson planning, since she had no concerns about my classroom management. A few weeks earlier, she had written on my behalf for a citywide award for “classroom excellence.” Was I really a bad teacher?

20. she Earlier last year, this same assistant principal had observed me and instructed me to prioritize improving my “assertive voice” in the classroom. But about a month later, my principal observed me and told me to focus entirely on lesson planning, since she had no concerns about my classroom management. A few weeks earlier, she had written on my behalf for a citywide award for “classroom excellence.” Was I really a bad teacher?

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23. their How, then, should we measure students and teachers? In ninth grade, my students learn about the scientific method. They learn that in order to collect good data, scientists control for specific variables and test their impact on otherwise identical environments. If you give some students green fields, glossy textbooks and lots of attention, you can’t measure them against another group of students who lack all of these things. It’s bad science.

24. their How, then, should we measure students and teachers? In ninth grade, my students learn about the scientific method. They learn that in order to collect good data, scientists control for specific variables and test their impact on otherwise identical environments. If you give some students green fields, glossy textbooks and lots of attention, you can’t measure them against another group of students who lack all of these things. It’s bad science.

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26. 2 Which word in lines 1-4 means “honest”? ___________________

27. honest = adjective I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher". In it Johnson writes about the challenges of large classes, fewer support staff and more students with severe disabilities. He writes:

28. Adjectives • An Adjective is a word that describes a noun or pronoun.

29. Adjectives There are two typical place where adjectives appear: • Before the noun. • After the verb be or other linking verbs.

30. Adjectives • Before the noun. Look at the tallbasketball player.

31. Adjectives …..the tall basketball player.

32. Adjectives …..the tallbasketball player.

33. Adjectives …..the tallbasketball player.

34. Adjectives • After certain verbs. Brian is very tall.

35. honest = adjective I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher". In it Johnson writes about the challenges of large classes, fewer support staff and more students with severe disabilities. He writes:

36. honest = adjective I give a lot of credit to New York City special education teacher William Johnson for his candid article in The New York Times, Confessions of a "Bad Teacher". In it Johnson writes about the challenges of large classes, fewer support staff and more students with severe disabilities. He writes:

37. 2 Which word in lines 1-4 means “honest”? candid

38. 3 From lines 5-8 we can infer that an A rating is ______. • very good • very bad • humiliating • unsatisfactory

39. 3 From lines 5-8 we can infer that an A rating is ______. • very good • very bad • humiliating • unsatisfactory

40. Inference Nick forced himself to wake up and get dressed. He looked out of the grubby window of their bedroom and couldn't believe his eyes. The rain had stopped at last.

41. Inference Nick forced himself to wake up and get dressed. He looked out of the grubby window of their bedroom and couldn't believe his eyes. The rain had stopped at last. • How had the weather been the previous day? • Had Nick gone to bed early or late the night before? • Was Nick married? • Was Nick's apartment clean or dirty? • How old was Nick?

42. 3 From lines 5-8 we can infer that an A rating is ______. • very good • very bad • humiliating • unsatisfactory

43. 5-8 On top of all that, I’m a bad teacher. That’s not my opinion; it is how I’m labeled by the city’s Education Department. Last June, my principal rated my teaching “unsatisfactory,” That same year, my school received an “A” rating. I was a bad teacher at a good school. It was pretty humiliating.

44. 5-8 On top of all that, I’m a bad teacher. That’s not my opinion; it is how I’m labeled by the city’s Education Department. Last June, my principal rated my teaching “unsatisfactory,” That same year, my school received an “A” rating. I was a bad teacher at a good school. It was pretty humiliating.

45. 5-8 On top of all that, I’m a bad teacher. That’s not my opinion; it is how I’m labeled by the city’s Education Department. Last June, my principal rated my teaching “unsatisfactory,” That same year, my school received an “A” rating. I was a bad teacher at a good school. It was pretty humiliating.

46. 3 From lines 5-8 we can infer that an A rating is ______. • very good • very bad • humiliating • unsatisfactory

47. 4 According to lines 9-17 what helped the woman to become a wonderful teacher? • her friends • being shortchanged • experience • We are not told.

48. 4 According to lines 9-17 what helped the woman to become a wonderful teacher? • her friends • being shortchanged • experience • We are not told.

49. 9-17 I had a conversation this weekend that relates to the question of good and bad teachers. A friend who is often in classrooms told me about a teacher he considers one of the most effective and dynamic he’s ever seen. But when he first encountered this young teacher three years ago, he thought she was terrible and the students in her class were being shortchanged. But it was the teacher’s first year, and she had no idea how to manage her classroom and spent most of her time trying to maintain order. Now, she has control of her class and has had time to perfect her teaching practices and according to my friend she's wonderful.

50. 9-17 I had a conversation this weekend that relates to the question of good and bad teachers. A friend who is often in classrooms told me about a teacher he considers one of the most effective and dynamic he’s ever seen. But when he first encountered this young teacher three years ago, he thought she was terrible and the students in her class were being shortchanged. But it was the teacher’s first year, and she had no idea how to manage her classroom and spent most of her time trying to maintain order. Now, she has control of her class and has had time to perfect her teaching practices and according to my friend she's wonderful.