Unprepared

Several years ago there was a special on TV about the changing expectations of schools in America. Basically, this show dispelled any ideas about what public education is today in comparison to what many people remember from days gone by. Even though public education is still dealing with the same client that it has for years-children, their and their family's needs have altered tremendously.

After watching that show, the number one thing that stuck in my mind were the words of an elementary school principal who was interviewed. He stated he was trained in education, yet, instead of academics he was dealing on a daily basis with parents who needed food stamps, children who had untreated health issues, homelessness and more. So much so, that instead of "it takes a village" he felt school needed to be a village, of social workers, psychologists, health care workers etc., who worked along side the educators to meet the needs of today's child. His final line was, "I am just SO unprepared."

It seems like that lost feeling of helplessness happens to me annually.

He came into my classroom like he always did. Head stooped, sly grin.

"Ya got anything I can do?" he asked.

Gus lived across the street from the school, his mother was in prison for selling drugs. He had no contact with her and his grandparents were raising him. It was cute seeing them together- grandparents walking him to school each day, Gus a full head taller than they were leading the way.

Since he lived across the street, I figured that's how he saw me pull in the parking lot that morning... so he decided to come and visit. But on a Saturday? It seemed like he should have millions of fun things to do besides come and help me.

I have always found that when you give a kid a task the conversation will flow-eventually. So on that Saturday I didn't pry, I just gave Gus the broom and told him to help me sweep up. We talked about sports, Gus wanted to be a basketball player, TV, music (hated Rap, loved Hip Hop), just stuff to pass the time.

Once we were finished, room clean, work done for now, out it came.

"My grandma just died. I didn't want to be there when they put her in a bag. My grandpa says when they come to get her they will put her in a body bag and I don't want to watch that."

I nodded.

"Do you want me to go back with you just in case?" I asked.

"Nah, I've been watching the clock, it's been a couple of hours. It's probably ok now."

So he left. And I just wasn't prepared.

Enjoy.

Scientific Method Part 2

As explained last week some people feel that schools should be run more like businesses. Teachers should be evaluated by the performance of their students. Because of this I decided to conduct an experiment of my own to see the results. Here goes.

Hypothesis:

All students will score at the 70th percentile on today's math concept. Today's concept is VARIABLE. A variable is a letter that represents some thing or number in a math problem.

Procedure:

1. All students will have Math book open to page 66.

2. Each student will have a highlighter to highlight any math concept found in text.(Actually, we are sharing as the school has none. The highlighters came from a parent who stole them from her office.)

3. One student will read each sentence aloud in the word problem. ( I might be skewing the results because I am intentionally not calling on Ashkan, my non-English speaking student from Armenia.)
4. After sentence is read aloud, teacher will ask, "Does this sentence have a math concept in it?"; if it does not student reads the next sentence...and so on.
5. Once sentence with math concept is found, teacher will reinforce math concept by restating the information in a question for students to answer thus verifying comprehension of concept.

Observation:

Bobby reads sentence with math concept in it. "N equals the number of goats." Teacher now restates sentence as a question, "What does "N" equal? Juan?"

She notes:
Jack is snoring on his desk (he was out until 11pm with his family).
Mary can't find her book.

Bobby and Helen are passing notes.
Juan answers, "42"

Teacher now has student repeat reading sentence with math concept aloud and once again asks, "What does "N" represent in this sentence? Julie?"

Teacher also observes:

Mary still can't find her book.

Suzie is painting her nails with the highlighter.
Ashkan is staring blankly at the ceiling.
Julie looks to where Ashkan is staring, praying that is where the answer is.

One MORE time the teacher has student repeat, repeat reading sentence with the math concept in it. She rephrases clarifying question AGAIN, "N" is a variable, in this SENTENCE what does "N" stand for? Morton?"

Teacher watches as:
Mary gave up looking for book and is now wandering around room talking to friend.
Spike is crawling on floor looking for lid to highlighter.
Morton answers," Nebraska."

Conclusion:
I'm doomed
Enjoy.

