I met with Mr. Nogowski on the 27th of February just to chat about how things are going. Mr. Nogowski teaches AP US history in the social studies department here at East, a class usually taken by juniors and a few ambitious (read: AP hungry) sophomores. His class is well renowned for being a rigorous course being taught by a very animated teacher, that prepares students well for the AP exam. After a cardiac event over the summer, Mr. Nogowski was unable to teach for the first half of the year, and returned in January to reclaim the mantle as sole AP US history teacher at Williamsville East.
Garrett Speller: So, first question: We’re all very happy to have you back this year, how was the returning process been for you?
Mr. Nogowski: Slower than I’d like.
G: Really?
N: Yeah. I thought I was hoping for more energy, but I noticed it has impacted my classroom performance because I really don’t have the energy that I had before. I’m better now than I was before, so that’s good, but I was still hoping to be a little bit more more energetic.
G: So, how has it been different this year, switching teachers halfway through? Have you had to adjust the way you teach in any way?
N: No, I don’t really adjust- I’ve switched classes in the past and I just teach the way I always teach, and the kids catch on with what i’m trying to do.
G: Alright, if you could change one thing about the AP US curriculum, what would it be and why?
N: Divide it into two years.
G: Where would you put the division?
N: Reconstruction. I’d go first, colonial period up to the end of reconstruction because in college classes for US History they actually have two classes: Colonial period to reconstruction then gilded age to present day.
G: Oh okay.
N: And then you could actually do some friggin’ detail.
G: Mmm hmm. Instead of just going at breakneck pace for the entire year.
N: Yup.
G: Your essays are revered (and feared) by students taking your course. Could you give some insight as to why you do essays the way you do?
N: ‘Cause I don’t assume that the kids know how to write, I’m trying to bring it into baby steps so they eventually gain some confidence, because writing is all about confidence and if you just have ‘em write an essay they’re just gonna throw spaghetti all over the place. And I don’t want that. You have to learn to write with discipline.
And the way I do it, I take the length part out of it so they don’t… all they have to worry about is the information.
G: So what is your opinion on the AP Program as a whole?
N (with a smirk): It is a wonderful… learning experience.
G: (laughs)
N: Mmmhmm.
G: Yeah. All right.
N: Can you detect sarcasm?
G (Sarcastically): I don’t know, maybe a little bit.
N (laughs): It’s… part of the idea is good. I mean you want to push kids. But also part of it is that it’s not like a realistic college course ‘cause, like you said, breakneck speed. And there’s no college class that does that.
G: So for the students who are considering taking AP US their sophomore year —
N: Oh MY GOD –
G: Would you rather —
N: That’s what AP World is for!
G: Would you recommend waiting for junior year or going ahead and taking the course. What do you think this decision is like based on?
N: I’d recommend you wait till junior year. There are other AP classes you can take sort of like to get your feet wet. A lot of them make the mistake thinking that the AP is just a regents class with two letters in front of it. I know they’re all in a hurry because “I have to have the most APs”… Y’know?
G: Yeah.
N: Less is more. It’s better to take fewer APs and get really good grades than “Oh I got 15 but you know I couldn’t get over a 3 in any of them.”
G: That was my experience as well. 2 this year, 3 last year.
N: I don’t see things the way other people see it. It’s like I have no problem with kids challenging themselves, it’s a good idea. But I have no sympathy, why do you need 15?
G: It’s ridiculous, yeah.
N: There’s no guarantee that you’re gonna get into Harvard or Yale.
G: Yeah exactly.
N (sarcastically): You might get into Yale but not into Harvard because y’know, their standards are so different.
G: And last question now, what does it mean when you give someone “Excellent Potential” on their report card?
N: (laughs)
G: This is more of a personal one…
N: Because they’re frigging lazy!
G: Yeah ok.
N: Am I off target?
G: No, not at all.
N: Damn right I’m not!
G: No…
N: Hey, I got a classroom full of kids who got talent, but they don’t do the work, so that makes them talented but lazy. Doesn’t it?
G: Yes, it does.
N (mockingly): “I got excellent potential!”
G: I did the work.
N: Look me straight in the eyes and tell me you did the work without raising your eyebrows.
G: (Awkwardly laughs)
N: Right, thank you very much.
G: I did… some work.
N: Were you consistently on top of your game?
G: Not consistently.
N: Right. Hell, man, the world is full of people of people like that. You want to be successful, be consistent.
G: Ah ok.
N: Anything else?
G: Nope, that’s all.
N: That was fun.
