Troy Rivera, an English Language Arts teacher at University High School in Greeley, reflects on how the Common Core helped him raise the bar in the classroom and provide more rigorous instruction for his students.
By Troy Rivera
In the late 1990s, I can remember sitting in college-prep English class reading Shakespeare’s MacBeth. From the vocabulary sheets, questions, quizzes, and many more assignments to complete for this unit, I never really felt any learning occurring. I never felt challenged. I never really did any thinking. Now fast-forward 20 years.
The year is 2015. It’s a 9th grade level classroom. I’m teaching. Just recently within the past several years, our state standards took a shift and merged with the Common Core State Standards (CCSS). Expectations for our students shift. So, the question is, for the better, or for the worse? Before we answer that question, let’s review a few things.
As educators, we are responsible for making sure that our students are life long learners. Yes, I said it, life long learners. In order for our students to become life long learners, there is much work to be done. Our students look to us for the guidance, tools, skill sets, and knowledge on how to be successful upon leaving the classroom. We do accomplish this by providing the best education possible, for all. We set our own expectations, but we also have the expectations required for our students to match up with other student nationally.
When our state made the shift of merging CCSS into our current standards, this raised the bar for our students. By raising the bar, I was able to raise the bar in the classroom. Now, standards are expectations of what we strive for our students to be able to do in order to be productive citizens in the world. How we go about teaching, using the standards, as our map is our curriculum. Let me clear the air real quickly; standards are not curriculum, they are expectations.