Dangerous, Disruptive and Disobedient Students
Whether it is still done or not I do not know; but there was a time when children had to pass a readiness test for admittance to kindergarten. Children were evaluated on the basis of social, motor and language skills. In the social skills section of the evaluation, among other questions, parents were asked: if their child could follow directions, do tasks when asked the first time and work independently. I would venture to say that a significant number of our students currently in the upper elementary grades and in junior and senior high school would not pass this kindergarten readiness test. These students cannot or will not follow directions, rarely do anything when first asked or even after multiple requests and are unable or unwilling to work either independently or in a group. It is these uncooperative students that create the toxic atmosphere in which teachers and the rest of the students currently have to function.
As these uncooperative students move through the system they continue to be not only uncooperative; but disruptive, increasing disobedient and at worse they become dangerous individuals. Unfortunately, the way the system now operates these malcontents must be dealt with in the school setting. Yes, the very worst may be reassigned to "opportunity classes", occasionally suspended and some even expelled; but the vast majority are accommodated within the regular school setting. Consequently, teachers spend far too much time trying to deal with the aberrant behavior of these uncooperative individuals. Sadly every minute spent controlling these disruptive students is time taken from the process of teaching.
The solution is rather simple. Allow schools to provide the service that they were mandated to provide; that is, a free education. It is not the school's role to be a detention or mental health facility nor an extension of the courts, probation departments or social services. The school's staff are trained in the area of education not social work, custodial supervision, parental support or crime fighting. Those educators not in the classroom, administrators at all levels, must begin to show more than lip service support for classroom teachers by seeing that the disruptive, chronically disobedient and dangerous students are removed from the regular classroom environment. Just as one rotten apple can spoil the barrel, one disruptive student can spoil the positive learning atmosphere for an entire class. It is time for educators in policy and decision making positions to put their money where their mouths are. If the educational leaders truly want to see gains in achievement via standardized test scores then level the playing field for all students and all teachers. Teachers and students now working in schools that are like combat zones need to have their environments adjusted to be similar to that of schools were deviant student behavior is not tolerated.
Just as the gifted and talented students perform and achieve more when taught with other gifted and talented students so too the vast majority of the regular student population would perform, achieve and learn more in peaceful, orderly, engaged and trouble free classrooms. Students have a right to be safe and experience a positive learning environment at all times and in all schools regardless of the school's location. Administrators have a responsibility to see that both students and staff are safe at all times during the school day. If they are unable or unwilling to provide this safe environment then they need to step aside. The buck does indeed stop with the school administrators when it comes to school safety and they must either lead, follow or get the hell out of the way. There is too much at stake to accept less.
Next Post: Over Emphasis on Testing
Showing posts with label schools. Show all posts
Showing posts with label schools. Show all posts
Tuesday, July 6, 2010
Monday, June 14, 2010
FIXING OUR SCHOOLS FOR DUMMIES- VII
SAFE AND SECURE SCHOOLS
In the United States like many other countries students by law must attend school. Students cannot legally drop out until they complete the high school academic year in which they turned 16. Unfortunately, more and more of our students drop out of high school. It is a baffling situation because successful completion of high school and actually graduating is the minimum necessary in this country for future success. One cannot even join the military without completing high school or getting one's GED and the military limits the number of GED applicants it will accept. GED stands for General Educational Development and it is viewed as an equivalent document to a high school diploma.
There are countless reasons for students to drop out of high school. These reasons might include: family problems, socio-economic issues, poor grades, substance abuse, behavior problems and a failure to recognize the value of an education. Recently another factor may be accountable for not only students dropping out of high school; but even the increasingly poor attendance of more and more elementary and junior high school students. That factor is school safety. Violence both in and around our schools is increasing. The killings at Columbine was the wake-up call and there seems to be more and more incidences of students fighting, stabbing and shooting one another in and around schools across the country.
