CommentsCommentsCommentsCommentsCommentsCommentsCommentsComments

This is about the worst time I might try and write a blog entry. For the past 36 hours I have been writing comments for my 60 (actually, just 59, but that even five dozen number sounds even more impressive and heroic) young art historians, and I am, well, hmm…about out of words. Out of adjectives and sunny ways to spin my comments and offer hope and encouragement.

But I thought—no, with all this writing, let’s write just a quickie blog entry because several things are so good, and I have to share them.

First of all, on Thursday I met with my department to discuss how to write these comments for our students. I gave them about 10 examples, real examples from last year’s classes and comment pile. Naturally, I changed all the names (although colleague Fatina is so astute—she guessed all the real students behind the pseudonyms) and I thought I would have a little fun. I changed all the names to friends of mine from the Denison Singers. As we discussed the different comments and what a teacher might say about the trajectory of the young scholars, one of the younger teachers laughed and said, “You gave all the students names of people in their 50s!”

Well, no actually, just in their 40s, but they may be feeling a little more middle-aged than usual at the moment! Harumph! Don’t age us any faster than cruel Kronos does!

Anyway, as I was writing my comments today, I looked back on four students from last year and the progress that they have made. Over half of these art historians I teach now are students I have taught previously at King’s Academy. But these are four students who were in last year’s AP World History, and for whom life was especially tough in that course. Three of those four exited the course in November, and one fell into deeper trouble as the year progressed. When I noticed that these four individuals had signed up for AP Art History for this year, I was concerned about their ability to succeed. We had baggage.

Let me share comments from last fall, and then offer an update on these four scholars. Yes, I have changed the names, and yes, they are people in their 40s who are still quite vital!


Heidi is a bit of a mystery to me. While in class, she usually does not pay close attention, choosing to draw on her notebook cover (or a neighbor’s notebook cover) or tuning out of class discussions, but then she will sometimes have very sharp comments to offer. It is clear to me Heidi has not always taken responsibility for her actions either—she wants to blame something/someone for why she has not done work, or not prepared for work. All of the assignments are on an assignment sheet, as well as the board in class. Heidi needs to take greater ownership of her work and in her responsibilities. Heidi has some excellent skills, but far too often she is more interested in just talking or wanting to rest (I refer to an infamous moment in class when Heidi yawned, stretched, and proceeded to rest her head on the table.) I encourage Heidi to take better advantage of the Journal Sheets (she doesn’t do them at all, resulting in her earning a zero each time) so she can practice finding sterling examples and spinning out her ideas to better explain her thoughts. She needs to ask herself whether or not she is willing to do the work involved in an AP course.

As of this writing, “Heidi” has submitted every single assignment in AP Art History, takes notes carefully in class, actually has insights, and has so far earned a B+ this year. A far cry from the D- of last year at this time. Go Heidi!



Todd earned a C- on his term exam, which is not bad considering that Todd submitted virtually no homework assignments this term. That is the point I wish to emphasize: in the gradebook I see zero after zero for the homework assignments. Todd said he did the homework. That may be, but if he does not submit the work to me, I cannot give him credit. I must see the work. I fear that Todd got in over his head with his AP subjects and was not able to manage his time properly. I urge Todd to carve out some time to do some of the work so that his grade will not suffer so dramatically. I would also urge Todd to take advantage of the weekly opportunities for extra credit. He only did it one time in the first term! He is throwing away chances at free extra credit simply by coming and practicing multiple choice. Two of the things to improve are simple: submit work, show up for extra credit. After Todd solves those two easy things we can work on the other areas of honing writing skills.

As of this writing, “Todd” is riding pretty high: he has earned an A-. He has submitted every homework assignment and they are excellently crafted insights and responses. Word on the street is that Todd’s father has promised him a car if he earns As. Hey, whatever it takes. This is not the same passive, careless Todd of last year. This is a thinker and a doer.



One of the joys I have in teaching is attempting to create a community environment where students feel comfortable exploring new ideas and seeking new ways of understanding the legacies of our past. At first, I did not think Rick wanted to vigorously participate in this kind of environment. Every day he would interrupt me, talk over me, steamroll over other students’ comments, and distract us in class. However, after he and I had a stern talk, Rick has decided to be a serious student. Rick turned over the proverbial leaf, and he is finding success as a real scholar. His work has improved, he is proud of his achievements, and I believe he wants to sustain this stretch of enthusiasm. This is not easy—an AP course is hard and non-stop, but Rick seems willing to go the distance and I am proud of this new Rick I see. Rick needs to be make the leap now from good student to great student—not only responding to my questions and demands, but a student who anticipates them and begins to create his own set of questions and demands of history. He needs to work on his critical reading skills, and work on essays that offer arguments and precise details. I urge Rick to wonder more about how things happen and what more he needs to know for something to make more sense. In only seven weeks I have seen a wonderful transformation in him, and the demands he makes on himself. There is nothing better that a teacher enjoys!Okay, here is the next term comment of this “Rick”:
As I write this comment in late November, Rick has dropped the AP World History course. It is a wise decision for Rick to drop the course—he was simply unwilling to come to class prepared with reading and homework. Out of a total of 8 opportunities for extra credit, Rick only seized one time to earn extra credit. He earned an F on the term exam (he decided staying up all night studying was beneficial in writing effective essays instead of studying gradually over the course of a week) and his essays revealed a weak and superficial understanding of the material. As Rick continues his schooling, I hope he comes to see how important strong reading and writing skills are to his successes as a scholar.

As of this writing, “Rick” has had a shaky week. The grade I submitted for the midterm was a B and he had, as of last week, submitted every assignment. However, in the last few days, that old issue of sustaining excellence has come up. He has cut class twice and not turned in an assignment. We have a test tomorrow. The jury is still out if Rick can cut it.


Recently our academic support specialist informed me that Ken has told his parents he is spending all of his time on studying AP World History. I see no evidence of his having spent time working on this course. He earned an F on the mid-term exam—I looked for something in his essay about which to pass him, and there was no understanding of the material to be found. He also has not submitted homework assignments—earning him a zero each time. Ken is the only student currently failing this course. He has never sought help from me, and while he is a pleasant young man, an ineffective history student. He needs to ask himself whether or not he is willing to do the work involved in an AP course.

It was surprising to me that Ken would want to have anything to do with another history course. The going is still rough—Ken failed the first major test of the year so far, but in the last two weeks, there have been glimmers of improvement. Ken has taken better notes in class and I see eye contact in class! The last homework assignments have been turned in. And once last week, Ken’s hand shot up and out came a correct answer. Let’s cross our fingers for Ken…




On another hopeful and positive note, I want to look back to last October when the first King’s Academy AP mid-term grades came out. No one had ever taken an AP subject before and there were no peer role models for our fledgling scholars. I had only 1 student out of 53 earn above a 90% grade. If you are a faithful reader of the blog, you will know that that changed dramatically over the year as many more of them rose to the necessary standards and acquitted themselves as committed historians (no, not all, but an admirable group!). This October as I submitted my grades I noted that a full 21 of the 59 students had earned a 90% or better grade. Of those 21, I have taught 20 of them before. Now Heidi,Rick, and Ken are not in that group—yet, but teaching at King’s Academy has given me spectacular proof of what hard work and diligence can do.

Let’s see what happens…