The Great Debate

Watch the debate HERE.

Charter schools or public schools?  Fire teachers as a solution?  Resources are the solution?  Today's post is about a fascinating debate between Diane Ravitch and Geoffrey Canada.  The two go at it and cover a plethora of education-related topics.  Ravitch, who worked for the Bush administration, openly admits the mistake supporting a heightened focus on testing.  She uses her knowledge of research and a recent visit to Finland to back up her opinion that firing teachers and opening charter schools is the answer.  Canada uses his hands-on experience leading a charter school to back up his opinion that firing teachers and opening private-funded charter schools is the answer. 

The bottom line?  Poverty needs to be taken into account.  Poverty-stricken families have less access to resources.  From my experience teaching in a poverty-stricken urban school, some (not all) families do not appreciate the resources, nor education.  Their children engaged in minimal 2-way conversation and are  neglected emotionally and physically.  The children are not read to every night, homework demands little concern, and when the parents come into the school they think it appropriate to cuss at both the children and adults in the school.  Obviously, there are many hard-working parents who value education.  Sadly though, there are not enough of them for me to be able to paint a prettier picture.  As Ravitch once said, "The education system in this country cannot alone solve poverty, and in many cases it will inherently reflect poverty."

How is Canada's solution of firing teachers or closing schools going to solve the issue?  The same children and families in the neighborhood will still be there, as will the poverty.  What exactly do standardized tests tell us?  We already know which kids are going to pass and which kids will fail...it's about poverty.  You can put 'great' teachers in impoverished schools and the kids will improve.  Great teachers will do that.  However, these teachers are not superheros and will not be able to close the education gap between the poverty-stricken and wealthy students.  As long as poverty exists, the gap will exists, and we have to stop blaming teachers for poverty!  America, including Geoffrey Canada, needs to advert our attention to the impact of poverty on education. 

Debunking the Myth: Schools Are Failing Our Students

Is summer setting American students behind?  According to Karl Alexander, yes.  Summer is a time for fun in the sun, but it is hurting low-income students more than children of middle and upper-income statuses,  John Hopkins University's research (Karl Alexander) follows the progress of 650 first graders in Baltimore.  They scored low, middle, and upper income students in math and reading skills from the beginning of the school year to the end, then from summer to the following September.

When looking at the data, the students do not have significant score differences, with the high income students having a 32 point advantage over the low-income 1st grade students.  When the students are in 5th grade the gap more than doubled (low-income = 461, high-income = 534).  Alexander's research confirms what other research shows; that high income children are not smarter, but have circumstantial advantages.  Because of these advantages, his research proves it is not the schools that are failing children.

Alexander gave the students the test in September, then June, then September again.  What he found was low-income children actually outperformed high-income children by 5 points during the school year.  So, all children are learning while in school.  Then there is the data from after students were on their summer vacation.  This is where the "achievement gap" shows itself.  The high-income children return to school in September scoring 15 more points, compared to the previous June's score.  The low-income children dropped 4 points.  In summary, "(P)oor kids learn nothing when school is not in session."

So why is this happening?  It comes down to culture of parenting (See The Outliers).  High-income children are put in educational settings and conversations throughout the summer, whereas low-income children do not have access to such settings.  Their parents may not afford a caretaker to take them to special summer programs.  They may not have access to find such programs, nor transportation to get the child to and from them.  Additionally, research (i.e. 3,000 Word Gap and others) shows low-income parents typically talk at their students rather than having a conversation with them.  High-income children are taught to converse and question, resulting in higher-order thinking.

So what can we do to decrease this summer achievement gap?  There is the conversation of year-round schools and/or extending the school day.  Yet there is more to it, we need to intersect the cycle where it really matters.  First, we need to address the culture of young parents.  Often, men in low-income cultures are proud to have multiple children from multiple mothers.  This leaves children without a male role model.  It also means many young females are playing the role of a parent without knowing the extent of their responsibilities.  If we can reach these young parents while the child is in the womb, we can begin to positively affect the next generation.  We may never reverse the idea that it's acceptable to have children while in high school and continued education is not needed, or not an option.  But we can try by intervening with the generation still in the womb and the mothers who carry them.  We need to stop the cycle of passivity and teach these mothers how to advocate for their child, read to them, feed them properly, and mentally engage them when they are outside of school.  Many programs currently exist with these goals in mind.

The Interrupters

I shook hands with a murderer tonight.  That was just an after-thought  after I had a powerful conversation with Eddie Bocanegra from The Interrupters.  The Interrupters is a year-long documentary about violence-interrupters in Chicago.  The movie was inspired by a 2008 New York Times Magazine article by Alex Kotlowitz, confronting Chicago's violence.  

The Interrupters is a group of ex gang members and felons, including Eddie Bocanegra.  As 1 member says in the movie, "We have at least 500 years of prison time in this room."  Fortunately for these men, they have turned their lives around.  Fortunately for those they touch, they are changing the lives of others.

I cannot put into words all the messages which play in this documentary other than the reality of inner-city lives.  At one point I found myself tired of the "drama" and wanted to walk out, until I remembered these are my students' lives and they don't have the choice to walk out.

Ultimately, it is my hope that so many will see this movie they will face the reality of what our nation's children are facing and that failing schools are more than just failing teachers.  In these communities violence is trigged by the smallest form of disrespect.  The Interrupters exploits a gun situation over $5.  But it is more about violence.  It is about the need to belong, to stand up for your territory, to belong to something, anything, and to protect what little you have, including your pride.

On my way to my car I had a rare opportunity.  I looked up to see a familiar face walking toward me.  I wondered if this man in a purple shirt and handsome black suit could really be Eddie from The Interrupters.  After a 2nd look I knew this friendly face was the man who spends each day of his life "doing good" to make up for the many wrongs he did in his past.  I approached him as though I knew him, "Eddie!".  I quickly explained I was an inner-city teacher and just had the pleasure of seeing his movie.  I profusely thanked him for going on out on the streets each day and, as I touched my fist to my heart, explained what strength it took.  His response was, "No, thank YOU.  You teachers are the ones with 25+ kids in the classroom each day.  You are the ones dealing with this every day." 

As the saying goes, there is power in numbers, and I hope to have The Interrupters on my team.  It is also my hope many more people take a few hours out of their day to see the reality of what OUR children live with each day of their lives.

To read a full review, click HERE.

Thank you, Mr. Ayers

The dominant neoliberal metaphor of the rich and powerful posits schools as businesses, teachers as workers, students as products and commodities. It also leads to thinking that school closings and privatizing the public space are natural events; relentless, standardized test-and-punish regimes are sensible; and zero tolerance is a reasonable proxy for justice. This is what the true-believers call “reform.”  -Bill Ayers

Bill Ayers may have led a controversial life, but his article in the Huffington Post is an abrupt dose of reality.  His Straight-to-the-point article blends metaphors on education to identify where our "reform" is taking us.  Such as when he refers school to a straight-jacket.  It is true, the public ought to be concerned about where education of the future is headed.  At this point, "reform" has pushed educators to create robots rather than independent thinkers and citizens.  Policymakers have turned Wisdom into test-taking abilities.  Education is not and cannot be a cookie-cutter business.  There are too many varying factors disallowing the ability to assess on a flat scale.  Such factors are native language, background knowledge and experience, culture, values, children read to/not read to, preschool and kindergarten experience, student mobility rates, neglect, abuse, and the list goes on.

The continued privatization of schools widens the gap between economic statuses.  Rather than creating a country of unity, which the United States is founded upon, privatization forges a wedge between citizens.  The privatization of schools is teaching children to look down on those in an unfair disadvantage.  This is the beginning of a split, crumbling society rather than a unity celebrating the ability for humans to create a community.  As Ayers suggests, "In schools we need...reconstruction of society around basic principles of equality and justice and recognition."