If attending school is compulsory then it is school system's responsibility to see that students are safe and secure in a situation where their attendance is mandatory. One can only wonder if the truancy on the elementary level and the accelerating dropout rate in high schools are the results of the increasing incidences of school violence. The school environment is fast changing and unfortunately those responsible for administering our schools are out of step. While school boards argue over the political correctness of social studies books and site administrators focus on gum chewing and clothing styles, other more serious problems need attention. Educators seem to be packed in a slow moving school bus in the commuter lane while students are speeding along in the fast lane.
I viewed a presentation recently in which the speaker offered that by the time kids get to school their brains have been rewired to be digital because they have spent so much time with digital activities, http://www.wimp.com/secretpowers/. Unfortunately the school environment is analog in that students are expected to focus on lectures, books, paper assignments and tests. In the classroom students cannot use the pause or delete key. Obviously, some will not be able to handle this foreign and unfamiliar situation. Lacking self-control, poor behavior is inevitable.
During my years of teaching I encountered poorly behaved students who enjoyed their attempts to be disruptive in the classroom. Ironically these same students rarely missed a day of school. Some actually bragged that they came to school not to learn but to socialize, hassle their fellow students, annoy teachers and see how much they could get away with. It is long past the time when the vast majority of students who attend regularly, participate in class, do their assignments and stay out of trouble once again become the focus of attention. This taken for granted, unappreciated and basically ignored student population needs to become the main attraction and receive top billing. The misfits, trouble makers, occasional attendees, novice gang members, and all those who just don't give a damn about their education need to be dealt with in a manner and location that does not detract from those students who appreciate and want an education.
Our schools are not an extension of the juvenile justice system or the mental health system. For too long the schools and their staffs have been used as the untrained extensions of the courts, law enforcement, health services and on occasion neglectful parents. The business of education is education. Current conditions make it difficult enough for schools to fulfill their primary responsibility without having to be burdened by all of society's other problems. When schools once again focus on those who want to learn and allow teachers to teach without being part time cops, social workers, mental health professionals and truant officers a more safe environment will be established and school violence will no doubt decrease. This is not rocket science just plain old common sense ... something that seems to be in short supply.
Next Post: Dangerous, Disruptive and Disobedient Students
In the United States like many other countries students by law must attend school. Students cannot legally drop out until they complete the high school academic year in which they turned 16. Unfortunately, more and more of our students drop out of high school. It is a baffling situation because successful completion of high school and actually graduating is the minimum necessary in this country for future success. One cannot even join the military without completing high school or getting one's GED and the military limits the number of GED applicants it will accept. GED stands for General Educational Development and it is viewed as an equivalent document to a high school diploma.
There are countless reasons for students to drop out of high school. These reasons might include: family problems, socio-economic issues, poor grades, substance abuse, behavior problems and a failure to recognize the value of an education. Recently another factor may be accountable for not only students dropping out of high school; but even the increasingly poor attendance of more and more elementary and junior high school students. That factor is school safety. Violence both in and around our schools is increasing. The killings at Columbine was the wake-up call and there seems to be more and more incidences of students fighting, stabbing and shooting one another in and around schools across the country.
If attending school is compulsory then it is school system's responsibility to see that students are safe and secure in a situation where their attendance is mandatory. One can only wonder if the truancy on the elementary level and the accelerating dropout rate in high schools are the results of the increasing incidences of school violence. The school environment is fast changing and unfortunately those responsible for administering our schools are out of step. While school boards argue over the political correctness of social studies books and site administrators focus on gum chewing and clothing styles, other more serious problems need attention. Educators seem to be packed in a slow moving school bus in the commuter lane while students are speeding along in the fast lane.
I viewed a presentation recently in which the speaker offered that by the time kids get to school their brains have been rewired to be digital because they have spent so much time with digital activities, http://www.wimp.com/secretpowers/. Unfortunately the school environment is analog in that students are expected to focus on lectures, books, paper assignments and tests. In the classroom students cannot use the pause or delete key. Obviously, some will not be able to handle this foreign and unfamiliar situation. Lacking self-control, poor behavior is inevitable.
