I loathe standardized testing. Not only do we give up instruction time for multiple days, but the wear and tear on students and teachers is sad. Since the passage of No Child Left Behind, I've proctored about a thousand hours of CSAP, TCAP, PSAT, ACT, PLAN, EXPLORE, PARCC. Our kids begin taking tests in third grade, and they take them each year through (until recently) 11th grade. 9 years!!! What profession requires 9 years of testing, 3-6 hours a session?
I loathe standardized testing for what it's reduced: thinking, problem solving, creativity, intelligence. It's also reduced extracurricular necessities like art, music, and phys ed. There are stories of schools reducing recess so students can practice more for state tests. How does this produce 21st century learners? When asked to form an opinion, many of my students cannot do so. They'll ask for multiple choice over essays because they're "easier". My students do well with multiple choice, unless there's complexity and inference within the questions. Then they don't know what to do. I have students with diagnoses of 'text anxiety,' and their parents demand 504 plans with unlimited time so their kids can finish a test without a panic attack. 17 years ago, there were few kids on 504 plans for test anxiety because we didn't have so many darned tests.
Critics think people like me don't like standardized tests because we don't want to be held accountable for student learning. Not true! I plan varied lessons each class to reach a variety of learners. I work hard at my content so students will be better readers, writers, thinkers, and speakers. A single measurement...a standardized test...does not assess what I do in my classroom. Nor does it show student growth accurately; it simply demonstrates how well a student can fill out a test form.
I loathe standardized testing because teachers are the only ones held accountable for the test results. We are. There is no student responsibility with test scores; we send home forms that parents might look over and then toss. Schools are rated on their test scores; teachers are evaluated on their test scores. But what about students who don't try? Who don't care? What about students who are in special education programs and don't participate in regular curriculum? They take the tests, and teachers are held accountable for their scores. What about non-native English speakers? Kids who've just moved to this country and need special services? They take those tests and we're held accountable for those scores.
I wish parents would wake up and actually research these tests. I wish parents would opt their children out and pressure their politicians to vote to eliminate the need for so much testing. However, our politicians are too busy voting for their lobbyists, honoring their commitments to ALEC and the Koch brothers, and playing with our children's futures.
The lessons our students are learning are not preparing them for their futures, unless their futures encompass sitting for long periods of time, bubbling answers. And until our parents truly understand what is really happening to their children, we will continue to to be subjected to the will of our politicians.
Monday, March 21, 2016
Monday, February 29, 2016
I work in the 'real world' too
As worked with students in previous years, I would tell them that in the 'real world' things work differently: rarely can you turn in late work without consequences; it's important to follow all directions; your parents can't call you in to excuse you from work; and it's necessary to take responsibility for yourself.
However, I've come to realize that the world of school is the 'real world' for my students. It's where they learn foundational information to move forward. It's where they make and lose friends, learning how to get along with others. It's where they learn how to function as part of teams; and it's where they learn responsibility.
Yet, there are plenty of critics who make statements like, "“In the real world, compensation is always tied to performance." Excuse me? The real world? Where do I work? I'm pretty sure teachers, like other professions such as first responders, nurses, social workers, also work in the real world.
I am curious as to what the 'real world' looks like! What is its definition? I'm not sure education critics have any clue as to what the 'real world' looks like for educators. It's not like we work in a world with rainbow ponies that fart glitter and candies out their bottoms.
What about administrators who deal with budget issues, staffing, evaluations, and student discipline? Does it count as the 'real world' when an administrator works to save a suicidal student's life only to have said student commit suicide? What about guidance counselors? Do they live in a world of pretend? The guidance counselors I know are busy helping students graduate on time, find a career and/or educational path, counsel students who are struggling mentally, emotionally, and/or academically. That's not the 'real world?'
What about teachers? We're not sitting in our rooms playing Solitaire or computer games; we're working with students, counseling them, answering emails and phone calls, setting and maintaining SMART goals, planning, grading, worrying about particular students. Let me say this: until an educational critic has to call Social Services because someone they care about (student) is being abused at home, you cannot tell me I don't work in the 'real world.'