Ayers suggests educators shift their daily being.  "Educators who are today truly oriented...capable of controlling and transforming their own lives; citizens and residents who can participate actively in public life; people who can open their eyes and awaken themselves and others as they think and act ethically in a complex and ever-changing world. This kind of teaching encourages students to develop initiative and imagination, the capacity to name and constantly interrogate the world, the wisdom to identify the obstacles to their full humanity and to the humanity of others, and the courage to act on whatever the known demands."  This is an inspiring concept.  To teach, we must be what we teach. 

Educator Involvement in Policy Making

http://www.huffingtonpost.com/john-merrow/what-do-teachers-want_b_859979.html

Ms. Moore continues: "By every means we currently have for measuring teacher performance, I am considered an excellent teacher; yet, when it comes time to decide what should be taught and how my students' learning should be measured, I have little or no say. This is also true for teachers as a group."

True.  My school just went through a voting for our administration.  Teachers know good administrators and good administrators know good teachers.  So why is it that our vote does not count, yet a team of non-educational adults carry all the weight?  Teachers requested the Local School Council meet before or after school hours, allowing teachers to attend (they had been meeting during school hours).  The request was denied.  When teachers did voice their opinions on their choice for a new administrator, they were accused of harassment.  Fortunate, the staff was resilient.  The staff continued to push for their input to be taken into account.  Teachers are are in fact on the front lines.  A change in administration means at least 1-2 years of transition while the new administrator gets to know his/her staff and community.  By then, opportunity for growth could have occurred.  But the LSC did not see this.  They were blinded by power.  After 8 months they finally offered teachers 2 minutes each to say their piece.  Over 25 teachers spoke.  Afterward, they were told the vote would be postponed once again. 

The ideal that educators' professional experience and knowledge is undermined has moved from the local setting to the national.  Changes, such as No Child Left Behind, included little educator input the first time around.  The revamping of NCLB holds more weight in the opinions of politicians rather than the educational professionals.  Politicians fill the the water with muddy information.  Society will benefit from listening to educator input; those who are on the front lines and experience NCLB daily.  Do not place us in a box, but allow the flexibility to do our job, without constant hovering.  With current NCLB, as stated in the article, innovation has been brushed under the rug.  Teachers are being forced to teach strategically, some even with scripts.  The children are suffering.

Year Round Schools



Is the grass greener on the other side?  With year round schools, students still get the allotted summer vacation, but spread throughout the year.  Year round schools prevent significant knowledge loss that often occurs over the summer months.  They also reduce amount time spent reviewing prior year's information.  It seems these breaks throughout the year prevent burnout by both students and educators. 

But what do parents say?  Is it harder to find sitters during the random weeks off throughout the year?  What if a family has students in multiple tracks on vacation at different times throughout the year?  For the teachers who take the offer to continue working during their allotted breaks, are they compensated? What are they doing?  Can students come to the school  for classes or activities during their breaks? 

I wonder, if, since the breaks occur during colder months rather than the heat of spring & summer, when crime rates increases, if this would have an over-all impact in reducing crime? These are all questions which I will research.  In  the mean time, if you have experience or opinions about year round schools, I would like to hear other points of view.

UPDATE:
I did some research and found a pattern amongst the articles; currently there may be some, but not statistically enough, results that students perform academically better.  However, improvement in student/teacher attendance and student confidence has improved.  On the other hand, administrator burn-out is being observed.

The link below is research that I chose because it defines the different types of year-round schools as well as explains the historical concepts. 

http://www.cehd.umn.edu/CAREI/Reports/docs/Year-round.pdf

Do Larger Class Sizes Make A Difference?

http://www.nytimes.com/2011/06/27/education/27oneducation.html?_r=1

When districts and states lack funds, cutting teachers one of the first priorities.  Today's article holds research supporting smaller class sizes.  Ask any teacher and they will say they prefer smaller class sizes so they can give individualized attention.  In a class of 15 students, each child will get 1-on-1 attention multiple times a day.  In a class of 30 students, each child will be lucky if they get a 1-on-1 with their teacher each day.  Low-income schools face the challenge of students entering school lacking respect for education and authority.  Classroom management becomes a priority before academic teaching. 

The research in the article supports smaller class sizes in earlier grades, so I am going on a hunt to find research about later grades.  In older grades, increased behavior issues and physical space are a few of the challenges that accompany larger class sizes.  Many parents prefer their child to receive individualized support throughout ALL grades, not just primary.  Since many policy makers attended private schools with small class sizes, they are unable to compare the situations, therefore eager to vote to increase class size.  It is up to educators and parents to stand our ground and fight for student rights to be treated as the special individuals that they are.

Making Longer School Days

Chicago wants a longer school day.  When comparing a high performing suburban school teacher's day with an inner-city Chicago Public School teacher's day, the instructional time is the same, take out lunch, recess, and bathroom times.  Each state mandates a required number of instructional minutes per subject, which Chicago Public Schools honors. 

So why does CPS have the "shortest" school day?  Chicago Public Schools teachers and students have a 20 minute lunch, when other districts typically have 45 minutes.  Chicago teachers take their break at the end of the day, allowing an earlier dismissal.  Therefore, should the day be "extended", that break will be moved from the end of the day to the middle of the day.  The result is no change in instructional time with students.  Students may be given recess during this time. 

In my opinion, the longer school day is intended to keep kids off the street.  Schools can only do so much when it comes to nation accountability.  Teachers are dedicated to their students, but a line must be drawn when it comes to responsibility.  If the neighborhood is not safe then that needs to be addressed (See previous post on Parent Accountability).  After school programs are offered, but many have recently been cut due to budget.  Some financially comfortable schools offer additional pay for teachers to host extra curricular activities.  That seems implausible since CPS just denied their teachers a pay raise.  It appears Mayor Emanuel's solution to keep kids off the street is to have a longer school day by forming the public opinion that Chicago lacks instructional time.

Extra recess leads me to the next concern.  Chicago just denied their teachers a 4% pay increase.  In a letter to his teachers, Mr. Vitale, CPS President, reasons that due to the $5 million deficit, pay increases will only put the district in further debt.  However, if the school day is expanded and the teachers' break is moved to the middle of the day, who will monitor students during this time?  Obviously the district cannot afford aids, especially when paraprofessionals have already been displaced.

Chicago Public Schools are being chastised on many blogs for omitting recess.  While recess plays a vital role in social skills and exercise, many schools are forced to skip recess.  I have had to bring my class inside early because of a shooting and chase in the neighborhood.  Other times, we were unable to use the playground because shredded glass, dirty needles, and filthy diapers littered the play area.   

At this point, a longer school day will extend recess and lunch, NOT instructional time. If teachers are held academically 'accountable', don't expect babysitters.  A longer day should be for instructional/collaboration time...how many of you would offer to work longer hours without supplemental pay?

.

Holding Parents Accountable

Washington Post

Just how much say the public should have in the way people parent is a controversial issue, especially now, amid increasing calls for schools to find ways to hold parents accountable for their involvement in their children’s education. Is there any way to do this fairly?

Today's article asks, "Why aren't parents part of the equation?" Since our students spend 70% of their time outside of school (Michigan Dept. of Edu) this is the million dollar question! 