During my years of teaching I encountered poorly behaved students who enjoyed their attempts to be disruptive in the classroom. Ironically these same students rarely missed a day of school. Some actually bragged that they came to school not to learn but to socialize, hassle their fellow students, annoy teachers and see how much they could get away with. It is long past the time when the vast majority of students who attend regularly, participate in class, do their assignments and stay out of trouble once again become the focus of attention. This taken for granted, unappreciated and basically ignored student population needs to become the main attraction and receive top billing. The misfits, trouble makers, occasional attendees, novice gang members, and all those who just don't give a damn about their education need to be dealt with in a manner and location that does not detract from those students who appreciate and want an education.
Our schools are not an extension of the juvenile justice system or the mental health system. For too long the schools and their staffs have been used as the untrained extensions of the courts, law enforcement, health services and on occasion neglectful parents. The business of education is education. Current conditions make it difficult enough for schools to fulfill their primary responsibility without having to be burdened by all of society's other problems. When schools once again focus on those who want to learn and allow teachers to teach without being part time cops, social workers, mental health professionals and truant officers a more safe environment will be established and school violence will no doubt decrease. This is not rocket science just plain old common sense ... something that seems to be in short supply.
Next Post: Dangerous, Disruptive and Disobedient Students
Friday, May 28, 2010
FIXING OUR SCHOOLS FOR DUMMIES-VI
Return to Student Tracking
If you are like me, a baby boomer, then you probably remember the small groups in which we were placed in grade school, especially for reading. These groups were identified by various names such as "Bluebirds" and "Redbirds" allowing the teacher to group students according to reading ability. Years later in my high school there was only one class that was different from the other classes and that class was known by us as the "Brain Class". At Loyola High School this class was made up of the best and brightest students and the guys in this class were guaranteed admission to college as sophomores as a result of their advanced work .
Today we have students in what are now called "gifted and talented" programs at one end of the educational spectrum and the special education classes at the other end. In the middle is everyone else regardless of achievement, skills mastery and actual performance. It is this middle group that makes up the vast majority of all classes in which most students are placed and most teachers teach. These classes will have students who will be reading three to four years above and below grade level. Some students in these classes will be disappointed if they do not earn "A" grades and others will celebrate if they achieve a "D-".
For some reason the practice of grouping by ability or tracking fell out of favor and became educationally incorrect. Whereas homogeneous grouping is desirable for the gifted and the educationally handicapped it is not a placement process for everyone else. As a result teachers are forced to modify their instructional delivery by offering differentiated instruction; that is, teaching to multiple groups with varying ability levels. Furthermore teachers must accommodate many individual students with specific learning difficulties that require individualized instruction. This is to be accomplished in a class with 30 or more students with no other adult assistance. You see, administrators know that "redbirds" and "bluebirds" still exist; but refuse to divide students into manageable groups. Instead teachers are now required to set up subgroups in their classes to effectively deal with these vast differences in ability.
The result of this departure from tracking is that now most teachers spend more time dealing with issues of how to teach and classroom management issues rather than what to teach. Teachers must be aware of and recognize the cultural diversity, socio-economic background as well as the level of skills mastery of their students. It is understood and accepted that the educationally handicapped need to be isolated in special education classes to succeed. Additionally, the gifted and talented also allegedly achieve more when placed in homogeneous classes; but its baffling that these same placement considerations are denied to the vast majority of regular students. Consequently the end results, namely the achievement levels, actual grades and of course standardized test scores of the regular students are all over the place.
It is generally believed that nothing in education is ever really new; but a repackaging of something that has previously been done. If this be true, then why not bring back the "Redbirds" and "Bluebirds"? Let us begin to place regular students in classes by achievement or ability just like the gifted and talented and the educationally handicapped are now placed. Let us begin to give the regular students the same educational advantage that these other two groups of students now enjoy. Let us give the teachers of these regular students the same teaching advantage that the teachers of the other two groups of students now experience. Tracking once worked and still works for a few so why not allow tracking to work for everyone? We really have nothing to lose.