And coaches? I don't think they're dialing their bookies or smoking cigars in their offices. Instead, they are teaching young people the importance of integrity, teamwork, and caring about others. Granted, they do get to wear comfy clothes and sneakers all day, but without our coaches, where would some of our young people find love, acceptance, and others who believe in them?
The fallacy about tying teacher compensation to 'real world' expectations leaves out the human aspect: students are not product nor are they machines. They are unpredictable and volatile. There is no 'bottom dollar' where humans are concerned.
I'm sure in the real world, bosses don't have to bandage bleeding fingers, or give a damn about someone who's struggling with the work or with their identity. It's easy to eliminate those who don't work as employers want them to (not something teachers can do).
Granted, I don't make a profit for some corporation, but I do make a difference. And that's real enough for me.
However, I've come to realize that the world of school is the 'real world' for my students. It's where they learn foundational information to move forward. It's where they make and lose friends, learning how to get along with others. It's where they learn how to function as part of teams; and it's where they learn responsibility.
Yet, there are plenty of critics who make statements like, "“In the real world, compensation is always tied to performance." Excuse me? The real world? Where do I work? I'm pretty sure teachers, like other professions such as first responders, nurses, social workers, also work in the real world.
I am curious as to what the 'real world' looks like! What is its definition? I'm not sure education critics have any clue as to what the 'real world' looks like for educators. It's not like we work in a world with rainbow ponies that fart glitter and candies out their bottoms.
What about administrators who deal with budget issues, staffing, evaluations, and student discipline? Does it count as the 'real world' when an administrator works to save a suicidal student's life only to have said student commit suicide? What about guidance counselors? Do they live in a world of pretend? The guidance counselors I know are busy helping students graduate on time, find a career and/or educational path, counsel students who are struggling mentally, emotionally, and/or academically. That's not the 'real world?'
What about teachers? We're not sitting in our rooms playing Solitaire or computer games; we're working with students, counseling them, answering emails and phone calls, setting and maintaining SMART goals, planning, grading, worrying about particular students. Let me say this: until an educational critic has to call Social Services because someone they care about (student) is being abused at home, you cannot tell me I don't work in the 'real world.'
And coaches? I don't think they're dialing their bookies or smoking cigars in their offices. Instead, they are teaching young people the importance of integrity, teamwork, and caring about others. Granted, they do get to wear comfy clothes and sneakers all day, but without our coaches, where would some of our young people find love, acceptance, and others who believe in them?
The fallacy about tying teacher compensation to 'real world' expectations leaves out the human aspect: students are not product nor are they machines. They are unpredictable and volatile. There is no 'bottom dollar' where humans are concerned.
I'm sure in the real world, bosses don't have to bandage bleeding fingers, or give a damn about someone who's struggling with the work or with their identity. It's easy to eliminate those who don't work as employers want them to (not something teachers can do).
Granted, I don't make a profit for some corporation, but I do make a difference. And that's real enough for me.
Friday, February 12, 2016
My students are my best defense
My students are my best defense against aging, sickness, and depression. That's a lot of baggage to place at their feet, but it's true.
At conferences last night, I realized--for the first time, really--that I am about the same age as their parents. And yet, I don't think I look as old as their parents (maybe it's my vanity?!). My students keep me feeling young because they share their vernacular with me; I can speak 'teenager.' Just as they spend time trying to outsmart me, I have to spend time keeping up with them, which keeps my brain sharp. I'm around the latest clothing trends, music tastes, and technology. All of which keep me feeling young, and if I feel young, I am young.
Cancer has sucked me dry, but going to school has motivated me to keep a positive attitude, to walk to keep my energy up, and to seek alternative treatments so I can go to school. The kids, overall, have been supportive, kind, and caring. They've made me hats, blankets, given me cards, and showered me with love. The other day, I told them it was their fault I was doing so well; it was because of them (and my family) that I had a reason to get better. It's true. Without them, I would have sat home, feeling sorry for myself. I've also been exposed to all sorts of nasty germs, thanks to them, which has successfully built up my immune system. I'm a fairly healthy person, thanks to them.
Depression and anxiety are ever-present, and many times caused by my students. I worry about them, I stress over them, and some of them make me anxious. Yet I can be present for them, support them, and shower them with a teacher-love that lets them know they are safe and cared for in my room. I can't control the world around them, but for 90 minutes every other day, they can come to my room and know someone loves and accepts them as they are.