Parent Teacher Association notes that research shows students with involved parents have:

• Higher grades, test scores, and graduation rates
• Type of Involvement
• Better school attendance
• Increased motivation, better self-esteem 􏰀 Although most parents do not know how to help
• their children with their education, with guidance
• and support, they may become increasingly
• Lower rates of suspension
• Decreased use of drugs and alcohol
  When schools encourage children to practice                                                            
  Students with uninvolved parents attend school with baggage like truancy, unfed, behavior issues, or negative attitude toward school personnel.  Our quarterly student report cards state absences and tardies, which I highlight before sending home.  This has little effect.  Since schools are graded on truancy rates, many of these tardies are deleted.  The parents of these children do not look at the report card, let alone sign and return it as requested.
  Consider the majority of children who have had involved parents from early childhood.  As with all children, they have their issues, but for the most part, they are successful emotionally, socially, and academically.  Now look at the children with little to no parent involvement.  Many of these students spend their school days being behaviorally monitored, in the discipline office, and avoided by classmates because they wear the same smelly clothes each day, lack social skills and confidence to maintain relationships.
  
  
  So what about the concept of punishing parents? Some children are just out of control.  What if those children had preschool and the parents attended parenting classes?  Perhaps we'd have less out-of-control children.  The reality is, punishing parents will not likely change the child's behavior.  However, parent involvement is a positive reinforcement for a child craving attention, whether it is positive or negative.  By encouraging parent involvement, we might be pleased with the behavioral outcome in the child.
  Some states find and/or jail parents for their child's truancy.  Florida has a proposed bill establishing a grading systems of parents by teachers.  The grading system is based on three criteria:
  • A child should be at school on time, prepared to learn after a good night's sleep, and have eaten a meal.
  • A child should have the homework done and prepared for examinations.
  • There should be regular communication between the parent and teacher.
  

    

  But what will a grade necessarily do?  Unlike failing schools, parents won't lose their jobs.  A grade is not going to help them see the benefits of reading to their child, checking homework, attending parent-teacher conferences, and volunteering in the classroom.
  

    
  

  Take into consideration that "The strongest and most consistent predictors of parent involvement at school and at home are the specific school programs and teacher practices  that encourage parent involvement at school and guide parents in how to help their children at home." (Dauber and Epstein (11:61).  Many parents do not know how to be involved, and society does not teach a "How to be a proper parent" course.  So it is up to the schools to invite parents in.  Yet at the same time, it is up to society to accept and expect parent involvement. 

  "Parents are the most powerful force on earth. Our laws and policies must take a step toward recognizing that."

This site is about how to get parents involved and create a partnership through the community:

                            http://www.myncap.org/research-and-resources/

Responding to Arne Duncan's Letter

Arne Duncan was originally  appointed, with little to no experience in education, by Mayor Daley as the CEO of Chicago Public Schools.  "(Y)ou deserve to be respected, valued, and supported."  Arne Duncan, now the U.S.'s Secretary of Education (Obama), is quoted saying in his recent letter to educators.  Although, the words sound beautiful on paper, regretfully the actions are not as loud as words.  With "reform" programs supporting policies such as merit pay, budget cuts, and larger class sizes, there is less respect and support for teachers as Arne suggests.

Teachers have been demanding recognition and appreciation for the great things we do on the front lines.  So, thank you Arne for openly acknowledging this.  I am an optimist with a half-full glass whenever it can be.  I only hope this is the beginning of continued support and respect for the profession.  As you state your recognition that "(Y)ou have told me you believe that the No Child Left Behind Act has prompted some schools—especially low-performing ones—to teach to the test, rather than focus on the educational needs of students. Because of the pressure to boost test scores, NCLB has narrowed the curriculum, and important subjects like history, science, the arts, foreign languages, and physical education have been de-emphasized. And you are frustrated when teachers alone are blamed for educational failures that have roots in broken families, unsafe communities, misguided reforms, and underfunded schools systems. You rightfully believe that responsibility for educational quality should be shared by administrators, community, parents, and even students themselves."  Yet based on behavior patterns, I am forced to hold my breath.  One responder summarized what many of the 149 responses to Arne's letter said, "You sir, are not an educator but a politician who can say what you will, but we teachers know the truth of what you stand for. We see all that you have done toward the goal of privatizing education."  Until then, we hold our breath and take each day in the classroom by day.                              Below is an eloquent (must-read!) response to Arne Duncan's letter.

http://failingschools.wordpress.com/2011/05/02/a-letter-to-arne-duncan/

Sardines

http://www.lasvegassun.com/news/2011/may/15/amid-crowds-students-are-left-behind/

As a parent, I would be outraged if my child were in a class any larger than 25, let alone 40!  As a teacher, I am outraged that this is even considered common sense.  When a child, no matter what age, is in a classroom with less students they receive more individual attention each and every day.  Imagine yourself, how likely are you to participate in a class with 35 other people?  Most readers would feel uncomfortable doing so.  But in a small class, which has been able to quickly establish a community-feel, children and adults are more likely to actively participate.  Consider your college classes.  In the smaller classes I felt a sense of community because I knew everyone and had more opportunity to interact.  Whereas in the large lecture classes the professor was typically the only speaker in the room.  I remember very little about the lecture classes.  Smaller class sizes make sense.  The teacher is able to be facilitator as students interactively engage with each other through discussion and hands-on activities. 

I have found the children and families I work with tend to be louder and more outspoken, often interrupting their teachers.  This is typically the case because of culture.  Of course, when a teacher establishes the values and norms, this is less of an issue.  Still, that takes time and consistency throughout the entire year, whereas the other side of the spectrum may not require that extra focus and time.  So, if you have a room full of quiet children who will listen to the teacher all day because there is not room to move beyond the desks, then 40 students per class is an option.  But if you recognize that each individual child deserves 1-on-1 daily attention to their individual needs, then 20 students or less is the option.

Tax Payors Want Their Money's Worth

http://www.tcpalm.com/news/2011/may/16/paul-mucci-since-when-did-teachers-become-the/

The author of today's article has had first-hand experience working with politicians.  He unfortunately had to endure disrespect by some politicians because "their minds were made up".  They are in the mindset that teachers are the ones to blame for society's failure to children.  The author also encourages the reader to consider just why the politicians are so adamant...what are they really trying to preserve?  It just might be more personal than we taxpayers wish to think.  I will leave that up to another topic on pension and money.

Yes, taxpayers want their money's worth.  But by stripping away any professional ownership of teachers are we really getting out money's worth?  Or are we swindling our money away?  Because our money is put into methods that are expected to bring on a quick-fix, we keep having to go back for more, looking for something different that just might work.  Teachers know what works.  We know that access to resources, parent support and involvement, administrative support, project-based inquiry learning are all pieces of the puzzle.  Yet the politicians, many who have never been trained as educators, keep stripping these pieces away.  So no, taxpayers are not getting their money's worth.

A Quick Read & Great Article!

http://www.nytimes.com/2011/05/01/opinion/01eggers.html?_r=3&hp

I so enjoyed this brief article.  It clearly spells out the foundation of our problem in society:  we have high expectations for educators, but offer no collective support.  Teachers alone cannot raise children.  We should not have to inform college students that once they get a job they need to prepare to be berated, disrespected by the public, and misused by the powers that "lead". 

It is time to stand together as a country, holding expectations of norms and expectations for home and school learning.  Do not stereotype all teachers as bad just because nation scores are low.  You need to look at all the pieces of the puzzle; English Language Learners taking English standardized tests, (lack of) family values and home support, inconsistent student attendance, home and community violence and gang activity, verbal, physical, and sexual abuse, etc.  These are demands school face throughout the country, but the grunt of these are daily occurrences in many inner-city environments.  As always, if you doubt the strenuous work teachers do, spend a day (a week if you can make it!) in an inner-city school.