Next Post: Safe and Secure Schools
If you are like me, a baby boomer, then you probably remember the small groups in which we were placed in grade school, especially for reading. These groups were identified by various names such as "Bluebirds" and "Redbirds" allowing the teacher to group students according to reading ability. Years later in my high school there was only one class that was different from the other classes and that class was known by us as the "Brain Class". At Loyola High School this class was made up of the best and brightest students and the guys in this class were guaranteed admission to college as sophomores as a result of their advanced work .
Today we have students in what are now called "gifted and talented" programs at one end of the educational spectrum and the special education classes at the other end. In the middle is everyone else regardless of achievement, skills mastery and actual performance. It is this middle group that makes up the vast majority of all classes in which most students are placed and most teachers teach. These classes will have students who will be reading three to four years above and below grade level. Some students in these classes will be disappointed if they do not earn "A" grades and others will celebrate if they achieve a "D-".
For some reason the practice of grouping by ability or tracking fell out of favor and became educationally incorrect. Whereas homogeneous grouping is desirable for the gifted and the educationally handicapped it is not a placement process for everyone else. As a result teachers are forced to modify their instructional delivery by offering differentiated instruction; that is, teaching to multiple groups with varying ability levels. Furthermore teachers must accommodate many individual students with specific learning difficulties that require individualized instruction. This is to be accomplished in a class with 30 or more students with no other adult assistance. You see, administrators know that "redbirds" and "bluebirds" still exist; but refuse to divide students into manageable groups. Instead teachers are now required to set up subgroups in their classes to effectively deal with these vast differences in ability.
The result of this departure from tracking is that now most teachers spend more time dealing with issues of how to teach and classroom management issues rather than what to teach. Teachers must be aware of and recognize the cultural diversity, socio-economic background as well as the level of skills mastery of their students. It is understood and accepted that the educationally handicapped need to be isolated in special education classes to succeed. Additionally, the gifted and talented also allegedly achieve more when placed in homogeneous classes; but its baffling that these same placement considerations are denied to the vast majority of regular students. Consequently the end results, namely the achievement levels, actual grades and of course standardized test scores of the regular students are all over the place.
It is generally believed that nothing in education is ever really new; but a repackaging of something that has previously been done. If this be true, then why not bring back the "Redbirds" and "Bluebirds"? Let us begin to place regular students in classes by achievement or ability just like the gifted and talented and the educationally handicapped are now placed. Let us begin to give the regular students the same educational advantage that these other two groups of students now enjoy. Let us give the teachers of these regular students the same teaching advantage that the teachers of the other two groups of students now experience. Tracking once worked and still works for a few so why not allow tracking to work for everyone? We really have nothing to lose.
Next Post: Safe and Secure Schools
Thursday, May 13, 2010
FIXING OUR SCHOOLS FOR DUMMIES - V
Focus on Subject Matter
There has been a steady shift or slide by educators from spending professional time on their particular subject matter to spending professional time on classroom management, cultural diversity, fostering self-esteem, parent and student rights, educational standards and of course the now all important and almighty standardized testing. While all these topics and concerns have varying degrees of relevance and possibly importance, the business of education remains education. As such, curriculum is all important. Professional time should be spent on what is being taught in the core subjects: English, Mathematics, History and Science. Teachers need to be able to meet as colleagues and discuss subject matter concerns. Teachers must have the time to discuss particular subject matter units and how these units are being presented to students. Over the years teachers' meetings have been usurped by administration to cover, discuss, debate and promote everything; except the business of education. This trend must be reversed.
What teachers teach and what students learn in each grade as students progress through public school has become pretty much standardized and predictable. Yes, there have been some unfortunate changes like the mandate that all eighth graders must be taught algebra regardless of their mastery of basic math skills. But in general, there is for the most part a somewhat logical progression of skills acquisition and subject matter exposure. Unfortunately, for many teachers they teach in a collegial vacuum and professional isolation. Many novice teachers have little time to be mentored by their more experienced colleagues and veteran teachers have little or no time to "talk shop" with their peers. Once that bell rings and the door closes its is show time and all teachers are on their own, even the novice first year teacher with no experience.