My students are my best defense, and although there are plenty of times I still wonder why I teach, I have teens who lift me up, challenge me, and care about me.
At conferences last night, I realized--for the first time, really--that I am about the same age as their parents. And yet, I don't think I look as old as their parents (maybe it's my vanity?!). My students keep me feeling young because they share their vernacular with me; I can speak 'teenager.' Just as they spend time trying to outsmart me, I have to spend time keeping up with them, which keeps my brain sharp. I'm around the latest clothing trends, music tastes, and technology. All of which keep me feeling young, and if I feel young, I am young.
Cancer has sucked me dry, but going to school has motivated me to keep a positive attitude, to walk to keep my energy up, and to seek alternative treatments so I can go to school. The kids, overall, have been supportive, kind, and caring. They've made me hats, blankets, given me cards, and showered me with love. The other day, I told them it was their fault I was doing so well; it was because of them (and my family) that I had a reason to get better. It's true. Without them, I would have sat home, feeling sorry for myself. I've also been exposed to all sorts of nasty germs, thanks to them, which has successfully built up my immune system. I'm a fairly healthy person, thanks to them.
Depression and anxiety are ever-present, and many times caused by my students. I worry about them, I stress over them, and some of them make me anxious. Yet I can be present for them, support them, and shower them with a teacher-love that lets them know they are safe and cared for in my room. I can't control the world around them, but for 90 minutes every other day, they can come to my room and know someone loves and accepts them as they are.
My students are my best defense, and although there are plenty of times I still wonder why I teach, I have teens who lift me up, challenge me, and care about me.
Monday, January 25, 2016
No Fair!
Childhood was a time when I learned the world wasn't fair. I believed in equality for all, and I was good for tattling when I felt injustices took place. Instead of righting injustice, I was the one who was in trouble for being a 'tattletale.'
45 years later, I feel the same way. I've learned not to be a tattletale, but there is still a part of me that wants to right injustice. It's one of the reasons I became a teacher. I saw a tremendous amount of what I considered injustice when I was a student, and I thought I could become a positive influence in the lives of others.
However, with the current state of public education, I'm not sure I can right the injustices anymore. I'm not sure I want to try. Every time I turn around, there is another teacher in trouble, another law passed meant to undermine teachers, another something taken away from teachers just to make our jobs more difficult.
Children are more than test scores, more than the latest greatest technology. Billionaires have decided to do what they think is best for our children, but they are hobbling what we know words. In an effort to make money, corporations are creating charter schools with prescribed curriculum, churning out tens of thousands of students who will not be able to think on their own.
I fear for our education system. And what is happening right now is a far greater injustice than I'll ever be able to right.
45 years later, I feel the same way. I've learned not to be a tattletale, but there is still a part of me that wants to right injustice. It's one of the reasons I became a teacher. I saw a tremendous amount of what I considered injustice when I was a student, and I thought I could become a positive influence in the lives of others.
However, with the current state of public education, I'm not sure I can right the injustices anymore. I'm not sure I want to try. Every time I turn around, there is another teacher in trouble, another law passed meant to undermine teachers, another something taken away from teachers just to make our jobs more difficult.
Children are more than test scores, more than the latest greatest technology. Billionaires have decided to do what they think is best for our children, but they are hobbling what we know words. In an effort to make money, corporations are creating charter schools with prescribed curriculum, churning out tens of thousands of students who will not be able to think on their own.
I fear for our education system. And what is happening right now is a far greater injustice than I'll ever be able to right.
Friday, June 5, 2015
Teaching is a calling...and in need of advocacy
Other than my dolls and my baby brother, my first students were in Special Education. In fourth grade, I was chosen to go to the SpEd building (it was the 1970s, and SpEd was a separate building; a log cabin on the outside, a bright, cheery, busy room on the inside) and work with various students. I liked the kids; they were sweet to me and fun to be around. By sixth grade, my students were kindergartners, and my job was to work with them on the alphabet and reading. I loved their happy smiles and willingness to work with me. Some of my happiest times were in elementary school, teaching younger students.