If you have 2 minutes, please take the time to read this articulate article.

You've Got To Read This

http://teacherleaders.typepad.com/shoulders_of_giants/2011/05/amen-to-high-cost-of-low-teacher-salary-oped.html
Folks, I cannot put my praises of this article into a short blog.  You simply MUST read what Ariel Sacks (NY) has to write.  It will take only minutes, but will be chock-full of insight.  I hope you can enjoy it as much as I did.

As she suggest, I will read the full article she is referring to, and I hope you too...if you're a research geek like me:)

Tardy

So, I have been tardy in posting recently.  But I have a good excuse, and my dog did not eat my homework (although I've been victim of this once in my adult life!).  The truth is, I have spend the last 12 months working toward my National Board Certification and my final assessment is just weeks away.  Through this process I have become a more thoughtful and insightful teacher.  I cannot say I learned anything "new", which I heartily expected after experiencing 2 masters degrees.  More importantly, I took what I learned in my schooling, professional development, and experience, then analyzed my current teaching.

So, forgive me when I take it personally when teachers are the dumping ground for lack of education in our country.  I, and many of my National Board Candidate peers, take our profession seriously.  We carry a massive weight knowing we hold the future in our hands, and as inner-city teachers, we frequently find ourselves being parents of values also.  This month alone 2 of my students' parents attempted to dump their financial and emotional woes on me about being a parent.

I am working with hard-working and dedicated teachers.  Some of our students have dedicated parents working against all odds.  But the sad reality is, we often work with parents who have left us with the role to parent their children in values of consistency, hard work, empathy, and self-respect. 

Today I learned my district is toying with the idea of increasing the school day.  Of course, more time in the day means more instruction (yah!).  Yet, many of these students are at our school 2+ hours after dismissal as it is.  What can the school offer in those hours that is not being offered in the home?

Teacher Appreciation Week

I read an analogy that put things in perspective about the blame game.  It is (unfortunately) our culture to find a scapegoat rather than recognize many parts of the system can break, making the puzzle hard to fit together.  So here's the analogy summary (read full statement at this link):

When a war goes wrong it's not the soldiers that we blame.

Teachers are on the front lines, and inner-city teachers in particular witness the plight their students are going through.  They see violence, hear raging parents knock down their children, are belittled by administration, etc.  As this quote reminds us, teachers are trained to do what they do, but they can only do so much when they have a leader who authorizes every move in a manic way.

This week is Teacher Appreciation Week.  Teachers are fighting an uphill battle and will benefit from appreciation for what they are doing that's making things go right.  Thank a teacher today.


"WHEN we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, “It’s these lazy soldiers and their bloated benefits plans! That’s why we haven’t done better in Afghanistan!” No, if the results aren’t there, we blame the planners. We blame the generals, the secretary of defense, the Joint Chiefs of Staff. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition.
And yet in education we do just that. When we don’t like the way our students score on international standardized tests, we blame the teachers. When we don’t like the way particular schools perform, we blame the teachers and restrict their resources."  http://www.nytimes.com/2011/05/01/opinion/01eggers.html

Raising Teacher Status & Class Size

http://www.nytimes.com/roomfordebate/2011/03/27/how-to-raise-the-status-of-teachers/restructure-teacher-compensation

I was most interested in the viewer comments on this article.  They were obviously educated and had experience in the classroom.  The author suggests slowly raising class size in order to offer higher teacher pay, making it a more attractive profession.  What this author missed is that teachers do not become teachers because of the pay, it is much deeper than that! 

Yes, teachers need to be compensated appropriately for their significant effort (I cannot begin to put into words the amount of energy that goes into a dedicated teacher's day), but having a higher class size to do so defeats the purpose.  No teacher in their right mind believes teaching is more appealing with a higher pay along with higher class size.  Our job challenge is to reach each student each day, and that becomes more of a challenge the higher the # of students.  As a parent, one may feel their child is being neglected in the process, which is true. 

Joanne Yatvin (The misleading data and debate on class size, Washington Post, March 2011) articulates the concerns of larger class size eloquently and I hope you take the time to read her brief and to the point article.  Other than the obvious concerns of trying to reach each student each day, there are concerns of physical space and classroom management.  The larger the class, the more these become an issue. 

America lags behind education in other countries.  When we invest in education, we invest in the future.  It is time we stop letting the government buy into "infomercials" offering a quick fix.  It is time to listen to the professionals, the ones on the front lines; the teachers. 

So the conundrum stays, how do we make teaching a more attractive profession without raising pay?  Let's start with raising respect for the profession.  If you are reading this, thank a teacher.

Movie Madness?

Today's article has some wonderful points on what makes a master teacher.  But it is the author's discussion on watching movies in class that inspired today's post.  The author is right, movies are an easy lesson to make.  Master teachers will not find a way to make the lesson match the movie, but make the movie support the lesson.  Students need a preactivity which explains expectations of information to be sought, as well as sets a purpose for the movie.  The expectations ensure students are paying attention to the (educational) movie and will be able to engage in discussion afterward.  This can be done at any age, not just older students.  Finally, a post activity will review information from the movie.  It should engage students in discussion about the unit and, most importantly, challenge their thinking. 

Movies are effective for author studies, and can be watched in short clips.  Many picture books have been made into movies and can be checked out at a public library.  I never have students watch a movie before reading the book.  This takes away from their imagination and creativity while reading.  Comparing a text to it's movie version can spark debate about varied reader interpretations.  When possible, show the original version.  Most likely, students have already seen the updated version .  Showing the older version means they can discuss differences amongts the text and the 2 movie variations .

In summary, as with food, movies can be used in the classroom in moderation.  They should be a nutritional resource that enhances the curriculum, but does not become the curriculum.  If the shoe (movie) doesn't fit (the curriculum), don't wear it. 

Teacher Work Ethic

Every profession deals with them; employees who do the bare minimum to get by.  Stereotypes have never been productive or effective, and this stands true with the teaching profession.  Of course, and unfortunately, some teachers do not possess the fire to lite their passion for a job requiring such.  But the truth of the matter is they are the few, and the hard working, dedicated teachers are being blamed for the failure of a few.

Many in this country assume teaching is an 8-3pm job.  Yet the truth is, teachers take home huge workloads, spend countless hours planning weekly lessons, attend graduate courses in the evening, hold 2nd jobs, and during weekends carry a burden of concern about troubled students.  Inner city teachers are constantly concerned about students' well-being; are they fed properly, if at all, the extent of verbal and/or physical abuse, are they allowed out of the house for fresh air (many aren't because of neighborhood shootings and violence)? 

To respond to the country's misconception that teaching is 8-3pm, some teachers in

Manheim Township, Warwick and Hempfield school districts took their "homework" public.  The group of teachers spent hours in a mall, publicly grading papers, planning lessons, etc.  I admit, I thought it was silly when I first read the story.  Why do teachers feel the need to advertise their hard work when other professions don't?  Well, receiving positive feedback is motivating and constant negative feedback and blame for others' weaknesses can be devastating on one's work ethic.  Plenty of common sense individuals understand how hard teachers work both on and off "duty".  But our culture is on a perpetual down spiral of demoralizing the teaching profession.  The result is devastating, with less interest by potential young teachers, larger class sizes, etc.  The teachers holding this demonstration were proving a point, that there exists more dedicated teachers than those lacking in effort.  That if scapegoats are going to be made, praises must also balance.  I am just disappointed that teachers are at a point where they have to spell it out to the public that teaching lasts much longer than the hours students are present.  I guess our teaching is never done...