During the last years of my teaching career most meetings, both full faculty and departmental, were taken up with the new concerns of education. Topping this list was of course standardized testing; but many other non-education topics consumed precious time under the alleged importance of staff development, in-service training and school improvement. Countless school improvement plan requests drifted down from the non-teaching administrators in the district office that required many precious hours to process and complete. To add insult to injury in some instances these plans would be filed away having never been reviewed or read. If by chance someone had discovered a new resource to explain the plot of The Call of the Wild or a new web site that provided more detailed back ground information for The Diary of Anne Frank little formal meeting time was available for sharing this information.
As a result of universal education in that all children regardless of school readiness, mastery of skills, attitude, behavior, attendance and socialization occupy seats in this country's classrooms; the classroom teacher now faces many challenges. Teachers are expected to wear many hats. They are expected to be social workers, counselors, crisis intervention specialists, surrogate parents, nutritionists, behavior modification specialists, attendance monitors and security cops in their overcrowded classrooms with far too many students needing special services. These special needs students are in addition to the educationally handicapped students that were once taught in special education classes; but now include the growing number of delinquent, chronically truant, frequently suspended, disinterested, out of control, parentally neglected children who are a constant source of disruption in the classroom.
No doubt if school administrators would handle the problems that these feral students bring to the classroom maybe, just maybe teachers could devote more time to improving their subject matter presentation and less time on all the various facets of classroom management. Could this result in even test scores going up ? Now that is a carrot to wave in front of school administrators.
Next Post: RETURN TO STUDENT TRACKING
There has been a steady shift or slide by educators from spending professional time on their particular subject matter to spending professional time on classroom management, cultural diversity, fostering self-esteem, parent and student rights, educational standards and of course the now all important and almighty standardized testing. While all these topics and concerns have varying degrees of relevance and possibly importance, the business of education remains education. As such, curriculum is all important. Professional time should be spent on what is being taught in the core subjects: English, Mathematics, History and Science. Teachers need to be able to meet as colleagues and discuss subject matter concerns. Teachers must have the time to discuss particular subject matter units and how these units are being presented to students. Over the years teachers' meetings have been usurped by administration to cover, discuss, debate and promote everything; except the business of education. This trend must be reversed.
What teachers teach and what students learn in each grade as students progress through public school has become pretty much standardized and predictable. Yes, there have been some unfortunate changes like the mandate that all eighth graders must be taught algebra regardless of their mastery of basic math skills. But in general, there is for the most part a somewhat logical progression of skills acquisition and subject matter exposure. Unfortunately, for many teachers they teach in a collegial vacuum and professional isolation. Many novice teachers have little time to be mentored by their more experienced colleagues and veteran teachers have little or no time to "talk shop" with their peers. Once that bell rings and the door closes its is show time and all teachers are on their own, even the novice first year teacher with no experience.
During the last years of my teaching career most meetings, both full faculty and departmental, were taken up with the new concerns of education. Topping this list was of course standardized testing; but many other non-education topics consumed precious time under the alleged importance of staff development, in-service training and school improvement. Countless school improvement plan requests drifted down from the non-teaching administrators in the district office that required many precious hours to process and complete. To add insult to injury in some instances these plans would be filed away having never been reviewed or read. If by chance someone had discovered a new resource to explain the plot of The Call of the Wild or a new web site that provided more detailed back ground information for The Diary of Anne Frank little formal meeting time was available for sharing this information.