One of my natural abilities is to help others make sense of what they're reading or help them figure out what and how they want to write. Kids have generally felt comfortable talking with me, sharing their concerns and problems, even looking for advice from me. It's an awesome feeling, knowing I'm making a profound, albeit brief, impact on someone's life, thinking, and skills. Even now, as old as I am, old enough to be the mother of my students, kids seek me out when they need an adult to listen to them and/or give them advice.
What troubles me isn't just the Jeffco School Board majority; what troubles me is the lack of respect given to the education profession by society as a whole. From politicians, to religious leaders, to the average person, people hold education in disdain, and they seem to hate teachers. Sure, there were teachers I didn't like when I was growing up, but I knew they were there to teach, and it was my job to learn. Now, it's like a battle between students, teachers, politicians, school boards, parents, and society in general. Fun phrases like, "Those who can't, teach;" or "I hated my high school;" or "I hated my _______ teacher," make me cringe. Negative run-ins with a few don't mean the entire profession is like that.
My third grade teacher, Mrs. Henderson, really didn't like me. I never knew why. She always seemed mean to me, refusing to call on me in class, not letting me read aloud, not letting me go to the bathroom when I really had to go. I wet myself during the ITBS, and then she was mean to me on the way to the office; I was crying and she was lecturing me about wetting myself. During the year, I caught the flu; after a seven-day absence, I just wanted to get back to school, but when my mother tried to bring me to class, Mrs. Henderson wouldn't let me in the room. She told my mom to bring a doctor's note before I was allowed to come back to school. She was hateful, but should my judgment of ALL teachers rest on my interactions with Mrs. Henderson?
NO! Because I had many other teachers who loved me, respected me, cared about me. Teachers who would stay late each day after school to make sure I understood my math homework for the evening. Teachers who encouraged me to pursue what interested me; teachers who challenged me. Over the course of my 13 years in public school, I can count on one hand the teachers I disliked...Ms. Green who was my math teacher, for example. I'd ask her questions, and she would embarrass me in front of the entire class. Then I'd get teary-eyed, and she'd ridicule me as well. But Mr. Trembath, who seemed really scary, would patiently explain math problems to me until I seemed to get them. Mr. Cisneros, who seemed to hate us all, ruined Old Man and the Sea for me; but Mrs. Samson restored my love of literature. And Mrs. Cormier, she was by far the most wonderful history teacher I ever had.
What all these school reformers seem to ignore is the passion teachers bring to their craft. I am lucky enough to work with tremendously talented teachers, but school reformers, including our school board and superintendent, will never know that. They are too busy persecuting teachers for the ills of society. And because teachers are not good at advocating for themselves, they allow these myths to perpetuate and do nothing to dispel them. Now, however, is the time to advocate for ourselves as we would advocate for our students. We would not allow our students to be bullied by others, but we will allow it for ourselves. Now is the time to stand up, to raise our voices in unison, to let people know we love what we do; we love our students; and we will not let education 'reformers' have their perverse way with us or our kids.
One of my natural abilities is to help others make sense of what they're reading or help them figure out what and how they want to write. Kids have generally felt comfortable talking with me, sharing their concerns and problems, even looking for advice from me. It's an awesome feeling, knowing I'm making a profound, albeit brief, impact on someone's life, thinking, and skills. Even now, as old as I am, old enough to be the mother of my students, kids seek me out when they need an adult to listen to them and/or give them advice.
What troubles me isn't just the Jeffco School Board majority; what troubles me is the lack of respect given to the education profession by society as a whole. From politicians, to religious leaders, to the average person, people hold education in disdain, and they seem to hate teachers. Sure, there were teachers I didn't like when I was growing up, but I knew they were there to teach, and it was my job to learn. Now, it's like a battle between students, teachers, politicians, school boards, parents, and society in general. Fun phrases like, "Those who can't, teach;" or "I hated my high school;" or "I hated my _______ teacher," make me cringe. Negative run-ins with a few don't mean the entire profession is like that.
My third grade teacher, Mrs. Henderson, really didn't like me. I never knew why. She always seemed mean to me, refusing to call on me in class, not letting me read aloud, not letting me go to the bathroom when I really had to go. I wet myself during the ITBS, and then she was mean to me on the way to the office; I was crying and she was lecturing me about wetting myself. During the year, I caught the flu; after a seven-day absence, I just wanted to get back to school, but when my mother tried to bring me to class, Mrs. Henderson wouldn't let me in the room. She told my mom to bring a doctor's note before I was allowed to come back to school. She was hateful, but should my judgment of ALL teachers rest on my interactions with Mrs. Henderson?