 

To read the full article visit:  http://articles.lancasteronline.com/local/4/370135

The Hot Topic: Science

The past decade focused on reading reform, with programs like Reading First taking over school autonomy.  Yet our country is realizing our heightened focus in reading caused a lag in science.  When will we learn the power of balance?  Our government is like a little puppy; attention focused only on the direction the toy was thrown, even when the thrower kept it in his hand. 

Reading is important, but plugging schools in with regimented programs which tell teachers what to say and when to say it will not create better teachers OR better students.  Science took the back burner and now we are paying for it.  I argued this for years, working in a district that leaves a half an hour for science and social studies combined.  Of course the children will suffer!  I prefer to teach with project-based and inquiry learning, but with only a half hour, once directions are given and materials passed out, that leaves little exploration and reflection.

Perhaps other districts value science and social studies more and have included more time in the curriculum. The article I read today touches on the idea that comparing US student scores to other countries, such as China, show the huge disparities between poor and affluent communities.  There are other studies, such as the 3 Million Word Gap where affluent children come to school with more (3,000,000) vocabulary because parents engage them in conversation each day, whereas poverty families talk "at" their children, focusing on what to do/not do, rather than prompt them to inquire about their world.

I believe another factor should be covered in this article: English As A Second Language (ESL) or English Language Learners (ELL).  These students are learning the basics of English, in addition to content knowledge.  Studies show it takes an average of 7 years to become proficient in a language.  The toughest part of learning a new language is content area; image having to learn the concepts of electricity in a new language.  It is more challenging than your every-day speak which is repeatedly practiced in realistic situations.  Our country hosts a plethora of cultures and language.  We are a melting pot and, in addition to beefing up an authentic inquiry-based (vs memorization of facts) curriculum, we need to accept that it is going to take our students a little longer to master the science vocabulary.  It is hard to authentically compare our progress to other countries in which the majority of the population speak the same language (not considering different dialects).

For further reading, please read "A Tale of Rich And Poor" in the middle of the article "Why does U.S. fail in science?" by the Pittsburgh Post Gazette.

Having A Voice For Those Who Don't

Today's post is in response to a heartwrenching, yet inspiring story about new unit through the Anticruelty Society (ASPCA). "Saving man's best friend from dog's worst enemy" is an article about dogs and other animals forced into blood-sports. But this topic holds near to my job. I think I have a soft spot for animals, especially those in need, just as I do the demographic of students I teach. Both need someone to give them a voice, to stand up for them.

Each year Best Friends Animal Society visits my school with a host of trained dogs. They talk to my students about how to properly care for animals and identify animal cruelty and neglect. To think that they actually have to show students a padlock and explain that it is too heavy and cruel to put on a dog's collar is shocking. More so, on average each year when my class is asked, "How many of you have seen a dog fight (or any animal)?" at least 10-12 hands go up. My students witness violence amongst people, drugs, drunkenness, and animal fighting. They do not know it is wrong, or if they do they do not know what to do.

As a teacher I am fighting for the rights of my students to be given an education by a caring, devoted teacher each day. I appreciate these officers and ASPCA for also fighting to give a voice to those who also don't have one.

Stressed Students, Stressed Teachers and the emotional havoc

Today's post is about new research on student stress to school environment.

The first paragraph sucked me in, "Between inadequate supplies, rundown school buildings, and disrespected teachers buried in paperwork, school can be stressful for 1st graders..." This holds true for any student, and I have seen it first hand. I have been in the school with the windows shot out, toilets literally missing leaving only a hole, holes so deep in the walls you can see the parking lot outside, and mice/bats makes homes throughout the school. When children see the adults do not care enough to maintain the environment, the students begin to feel inadequate.

"In turn, children’s behavior problems are a major source of teacher dissatisfaction, turnover, and lowered expectations, the study finds, and discipline issues in the school can take teachers away from teaching, which can lead to teacher exhaustion, making it more difficult to regulate children’s behavior within the classroom, according to the authors." Returning to my preaching point, students come to school with many factors that take away from teaching. As a nation we need to hold family accountable for establishing values of behavior and education before the onset of education. Until then, keep in mind that teachers are a piece of the puzzle and cannot be held accountable for any other missing pieces.

Until then, we dedicated teachers will continue to put forth all our energy to guiding these students toward progress. We will open our hearts and share our concern for them, and we will do our best to do what the parents did not do.

I know today's post is narrow, it focuses on the stereotype of poverty-stricken families that I have so frequently worked with. I chose to work in this demographic because my heart went out to the children of these home environments. I know not all poverty-stricken families lack morals. But enough do that it bleeds throughout the community and into the school and has significantly affected our schools, causing blame to be thrown all over. That is why I promote parent education, from the onset of birth, if not before.

A New Technology-Based Curriculum/Data

First WATCH this video: http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

The Khan Academyis an interesting concept. I like parts, I'm unsure of parts. Again, since education is not cookie-cutter this is going to be successful in some areas, and unsuccessful in others. Those who will use it will, and those who won't, won't. My biggest concern is access to resources. This program can enhance education, without holding students back & will offer appropriate pacing for those who need more time. It will also widen the "Education Gap". Poverty-stricken students are (mostly) not as encouraged to access education outside of the school, especially when survival takes precedence. Those who can access the resources and work with others nation & worldwide may blossom from this concept. It brings the nation forward, but still holds back those who need to be brought forward.

The KahnAcademy is supported by the Bill & Melinda Gates Foundation, who "(S)ee Sal Khan as a pioneer...to use technology to let more and more people learn things..." As stated in the previous paragraph, this can be a supportive program, but not to those who won't use it. Will we blame Kahn for poor education too? He is offering free education and those who won't use it still won't!

"Criticism leaves scars; but encouragement can bring healing"

"Criticism leaves scars; but encouragement can bring healing."

A comment was made regarding my recommendation of Jon Gordon's ideal/book, The No Complaining Rule. I am always looking for inspiring quotes or books. Today I came across this quote which resonated with me. How good to you feel when you are criticized? Does it make you want to work harder? Have better relationships with the critic? Feel appreciated? Appreciate yourself? Probably the opposite of all these! Being criticized is very different from Constructive Criticism. Being criticised carries a negative tone and fosters negativity, rather than productivity.

Teachers are being criticized right and left for society's ills. Comparing our melting pot of students to generic countries, or even within the same city! Teaching is not a cookie-cutter business. Children cannot be put on a conveyor belt and be filled with understanding and background knowledge. We are fortunate to live in such a diverse country. But we must keep in mind children come in abused, learning English, have physical and/or mental disabilities. Teachers deal with all these differences and find ways to reach each individual child according to their needs. But the country is hyper-focused on what is not being done; standardized test scores. And so the cycle continues.

Let's start looking at what IS working, both at home and school. Let's learn from what IS working, rather than spending our energy on what is not. We are fostering a negative energy throughout the country and soon there will no longer be dedicated brave souls to take over this profession. Resulting in teachers being appreciated too late.

Quote fromhttp://www.reviveourhearts.com/topics/30-day-challenge.php

I Touch The Future, I Teach

Sharon Christa McAuliffe's is quoted as saying, "I touch the future, I teach." For those of us born before 1980, we clearly remember the horrific event being replayed on the t.v. as the Challenger Shuttle exploded. 2 months later the astronaut's capsule was found at the bottom of the ocean, in tact. Today over 40 schools worldwide are named after our Teacher In Space.