As a result of universal education in that all children regardless of school readiness, mastery of skills, attitude, behavior, attendance and socialization occupy seats in this country's classrooms; the classroom teacher now faces many challenges. Teachers are expected to wear many hats. They are expected to be social workers, counselors, crisis intervention specialists, surrogate parents, nutritionists, behavior modification specialists, attendance monitors and security cops in their overcrowded classrooms with far too many students needing special services. These special needs students are in addition to the educationally handicapped students that were once taught in special education classes; but now include the growing number of delinquent, chronically truant, frequently suspended, disinterested, out of control, parentally neglected children who are a constant source of disruption in the classroom.
No doubt if school administrators would handle the problems that these feral students bring to the classroom maybe, just maybe teachers could devote more time to improving their subject matter presentation and less time on all the various facets of classroom management. Could this result in even test scores going up ? Now that is a carrot to wave in front of school administrators.
Next Post: RETURN TO STUDENT TRACKING
Monday, March 29, 2010
FIXING OUR SCHOOLS FOR DUMMIES -I
Much, maybe too much, has been written about what is wrong with our educational system. Blame has been placed on: schools, teachers, students, parents, administrators and numerous other aspects of this country's educational system. Unfortunately far too little has been offered in the form of real, practical and achievable solutions to these complex problems. Having taught for almost 40 years and having witnessed the good, the bad and the ugly I feel I am somewhat qualified to offer some observations and possible solutions. Let me stress that I am not a traveling educational expert with a pre-packaged power point presentation offering the quick fix. I was a classroom teacher in a suburban junior high school. I taught language arts to a culturally and ethnically diverse middle class population in the once golden state of California. Currently California's education system, much like the rest of the state's institutions have lost their golden shine and are in fact now quite tarnished.
Before making some observations and offering some solutions to the state's educational difficulties it seems identification of the existing problems is necessary. Hopefully I will avoid the usual process of "ready, fire aim" in my attempt to problem solve. Based purely on past experiences and first hand observations I would list California's, if not most states, problems as follows:
1. secure and consistent funding
2. teacher recruitment and retention
3. reality based curriculum
4. emphasis on subject content
5. return to student tracking
6. return to safe & secure schools
7. dangerous, disruptive & disobedient students
8. over emphasis on testing
Now I would imagine that a list of educational problems would vary depending on whether one is a parent, student, teacher, administrator or elected official. However; one needs a starting point and my list of eight problems is where I will start.
As a preface to this exercise it is noteworthy to recognize that this country's educational system is truly remarkable. The goal is to provide a free public education to all children from kindergarten through twelfth grade and in some states even into community college. This commitment is crucial to the well being of our country. Unfortunately public education has not kept up with the times. It is symbolic that in this post industrial age most of America's schools still follow the even older agrarian calendar. Our children are no longer needed to help out on the family farm; yet schools still close up shop during the summer months. It is important then to recognize that this country's educational system is entrenched in tradition and past practices yet will occasionally embrace programs and strategies of little merit or value in misguided attempts to appear to be cutting edge. I think that if this country's educational decision makers adopt the simple philosophy that the business of education is education there may be hope.
I had originally planned to make this blog entry a single posting. However; once I got started I soon realized that it would be better to start with an introduction and then discuss each of the eight problems in separate postings. As I have already stated my list of eight problems is my list and the observations and possible solutions are also mine. Obviously, anyone reading this Blog may differ not only with the problems but also the proposed solutions. Regardless of whether or not you agree with me I think we can all agree that the situation with our public educational system is not only bad; but more importantly getting worse. We are running out of time and our children are the losers.
Next Post: SECURE AND CONSISTENT FUNDING
Before making some observations and offering some solutions to the state's educational difficulties it seems identification of the existing problems is necessary. Hopefully I will avoid the usual process of "ready, fire aim" in my attempt to problem solve. Based purely on past experiences and first hand observations I would list California's, if not most states, problems as follows:
1. secure and consistent funding
2. teacher recruitment and retention
3. reality based curriculum
4. emphasis on subject content
5. return to student tracking
6. return to safe & secure schools
7. dangerous, disruptive & disobedient students
8. over emphasis on testing
Now I would imagine that a list of educational problems would vary depending on whether one is a parent, student, teacher, administrator or elected official. However; one needs a starting point and my list of eight problems is where I will start.