NO! Because I had many other teachers who loved me, respected me, cared about me. Teachers who would stay late each day after school to make sure I understood my math homework for the evening. Teachers who encouraged me to pursue what interested me; teachers who challenged me. Over the course of my 13 years in public school, I can count on one hand the teachers I disliked...Ms. Green who was my math teacher, for example. I'd ask her questions, and she would embarrass me in front of the entire class. Then I'd get teary-eyed, and she'd ridicule me as well. But Mr. Trembath, who seemed really scary, would patiently explain math problems to me until I seemed to get them. Mr. Cisneros, who seemed to hate us all, ruined Old Man and the Sea for me; but Mrs. Samson restored my love of literature. And Mrs. Cormier, she was by far the most wonderful history teacher I ever had.
What all these school reformers seem to ignore is the passion teachers bring to their craft. I am lucky enough to work with tremendously talented teachers, but school reformers, including our school board and superintendent, will never know that. They are too busy persecuting teachers for the ills of society. And because teachers are not good at advocating for themselves, they allow these myths to perpetuate and do nothing to dispel them. Now, however, is the time to advocate for ourselves as we would advocate for our students. We would not allow our students to be bullied by others, but we will allow it for ourselves. Now is the time to stand up, to raise our voices in unison, to let people know we love what we do; we love our students; and we will not let education 'reformers' have their perverse way with us or our kids.
Monday, June 1, 2015
Teachermusings: I don't want to go on strike; I don't
Teachermusings: I don't want to go on strike; I don't: I don't want to go on strike. I don't. I'm the primary support for my family, and if I have to go on strike, I won't be able...
I don't want to go on strike; I don't
I don't want to go on strike. I don't. I'm the primary support for my family, and if I have to go on strike, I won't be able to make my bills.
I don't want to go on strike. I don't. I teach AP and IB classes, and I don't want to miss time with my students. I will also teach an 11th grade section, and I don't want to miss time with them either. In fact, I cannot fathom a single teacher, paraprofessional, bus driver, secretary, or other school personnel thinking a strike is a great idea. None of us wants to miss time with our kids. I also don't want to lose precious days off to make up time lost from a strike. At my school, at least, the calendar is already out and parents are making plans for holidays/vacations. Should we strike and then have to make up those days, we will lose students to pre-made plans.
I don't want to go on strike. I don't. Strikes require employees to make decisions that potentially divide one another. My school is like a family; we don't always get along, but we care about one another and support one another in tough times. I don't want there to be a division between those who choose to strike and those who don't. I also remember my sixth grade year when our teachers went on strike. We had substitute after substitute, none of whom knew a thing about what we were supposed to be doing. We weren't supposed to talk to our teacher, but we did anyway because we adored her. And none of us really understood then why our teachers were on strike.
I don't want to go on strike. I don't. I, like many teachers, have a deep fear of losing my job. Of persecution by the district/board of education. I can't afford to lose my job. What else would I do? I've been a teacher since I was 23 years old, and I'm not sure what else is out there. Am I employable in any other field than education? I don't want someone deciding whether or not I can keep my job; I want to make that decision. I want to retire from teaching because I firmly believe in finishing what I start. I have about eight years remaining in education, and I want to leave on my terms.
I don't want to go on strike. I don't. But I also don't understand why our district, our Board of Education as well, wants to destroy our schools, our morale, our teachers and support staff. Between the superintendent and his minions, and our board of education majority, they have demonstrated nothing but disdain and disrespect for teachers and support staff. They have perverted the notion of attracting the best teachers and retaining the ones already in place by consistently saying, "We want to attract and retain the best teachers," which implies our district is sorely lacking in 'best teachers.' Not only am I highly qualified, I am also highly effective. Am I not one of those 'best teachers'? Don't my years of experience and training count? Between the superintendent and the BOE majority, decisions are made that undermine our morale, such as giving the superintendent a raise but telling the rest of us there's no money to pay us. Or hiring new teachers at a greater rate of pay than some of our veteran staff makes. They also want to eliminate our bus drivers, cafeteria workers, and janitorial staff to bring in outside sources to perform the same jobs, but more cheaply. I imagine a greater turnover rate with bus drivers, cafeteria workers, and janitorial staff, which means greater instability for students and teachers. It's nice to know support staff. There's a camaraderie among us, the notion that we're all working for a greater purpose: students. Yet the BOE majority and superintendent want to destroy that. They also have disdain for students and have consistently demonstrated their disdain by bullying tactics, turning on the sprinklers, ignoring them when they try to speak to the board. In fact, attend a board meeting or watch a streaming of it to see what I mean. The two male board members never seem to pay attention to speakers as they are always writing, looking at the computers, or reading something in front of them.