McAuliffe's quote made me think of other teacher-related quotes I have heard. Sadly, one disrespectful quote came to mind; "Those who can't, teach." How is it that we have gone from sending a teacher into space to making "teacher" a derogatory term today? This mission by Reagan was to honor the "(I)mportant role that teachers and education serve in their country." I have invited people who believe that ignorant quote to follow me for a day, or a week if they can hack it. My offer is always turned down. I've come to the consensus that "Those who don't teach, can't." There is no disrespect in this. It takes a special person to have the hindsight to choose a profession that can positively impact so many souls each day. To know that 30 little ones rely on your every move each moment of the day can be a heavy, but inspiring burden. Everybody has a purpose on this earth and to teachers, their purpose is very clear. We take our job very seriously and become defensive when it is challenged. This only shows just how serious we take our job.

In religion they have a "calling", and I feel the same with teaching. As a youth, growing up I had many tiny whispers in my ear about my future career, but there was a moment when a deep whisper was shouted, from all directions! I knew right then I was put on a path with a purpose for helping others. I hope that whatever your job may be, you find purpose. More so, I hope you find a way each day to touch the future.


Next post I will relate this post to JFK's famous quote, "Ask not what your country can do for you, but what you can do for your country."

Image from Wikipedia.

For Parents & Teachers: Molding Positive Kids

In an earlier post I recommended Jon Gordon's book, The Energy Bus. Each Monday I receive an inspirational email from Jon about how to be a better person or better leader. Today's email was focused on molding positive kids. Being in the classroom, adults can see the effects our mood has on children. When in a sour mood we may think we are hiding it, but children pick up quickly to our emotional status. This is especially true when standardized tests loom around the corner. Inner-city schools are under significant pressure to push students to perform well on these tests, which can be an uphill battle against a plethora of odds. But let's not let our stress take over and filter to our students. Here are some tips to create positive tips, a la Job Gordon. I'm especially fond of #1 and #5.

5 TIPS TO DEVELOP POSITIVE KIDS

(T)he research says...some people are born with a more positive disposition while others are born with more of a negative disposition. But there is hope. The latest research in neuroscience and positive psychology demonstrates that we can mold our brains and ourselves to be more positive, which is great news...

1. Success of the Day - Each night before bed, at dinner or while taking an after dinner walk ask your children their success of the day. The success could be a great conversation, an accomplishment at school, something they are proud of, a situation where they helped someone, etc. The important thing is to help them focus on accomplishments instead of failures. When we help our children expect success, look for success, and celebrate success they find more success and gain more confidence. Of course they need to learn from their mistakes and failures, but let’s help them to not dwell on them.

2. Bedtime Prayer - A ritual such as this provides your children with a foundation of peace, security, and confidence that gives them the strength to take on the daily challenges of being a child.

3. Implement the No Complaining Rule - It’s a simple rule that says you’re not allowed to complain unless you identify one or two possible solutions to your complaint. This empowers children to become a driver of their bus instead of being a passenger griping on the bus. They also learn to use complaints as a catalyst for positive change and positive action. Visit www.NoComplainingRule.com

4. Teach them the Positive Shark Formula, E + P = 0 - This is from my latest book, The Shark and The Goldfish, which is a story about a nice and positive shark who teaches Gordy the goldfish how to overcome his fear of change and find food. After all, Goldfish wait to be fed. Sharks go find food. The formula reveals that we can’t control the (E) Events in our life. But we can control our (P) Positive Response to these events and our response determines the (O) outcome. This formula helps children develop a strong locus of control which is a perspective that through their beliefs and actions they have an influence on their life. They come to believe that they are not a victim of circumstance but rather a hero in their own inspirational tale and that they can turn their challenges into opportunities and transform bad events into good outcomes. This helps them stay optimistic and believe that their best days are ahead of them, not behind them.

5. Feel Blessed instead of Stressed - As parents we need to realize that children, like adults, deal with a lot of stress...and stress is the enemy of positivity. Well, the great news is that when you are feeling blessed you can’t be stressed. The research says we can’t be stressed and thankful at the same time. Thus, a simple ritual is to help your children identify 3 things they are thankful for each day. You can create a gratitude journal together or you can encourage them to write these blessings on their blog, diary or simply talk about them at dinner. And anytime they are feeling stressed you can encourage them to recall something they are thankful for.

I encourage you to think of your child’s mind like a garden. Each day you want to help them weed their negative thoughts and plant positive thoughts. One day of weeding and planting won’t do much. However if you practice these strategies each day, over a week, a month, a year, a lifetime, the garden grows more healthy and vibrant. Nurture your child. Take time to coach them and nourish them with lots of love and positive energy and you shall see the fruits of your efforts.

Do you have any favorite strategies or rituals to develop positive kids?
Share your thoughts on our blog or Facebook page.

Stay Positive,

- Jon

What Do Teachers Make?

The hot topic is what teachers make and what can be taken away from them.
From my posts it's clear teaching is a profession undermined and lacking respect, yet right up there with parenting when it comes to meaningful and long-term impact.

I hope you enjoy the following. I do not know the author or source, so my apologies for not quoting.

The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education.

He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?" (Inner-City Teacher says, "Grrr bigot, this is the BEST option and a clear choice!)

To stress his point he said to another guest; "You're a teacher, Bonnie. Be honest. What do you make?"

Bonnie, who had a reputation for honesty and frankness replied, "You want to know what I make? (She paused for a second, then began...)

"Well, I make kids work harder than they ever thought they could.

I make a C+ feel like the Congressional Medal of Honor winner.

I make kids sit through 40 minutes of class time when their parents can't make them sit for 5 without an I-Pod, Game Cube or movie rental.

You want to know what I make? (She paused again and looked at each and every person at the table)

I make kids wonder.

I make them question.

I make them apologize and mean it.

I make them have respect and take responsibility for their actions.

I teach them to write and then I make them write.

Keyboarding isn't everything.

I make them read, read, read.

I make them show all their work in math.

They use their God given brain, not the man-made calculator.

I make my students from other countries learn everything they need to know about English
while preserving their unique cultural identity.

I make my classroom a place where all my students feel safe.

I make my students stand, placing their hand over their heart to say the Pledge of Allegiance to the Flag, One Nation Under God, because we live in
the USA .

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life.

(Bonnie paused one last time and then continued.)

Then, when people try to judge me by what I make, with me knowing money isn't everything,

I can hold my head up high and pay no attention because they are ignorant.

You want to know what I make ?

I MAKE A DIFFERENCE.

What do you make Mr. CEO ?

His jaw dropped, he went silent.

Respnding to the Newspapers

Below is a response I wrote today to a newspaper article. It is very important to be active in sharing our ideals and experiences with the public, not just ourselves. They need to be informed of the reality of what really occurs in the schools, as well as realize TEACHERS are the PROFESSIONALS. What other profession would easily allow society to rip on them as Americans have on teachers? It is sick and a disappointment on our culture's lack of thought.


It's time society stops using teachers as a scapegoat for poor education and money issues & start appreciating the emotional hard work they do every day. Look at the big picture: morals, values, respect, and family in inner-city communities have gone out the drain. Teachers are a piece of the puzzle, as is the home environment. Inner-city schools are composed of many poverty-stricken communities that do not support their school or children in their education. We need to hold family as accountable as teachers.

Finally, your solution for the deficit is reducing teacher pay. Teaching is 1 of the most important jobs! We need to take an honest look at the salaries for those sitting in offices running education, when they have no professional background in the profession, & these so-called supportive programs are a dime a dozen; lacking consistency and put in a basement within 2 years until another mandated program comes along.

Take a few months, study the history of education back to day 1. We have been riding the same circle for hundreds of years. Rather than looking back and learning from the past, we keep looking for the next quick-fix. This is EDUCATION, not a fad diet. Let's make it a lifestyle.