As a preface to this exercise it is noteworthy to recognize that this country's educational system is truly remarkable. The goal is to provide a free public education to all children from kindergarten through twelfth grade and in some states even into community college. This commitment is crucial to the well being of our country. Unfortunately public education has not kept up with the times. It is symbolic that in this post industrial age most of America's schools still follow the even older agrarian calendar. Our children are no longer needed to help out on the family farm; yet schools still close up shop during the summer months. It is important then to recognize that this country's educational system is entrenched in tradition and past practices yet will occasionally embrace programs and strategies of little merit or value in misguided attempts to appear to be cutting edge. I think that if this country's educational decision makers adopt the simple philosophy that the business of education is education there may be hope.
I had originally planned to make this blog entry a single posting. However; once I got started I soon realized that it would be better to start with an introduction and then discuss each of the eight problems in separate postings. As I have already stated my list of eight problems is my list and the observations and possible solutions are also mine. Obviously, anyone reading this Blog may differ not only with the problems but also the proposed solutions. Regardless of whether or not you agree with me I think we can all agree that the situation with our public educational system is not only bad; but more importantly getting worse. We are running out of time and our children are the losers.
Next Post: SECURE AND CONSISTENT FUNDING
Thursday, March 11, 2010
The Great Races !
Which schools won the recent big education races? Yes, there were two races: the Obama Race To The Top and California's Race To The Bottom. Fifteen states and the District of Columbia are semi finalists in the Obama race and one hundred eighty-one schools in California earned the distinction of being the state's worst performing schools. And much like existing education practices both extremes of the performance spectrum will be rewarded.
The semi finalists in the Obama race apparently jumped through the hoops and drank the Federal Department of Education's Kool Aide by revising their curricula, staff evaluations and testing to appease the Feds. Looking at the list of 16 semi finalists it is apparent that this lemming like rush for Federal bucks was most successful east of the Mississippi. Only the western state of Colorado is in the winner's circle. How the District of Columbia got included with the final fifteen states is remarkable. Obama's daughters do not attend DC's public schools as well as many of the school age children of members of congress who reside in DC. The public schools of Prince George's and Montgomery counties are the schools of refuge for these politicians.
In California the 181 worst performing schools will be required to make some staff and/or administrative changes or face closure; but these schools are also eligible for between $50K and $2 million dollars for the next three years to foster improvement. Kind of like the NFL draft in that the team with the worst record gets the first draft choice; but in this case the big bucks. Of course forgotten in all this racing about are the vast majority of schools in the country where students, teachers and parents work hard to see that kids learn and succeed; but rarely win any races or get additional funding.
Equally never mentioned and probably ignored is that fact that California's classrooms have far too many feral children in all grades who would be served better through additional remedial and compensatory parental attention or through the courts and the California Youth Authority. California's classrooms are not only the day care option for too many parents; but have become a placement option for delinquents and a vast array of children with serious social, behavioral, educational and psychological disorders.
The business of education is supposed to be education. Too much time and financial resources are now spent on non educational services like transportation, food services, health , and a vast array of social programs that the schools are ill equipped to provide. Having spent considerable time discussing what is wrong with our schools I will soon offer some concrete, posssibly socially acceptable and even practical solutions and suggestions to the mess in which we now find ourselves. Are we there yet?
The semi finalists in the Obama race apparently jumped through the hoops and drank the Federal Department of Education's Kool Aide by revising their curricula, staff evaluations and testing to appease the Feds. Looking at the list of 16 semi finalists it is apparent that this lemming like rush for Federal bucks was most successful east of the Mississippi. Only the western state of Colorado is in the winner's circle. How the District of Columbia got included with the final fifteen states is remarkable. Obama's daughters do not attend DC's public schools as well as many of the school age children of members of congress who reside in DC. The public schools of Prince George's and Montgomery counties are the schools of refuge for these politicians.