Scientific Method Part 1

It seems that many people, much smarter than I am of course, feel that schools should be run like businesses. Teachers should be held accountable for their student's performances on standardized tests. If said students do not perform in the 70th percentile, these smarter people than I am believe that teachers should be put on probation with the final outcome being termination, should test scores dip again. Sounds good. Makes sense. In fact I'm sure there is some type of scientific study out there that has been done that proves what good sense it makes. After all, when students fail tests we all know it must be because teachers did not prepare them.

So I begin.

Businesses hire one executive who will supervise other adults, let's say as many 39 of them. They do this with the assistance of a secretary who will answer phones, make calls, fax, copy, write inner and outer office communications and possibly go get the dry cleaning. It is this executive's job to inspire these, as many as 39 adults, to support and expand the corporation's business philosophy.

These adults work together, make plans, are given the tools and supplies to carry out their plans, then begin supporting and expanding away. Normally the executive will be told the risks and consequences of a poor performance and what will happen if desired outcomes do not occur. This could possibly be a loss of pay, lower position or even lose their job altogether.

Got it. So now let's apply these same principles to elementary school.

School Districts hire one elementary school teacher who will supervise, as many as 39, children. Without the assistance of a secretary, they will make and return phone calls, fax, copy and write in and out of class communications and possibly go get the dry cleaning.

Unlike in the business world, said teacher will not be able to interview their future employees, I mean students. The teacher will simply "get what they get and not raise a fit." Tools and supplies that support the learning plan established by the state are at a scarcity as well.

Teachers will be expected to maintain the high standards and test scores of these students under the age of 11 in spite of the fact that: the child does not speak English, has learning disabilities, has so much more than learning disabilities ( our world is a full inclusion world- no child shall be isolated from his/her peers), a parent who left them, a parent who is terminally ill, has recently become homeless, has moved 3 times so far this year or... well, you get the picture-and so should every teacher.

So, now for the scientific experiment.



Feeling a little weak-to be continued next week.

Miss T

Hug O' War

So, I'm sitting in the eye doctor's office, drifting away not thinking about much, then suddenly I realize...man, my life is great. Well, ok, there were a few steps before I came to that conclusion and technically, I probably had to have a couple of thoughts in order to make that conclusion...but either way, in the end, I realized...man, my life is great.

Here is how it happened.

My eye doctor is a part of a big practice in a medical building downtown. Each year I visit to have my old peepers dilated and given the once over, medically speaking, of course. This year like the others, I sat in the waiting room-waiting. Not novel I agree but once I was seated for a few minutes, I started really checking out my environment.

The first thing I noticed was that there were no windows-none. After making that observation, I then continued to drill that point home with each new location I was taken to. Examination room-none, receptionist room- none, eye drop place-none. Everywhere I looked there were none, none, none.

I mean think of it, the staff there cannot tell if it is day or night, hot or cold, winter or summer. Their only reminder of the world outside is the tiny clock on their computer screens that flashes when it is time to go home. Yuck.

Having made that connection I next began noticing the interactions the people who worked there were having.

"No, Mr. Q that is NOT the proper insurance form and we do expect you to pay in advance."
"No, the doctor is not available at that time..."
"Please hold."
"Hello? Please hold."
"You have to speak louder!!" (something I do not believe I have EVER said in my job!)

And on and on. It almost felt confrontational with abrupt, stilted conversation.

In my world we are filled with words. There are times that we run out of time to tell all our stories we have so many words. Details, sound effects, animated faces, with hands and feet waving all at the same time.

In my world we certainly have times of conflict but I never cease to be amazed at how children will still open their arms to you right after. "Hello!" and hugs abound in an elementary school- almost to the point where you may take them for granted...unless you go to the eye doctor's office. Once there, you just might get your eyes opened in more ways than one! Enjoy.

I will not play at tug o'war.
I'd rather play at hug o'war,
Where everyone hugs
Instead of tugs,
Where everyone giggles
And rolls on the rug,
Where everyone kisses,
And everyone grins,
And everyone cuddles,
And everyone wins.

Shel Silverstein
from Where the Sidewalk Ends