The 'S' Word: Part II

"And it has made standardized tests the main measurement of students, schools and, now, teachers. This obsession has bastardized the entire learning process, narrowing curriculum, fostering cheating scandals, harming real student achievement and putting teachers in a position of being blamed for things for which they are not responsible."
http://voices.washingtonpost.com/answer-sheet/race-to-the-top/

I found this quote relating to my post from yesterday (See, The 'S' Word). There is not much more I have to say that this quote already has not. It is strong, it is bold, it is the truth of what government is doing to harm education, and the people are allowing it to happen.

Complaining solves little, but making the public aware is a start. Now the issues are clear, let me share some suggestions. Below are suggestions taken from a research resource called Rand.

I think we are taking a step toward #1 through the National Board Teacher Certification process, which many teachers have taken advantage of. #4 addresses the concern that NCLB focuses on Reading & Math, leaving other subjects on the back burner. I disagree with #5 since many teachers in low-performing schools are there because they are already determined to support those students. Try rewarding them with smaller class sizes immediately so they can focus on instruction rather than classroom management (see previous blog). And #8, oh #8...a topic so little considered in the realm of NCLB. It is as if policy makers refused to recognize the ginormous amount of language learners in our schools! Despite research stating it takes at least 7 years to proficiently take a test in another language, ESL learners are required to take standardized test just years after arriving to the country. How comfortable would you be taking that test after a couple years in the country? You may know your basic communication skills, but what about academic content in the 2nd language? Yikes!


How Can NCLB Be Made More Effective?
Should Congress reauthorize NCLB, RAND researchers recommend that it consider the following changes:
1. Promote more uniform academic standards and teacher qualification requirements across states.
2. Set more appropriate improvement targets using alternative accountability approaches that incorporate growth without the current targeting structure.
3. Broaden test measures and hold schools accountable in some way for subjects other than reading and mathematics.
4. Provide incentives for teachers to teach in low-performing schools, such as a higher salary or lower class loads for “highly qualified” teachers.
5. Allow for a more flexible system of interventions that enables states and districts to identify and prioritize the schools most in need and to design consequences to address their particular needs.
6. Broaden staff development beyond academic content and effective instruction to include approaches to problem solving, the development of interventions geared to the problems identified, and tools and practices for effective implementation of interventions.
7. Recognize the limited benefits of school choice, at least at this time, and focus efforts for school improvement on all schools while continuing to offer school choice.
8. Commit more resources to find better instructional methods and programs, especially for students with limited English proficiency and learning disabilities.

Job Perks

Time for a little reflection and hopefully, inspiration. In a time where blaming and negativity hover over our heads, let's take a moment to reflect on the perks of your job.

I've listed a few that come to mind about teaching. What comes to your mind? If you are in another profession, add what perks you enjoy about your job!

Being positive is contagious, hopefully this will take you into your next workday.

* Seeing a child smile every day
* Having a child make you laugh
* Seeing that "light" go on
* Getting sunlight through the window
* Learning something new about yourself, another, the world, etc.
* Working with people who appreciate you (child or adult)
* Each day is different
* Knowing you just changed impacted a life
* Knowing you will be in the thoughts of many of these kids when they are adults

The 'S' Word

Yep, I said it, Standardized Tests! This weighty stack of paper is soon looming on us. For some teachers, authentic learning is thrown out the window and teaching to the test began a few months ago. Frustrating, isn't it? With No Child Left Behind, and other reliance on Standardized Tests, administrators and teachers have been cornered. Administrators put on the pressure to raise scores or their job is on the line. Teachers are told to do whatever they have to to get these scores up, and teaching to the test is pushed.

Fortunately, there are the teachers who realize everyday teaching, from day 1 of school, can be authentic learning that will ultimately support test taking. But the reality is so many inner-city students come to school underfed, lack of sleep, haven't done months of homework, are repeatedly sent to the Dean of Discipline for violence in the classroom, or are still at home playing video games. These are uphill battles that teachers struggle to combat every day. Just getting some children engaged in school is a challenge, let alone giving them a test that takes 5 days to finish. And what about those kids who just don't test well, no matter if they are poverty stricken or not? Some of you reading this can identify. Taking the standardized test was probably one of your worst school memories.

Research shows there is more violence in poverty-stricken home and community environments. For example, I had a student who had been up since 3am and told me he might fall asleep during the test. He explained that his neighbor stabbed her husband to death with a kitchen knife and the police were in the building all night. Other students of mine lack sleep every night because their bed is the couch in the living room; the room the adults are busy socializing, drinking, and smoking (illegal and legal) in.

"Hardest job? I'd agree if they didn't get summers, holidays and most importantly, snow days off." Here is a many who obviously does not have children, nor family or friends in the education profession. My suggestion to this man is go to a school for 1 day and follow a teacher. Rather than looking at the job from a far spectrum, see what the job really entails. Considering babysitters make $12 per child and teachers have 30 kids in a class that they TEACH, teachers are significantly underpaid. Good teachers consider themselves a parent in the classroom. Teachers take a 7 hour emotional roller coaster ride where we parent 30 kids at once 180 days out of the year. Mental health days are a requirement in this field. Even parents know that. Teaching is part of the puzzle, but cannot be blamed as the only scapegoat for failure on a standardized test.

I am beginning to sound like a skipping record, but how do we expect teachers to combat the lack of parental responsibility in (not all) many of these inner-city student homes? Firing these teachers or paying them less is not the solution. We need to begin by training these parents when the child is in the womb. Parenting is a job and requires some sort of mentorship. For those who did not get that mentorship growing up, it is time to send them to parenting school to slow down this vicious cycle.

Dear Mr. Bill Gates

Quoting Mr. Bill Gates in the Washington Post, February 28, 2011.

"Over the past four decades, the per-student cost of running our K-12 schools has more than doubled, while our student achievement has remained virtually flat. Meanwhile, other countries have raced ahead. The same pattern holds for higher education. Spending has climbed, but our percentage of college graduates has dropped compared with other countries. "

Coming from a gentleman who attended school in a home and school environment with high expectations, including parents, students, administration, and teachers, I can see why he expects good teachers. Don't we all? It is a sad reality that bad teachers do exist, those teachers who are burned out and nearing retirement, or teachers who should have chosen another profession. I have been fortunate to work with really great teachers, and they are in an up-hill battle to undo what the bad teachers are done. So yes, Mr. Gates, I agree that we need good, no GREAT teachers, who are willing to go the extra mile, NOT teach to the test, and include project-based learning that provokes higher-order thinking. The sad truth is, every profession has bad employees, and teaching is not an exception. Good teachers is a large part of the puzzle, but only part of it. I believe our cultural belief about education is the missing piece.

In response to the quoted paragraph above, we need to study what those countries have done to improve education: many have created National Standards for every state. But the trouble lies in our culture's philosophy of education. If you have seen the video of education in China it is clear just how different we are from them: those who can't, fail. They are not given differentiated education but are left to sink or swim. China focuses on the high performing students and lets the other go. Also, pay attention to the school climate, every child comes to school with the fear of their parents in the back of their mind. Yes, I said PARENTS. I still stick to my belief that parents and society have a responsibility to uphold a high expectation of education. But as we know from my last post, there is a vicious cycle of (mostly poverty, according to research) lack of support for education, including early childhood and ongoing. Teachers can put in so much effort and motivate children, but when students return home to a parent who blows off school all together, that is the belief they are typically going to buy into, and the vicious cycle begins.

Back to China, so there is a culture of the intense requirement for students to attend school every day and work hard, then stay for the required classes after school, finally many attend test-prep classes until 10 o'clock at night. No wonder the suicide rate in China is so high. China goes to the other extreme of American's philosophy of education. We need to find a gray area.