In California the 181 worst performing schools will be required to make some staff and/or administrative changes or face closure; but these schools are also eligible for between $50K and $2 million dollars for the next three years to foster improvement. Kind of like the NFL draft in that the team with the worst record gets the first draft choice; but in this case the big bucks. Of course forgotten in all this racing about are the vast majority of schools in the country where students, teachers and parents work hard to see that kids learn and succeed; but rarely win any races or get additional funding.
Equally never mentioned and probably ignored is that fact that California's classrooms have far too many feral children in all grades who would be served better through additional remedial and compensatory parental attention or through the courts and the California Youth Authority. California's classrooms are not only the day care option for too many parents; but have become a placement option for delinquents and a vast array of children with serious social, behavioral, educational and psychological disorders.
The business of education is supposed to be education. Too much time and financial resources are now spent on non educational services like transportation, food services, health , and a vast array of social programs that the schools are ill equipped to provide. Having spent considerable time discussing what is wrong with our schools I will soon offer some concrete, posssibly socially acceptable and even practical solutions and suggestions to the mess in which we now find ourselves. Are we there yet?
Wednesday, March 11, 2009
Obama on Education
Obama Outlines Plan for Education Reform
I just finished reading President Obama’s plan for educational reform. Much of what he said has already been said and much of what he proposes may effect change. However; his comments, proposals and promises are as flawed as those of countless past educational reformers. Due to budget shortfalls almost 20,000 American teachers have been given pink slips this year. For the 2009-2010 school year our schools will be under funded, short of teachers and students will be taught in over crowded classrooms. Some districts will be forced to eliminate all athletic programs. I wonder if the $600 billion dollars spent on the war in
See: http://www.nationalpriorities.org/costofwar_home
President Obama continued by praising Charter Schools, proposing merit pay and calling for the removal of bad teachers. These are hardly new ideas. Charter Schools are a real enigma. They are like semi-private schools in the public school system. Charter Schools allow for more freedom and innovation in the teaching and learning process. Charter Schools are a reaction to the rules, regulations and heavy handed interference of local, state and federal mandates. Why not allow all public schools the same level of freedom that Charter Schools enjoy?
Merit pay in the public school system is absurd. Arguments for merit pay are sometimes linked to the “corporate world”. Well, in the corporate world poor functioning or failing employees are terminated. We do not terminate failing students in our schools. When I taught, the students in my classes who failed failed for a variety of reasons: unruly behavior, poor attendance, bad attitude, failure to do homework and disinterested and uninvolved parents. These are all factors I had little or no control over. I was a classroom teacher, not a police officer, truant officer, or foster parent. Should teachers be labeled “bad” for this kind of student/parent behavior? Should this kind of student/parent behavior affect a teacher’s pay or cause termination?
Like so many other educational reformers President Obama placed far too little importance on the role of parents in their child’s lives. He has hinted at the role of parental responsibility in a child’s education; but not nearly as strong as the role demands. Parents must see schools as more than day care. Parents must see that their children, regardless of grade level, are prepared each day to do their best in school. Parents need to assure that their children are properly fed and clothed. Student’s time on the phone, the computer and TV must be controlled and monitored. Assigned homework must be completed at home
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Finally, President Obama wants bad teachers removed. Well, this may come as a surprise to Mr. Obama; but good teachers also want bad teachers removed. Individuals without the necessary personal and professional skills to teach put a strain on good teachers and have a negative influence on both staff and students. The solution or answer is simple - administrative involvement. In all schools there are procedures for administrative warnings, evaluations, interventions, corrective actions, and even termination of bad teachers. The problem in too many schools is the reluctance, inability, or refusal of administrators to follow these procedures.
Too often teacher unions or associations are blamed for protecting bad teachers. Nothing is further from the truth. All a union or association will do is see that proper procedures are followed. If administrators will leave the comfort of their offices and observe and evaluate poor performing teachers then a case can be made for removal.
Finally, the educational playing field must be leveled. It is absolutely unfair to speak of quality education for all students when the state of
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