I don't want to go on strike, but I will. I am a hard-working professional, and I deserve to be treated as such. I will go on strike for my students, and my support staff colleagues. And I will strike for my colleagues who feel they can't or who won't so we are all treated respectfully. Our students deserve the best teachers and support staff, and we're already here!
I don't want to go on strike. I don't. I teach AP and IB classes, and I don't want to miss time with my students. I will also teach an 11th grade section, and I don't want to miss time with them either. In fact, I cannot fathom a single teacher, paraprofessional, bus driver, secretary, or other school personnel thinking a strike is a great idea. None of us wants to miss time with our kids. I also don't want to lose precious days off to make up time lost from a strike. At my school, at least, the calendar is already out and parents are making plans for holidays/vacations. Should we strike and then have to make up those days, we will lose students to pre-made plans.
I don't want to go on strike. I don't. Strikes require employees to make decisions that potentially divide one another. My school is like a family; we don't always get along, but we care about one another and support one another in tough times. I don't want there to be a division between those who choose to strike and those who don't. I also remember my sixth grade year when our teachers went on strike. We had substitute after substitute, none of whom knew a thing about what we were supposed to be doing. We weren't supposed to talk to our teacher, but we did anyway because we adored her. And none of us really understood then why our teachers were on strike.
I don't want to go on strike. I don't. I, like many teachers, have a deep fear of losing my job. Of persecution by the district/board of education. I can't afford to lose my job. What else would I do? I've been a teacher since I was 23 years old, and I'm not sure what else is out there. Am I employable in any other field than education? I don't want someone deciding whether or not I can keep my job; I want to make that decision. I want to retire from teaching because I firmly believe in finishing what I start. I have about eight years remaining in education, and I want to leave on my terms.
I don't want to go on strike. I don't. But I also don't understand why our district, our Board of Education as well, wants to destroy our schools, our morale, our teachers and support staff. Between the superintendent and his minions, and our board of education majority, they have demonstrated nothing but disdain and disrespect for teachers and support staff. They have perverted the notion of attracting the best teachers and retaining the ones already in place by consistently saying, "We want to attract and retain the best teachers," which implies our district is sorely lacking in 'best teachers.' Not only am I highly qualified, I am also highly effective. Am I not one of those 'best teachers'? Don't my years of experience and training count? Between the superintendent and the BOE majority, decisions are made that undermine our morale, such as giving the superintendent a raise but telling the rest of us there's no money to pay us. Or hiring new teachers at a greater rate of pay than some of our veteran staff makes. They also want to eliminate our bus drivers, cafeteria workers, and janitorial staff to bring in outside sources to perform the same jobs, but more cheaply. I imagine a greater turnover rate with bus drivers, cafeteria workers, and janitorial staff, which means greater instability for students and teachers. It's nice to know support staff. There's a camaraderie among us, the notion that we're all working for a greater purpose: students. Yet the BOE majority and superintendent want to destroy that. They also have disdain for students and have consistently demonstrated their disdain by bullying tactics, turning on the sprinklers, ignoring them when they try to speak to the board. In fact, attend a board meeting or watch a streaming of it to see what I mean. The two male board members never seem to pay attention to speakers as they are always writing, looking at the computers, or reading something in front of them.
I don't want to go on strike, but I will. I am a hard-working professional, and I deserve to be treated as such. I will go on strike for my students, and my support staff colleagues. And I will strike for my colleagues who feel they can't or who won't so we are all treated respectfully. Our students deserve the best teachers and support staff, and we're already here!
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