A Vicious Cycle

There are amazing parents out there, my mother being one of them. The moment the child is out of the womb they are singing to them and reading to them. They engage in conversation as the child continues to grow. They encourage responsibility by assigning household chores. Before heading off to school, they have already taught their little one how to count and write their name. These children have unknowingly been prepped and primed for the next 10+ years of their educational career.

What about those students who were never sung to, never held a pencil until they arrived on their first day of school, never learned social skills because they did not attend preschool, and never had a parent talk 'to' them but have been talked 'at' all their short life? We need to accept that poverty is a huge factor in this scenario. The situation becomes a vicious cycle as these children grow up and have children of their own, and they have little idea how to academically and socially raise a child.

This is a scenario that all too many inner-city teachers are faced with. Government is reigning down on them with negativity about successfully raising these students' test scores to meet the other schools who host families that worked with their children from a young age and continue doing so. Bottom line, it is time to hold the parents accountable too. This cycle cannot be stopped, but it can slow down. Parenting is a job and requires training. Much training is from childhood into adulthood as we watch how our parents raise us. So what about those children who have not been raised, but left to their own devises? The Department of Child & Family Services (DCFS) tried to intervene but are so inundated with cases they are forced to put the "minor" cases on the back burner. These are not minor cases! These children are being taught that neglect is acceptable and when they have their own children they are likely to become the same kind of parent.

If you have children and they are emotionally and academically stable, happy children then quick! pick up the phone and thank your parents. While you're at it, call your grandparents and thank them too for preparing your parents for the most important job in the world.

This post is dedicated to my mom and dad, and my 3 siblings. To me they are all the greatest parents in the world for my 6 nephews/neice.

In the meantime, here is a quote from one of those studies:

"(M)any children face deficiencies in the years leading up to school entry in terms of emotional support, intellectual stimulation, or access to resources — due to low income or other factors — that can impede their ability to develop to their fullest potential." -Copyright © 2005 RAND Corporation

To Homework, or Not To Homework, That Is The Question

A colleague and I were discussing homework, its effectiveness, and parent reactions. Much belief in homework depends on school and parent expectations. Let me explain: one school sets high standards for students, parents, and educators. Everyone is on the same page and work load is an expectation. The other school hosts some families who do not favor education, be it belief (yes, it sounds crazy but many children AND adults resist the idea that education will get you places) or they do not have as much time to work with their child each night due to hectic schedules. I have parents say, "Well, I work the night shift then sleep during the day, what do you want me to do?!" I would like to say, "Be a parent, following up on schoolwork (and dental visits, breakfast, and clean clothes) come with the responsibility." But that is a battle I do not want turning into a war. So I simply offer suggestions, like have the student leave their completed work in the same spot every night for the parent to check.

I have also had parents complain that I give too much homework and their child can't handle it. Again, I would like to say, "I understand. Your child is already quite behind in school since they have never been in a habit of doing homework in school, according to previous teachers." But I respond with, "This is standard amount of homework for your child's age and ability and they can complete it as the rest of the students in class do. I have some ideas to make this work."

You may be thinking this is harsh, but I have seen what lowering expectations can do, and it is not pretty. Many students come to me performing below grade level, but I'll be darned if I am not going to push the both of us toward progress. If not, then what a waste of many many hours in (and out) of the classroom that would be.

There is another side to homework; the effectiveness, and I have done my research. Before I go into the practicalities of it, let me share one concept...homework is not just to practice what is learned in the classroom. Homework is a task that teaches children discipline. Many careers require adults to take the initiative to sit himself down and concentrate on a number of tasks, often on a deadline. Homework teaches children to set aside time each evening, in a conducive space for brain work. Lack of this practice sets one up for failure for high school, college, then the adult life.

In conclusion, homework is a valuable task that penetrates a much needed skill for adults. In addition, consider playing a sport that you never practice...do you get better? Most likely not! When homework is linked to prior learning it allows students to continue the practice and transfer the understanding, even when sitting in a different setting. So, for those who argue homework does not support academic success, I argue that, but there is more to it. Besides, it is the big picture that needs to be looked at, not one year's worth of grades.

Here are some useful articles.
1. You've gotta read this! If you're a research junkie like me, you'll be enthralled with the research. Don't be afraid if you have an aversion to reading research, this one's an easy read and all results are in the beginning. Don't spare yourself this one.
http://www.nctm.org/news/content.aspx?id=13814

2. National Education Association's (NEA) link has additional homework articles at teh bottome of their link. Read and enjoy!
http://www.nea.org/tools/16938.htm

Inspirational Reads

Calling all bookworms! These titles will get you ON the couch!

I thought I'd share a few authors/books that helped pave the way to who I am today and where my interests lie.

By the way, if you ever get an opportunity to hear Jonathan Kozol speak, do! He's entertaining and enlightening.

Finally, if you have any titles to suggest please add them in the Comments section below.

* Savage Inequalities, by Jonathan Kozol
* Letters To A Young Teacher, by Jonathan Kozol
* 'Tis, by Frank McCourt
* Teacher Man, by Frank McCourt
* Educating Esme, by Esme Raji Codll
* Learning Gap: Why Our Schools Are Failing And What We Can Learn From Japanese And Chinese Education, by Harold W. Stevenson
* Leave No Child Behind: Preparing Today's Youth for Tomorrow's World, by Dr. James Comer
* The Great Expectations School; A Rookie Year in the New Blackboard Jungle, by Dan Brown
* My Bloody Life: The Making of a Latin King, by Reymundo Sanchez (Chicago school student, takes place in a school where I taught)
* Up the Down Stair Case, by Bel Kaufman
* Schoolgirls: Young Women, Self Esteem, and the Confidence Gap, by Peggy Orenstein
* The Energy Bus, Jon Gordon (An easy must-read for ALL professionals!)

Inspiring Reads

Calling all bookworms!

Books that will get you ON the couch!

I thought I'd share a few inspirational reads/authors that have helped pave the path to my interests today. By the way, if you ever have a chance to see Jonathan Kozol speak, do! He's entertaining and enlightening.

If you have any titles to share with everyone please do post them in the comments below.

* Savage Inequalities, by Jonothan Kozol
* Letters To A Young Teacher, by Jonothan Kozol
* 'Tis, by Frank McCourt
* Teacher Man, by Frank McCourt
* Inside Mrs. B's Classroom
* Learning Gap: Why Our Schools Are Failing And What We Can Learn From Japanese And Chinese Education by Harold W. Stevenson
* The Great Expectations School ; A Rookie Year in the New Blackboard Jungle, by Dan Brown
*Leave No Child Behind: Preparing Today's Youth for Tomorrow's World, by Dr. James Comer M.D.
*My BloodyLife;The Making of a Latin King, by Reymundo Sanchez (a school where I taught)
*Educating Esmé; Diary of a Teacher's First Year by Esmé Raji Codell (Chicago school)
*Schoolgirls: Young Women, Self Esteem, and the Confidence Gap, by Peggy Orenstein
*The Energy Bus, by Jon Gordon
*Yet More Everyday Science Mysteries: Stories for Inquiry-Based Science Teaching,
(2011) by Richard Konicek-Moran

Waiting For Superman?

I haven't seen the movie, nor do I feel I could control my Greek temper were I to watch it. All it took was Geoffrey Canada's grammatically incorrect statement "The kids are getting stupider every year..." for me to realize it may not be worth my time. Perhaps his own education needed reform?

Anyway, I think this blog has some insight into the movie, and if you do, please post your comments.

http://voices.washingtonpost.com/answer-sheet/guest-bloggers/what-superman-got-wrong-point.html