This speaks for itself
In The Know: Are Tests Biased Against Students Who Don't Give A Shit?
Sunday, August 29, 2010
Thursday, August 12, 2010
You know you're doing something right when...
You get invited to your student's quinceaneras.
Students give up sports to be in your class.
Former students come back to school just to see you.
Facebook groups are made about you.
Students come to your class that are not on your roster.
ELL students in your class go from intermediate to advanced in one year.
Students give up sports to be in your class.
Former students come back to school just to see you.
Facebook groups are made about you.
Students come to your class that are not on your roster.
ELL students in your class go from intermediate to advanced in one year.
Sunday, August 8, 2010
Reality check, part two
Teaching history is rarely what most people imagine. Many people decide to teach history through some interest in the subject, naive sense of ease, or some other reason unrelated to activism and intellectual pursuit. A district in-service last week roused my ire and disbelief in a way that I have not felt in years. During the in-service I turned to a co-worker and said, "I thought we were beyond this kind of shit." Apparently I was wrong.
The teaching of history for patriotic advancement and nationalistic purpose is a long established blemish on my profession. Many social studies teachers were first a coach, and second a teacher. History books have traditionally been written from a perspective that promotes military service, national sacrifice, and blind patriotism. The unsavory bits of American history have been ignored and passed over, in preference to jingoistic tales of valor. Lately, there has been a serious push to improve our curriculum, teach truth, objectivity, and critical thinking over recitation, wars, and heroes.
The Medal of Honor curriculum was unveiled to us last week. All US History teachers in the district were taken from their planning, and placed in an all day blast from the past. We received a grant for this curriculum, probably because of our fearless superintendent. According to the mission statement, the curriculum teaches the "ideals of courage, sacrifice and selflessness embodied in the Medal of Honor, and their application in daily life to promote character development and responsible citizenship." Responsible citizenship meaning military enrollment. Courage, sacrifice, and selflessness through military worship.
I could have asked the obvious. Where does this fit into our pacing guide? Where does this fit into district curriculum? Where does this fit into state and national standards? When will I have time for this? No, those questions dodge the obvious. I asked why are we worshiping the military? What is the real value of this with our students? What is the opportunity cost of teaching blind patriotism over citizen activism? How do I teach about a Vietnam veteran's valor to my Viet kids? Where is the high order and critical thinking? This is very basic. I thought we were beyond this?
In the curriculum, one lesson asks the students to color countries where medals of honor were won. Names of conflicts were given, students had to find the country. Included was the "Philippine Insurrection, Mexican Incident, Cambodia, and Guatemala" to name a few. The "Philippine Insurrection" took place after conquering the islands in the Spanish-American War in the early 20th century. The motive was clear, as stated by Senator Albert Beveridge:
The Philippinos had a different idea. Independence. We killed over half a million in order to maintain our base for trade with Asia. It was ok though, we were only "dealing with Orientals..." The "Mexican Incident" refers to our occupation of Vera Cruz in 1914. It was a way to influence the Mexican government for more favorable trade. It crippled their economy, killed hundreds, and led to the eventual overthrow of their president. Cambodia and Guatemala are Cold War conflicts where over a million people perished.
My concern with the lesson was, that by simply coloring in those countries, and knowing that the men who won medals of honor there were good Americans, what does that teach our students? That those wars were good? That we were righteous? I know what it doesn't teach, citizenship. Questioning your government, and understanding your history are indelibly linked. The curriculum and lesson teach students how to be unquestioning nationalists. If this lesson was proposed in Europe, the people would label it militaristic. The curriculum does not promote responsible citizenship, it teaches jingoism. It is a disservice to my students.
Another lesson taught Toby Keith as a primary source around the Iraq invasion, labeled Operation Iraqi Freedom. There was no anti-war voice.
Frighteningly, many teachers sat there and ate it up. I fear for our students. If we teach self-sacrifice and citizenship through personal valor in questionable wars, what damage is that doing to our students and country? Why couldn't it tell the story of ordinary men and women who stood up and challenged sexism, racism, and abusive government? What is the opportunity cost? Should I teach my students to be activists, and stand up for what is right? Or should I teach blind patriotism? It was a reality check that reminded me of the tremendous power that I can wield, and the seriousness and importance of what I teach. It made me remember why I became a teacher.
The teaching of history for patriotic advancement and nationalistic purpose is a long established blemish on my profession. Many social studies teachers were first a coach, and second a teacher. History books have traditionally been written from a perspective that promotes military service, national sacrifice, and blind patriotism. The unsavory bits of American history have been ignored and passed over, in preference to jingoistic tales of valor. Lately, there has been a serious push to improve our curriculum, teach truth, objectivity, and critical thinking over recitation, wars, and heroes.
The Medal of Honor curriculum was unveiled to us last week. All US History teachers in the district were taken from their planning, and placed in an all day blast from the past. We received a grant for this curriculum, probably because of our fearless superintendent. According to the mission statement, the curriculum teaches the "ideals of courage, sacrifice and selflessness embodied in the Medal of Honor, and their application in daily life to promote character development and responsible citizenship." Responsible citizenship meaning military enrollment. Courage, sacrifice, and selflessness through military worship.
I could have asked the obvious. Where does this fit into our pacing guide? Where does this fit into district curriculum? Where does this fit into state and national standards? When will I have time for this? No, those questions dodge the obvious. I asked why are we worshiping the military? What is the real value of this with our students? What is the opportunity cost of teaching blind patriotism over citizen activism? How do I teach about a Vietnam veteran's valor to my Viet kids? Where is the high order and critical thinking? This is very basic. I thought we were beyond this?
In the curriculum, one lesson asks the students to color countries where medals of honor were won. Names of conflicts were given, students had to find the country. Included was the "Philippine Insurrection, Mexican Incident, Cambodia, and Guatemala" to name a few. The "Philippine Insurrection" took place after conquering the islands in the Spanish-American War in the early 20th century. The motive was clear, as stated by Senator Albert Beveridge:
Mr. President...The Philippines are ours forever...And just beyond the Philippines are China's illimitable markets. We will not retreat from either... We will not renounce our part in the mission of our race, trustee, under God, of the civilization of the world... The Pacific is our ocean... Where shall we turn for consumers of our surplus? Geography answers the question. China is our natural customer... The Philippines give us a base at the door of all the east... Senators must remember that we are not dealing with Americans of Europeans. We are dealing with Orientals.
The Philippinos had a different idea. Independence. We killed over half a million in order to maintain our base for trade with Asia. It was ok though, we were only "dealing with Orientals..." The "Mexican Incident" refers to our occupation of Vera Cruz in 1914. It was a way to influence the Mexican government for more favorable trade. It crippled their economy, killed hundreds, and led to the eventual overthrow of their president. Cambodia and Guatemala are Cold War conflicts where over a million people perished.
My concern with the lesson was, that by simply coloring in those countries, and knowing that the men who won medals of honor there were good Americans, what does that teach our students? That those wars were good? That we were righteous? I know what it doesn't teach, citizenship. Questioning your government, and understanding your history are indelibly linked. The curriculum and lesson teach students how to be unquestioning nationalists. If this lesson was proposed in Europe, the people would label it militaristic. The curriculum does not promote responsible citizenship, it teaches jingoism. It is a disservice to my students.
Another lesson taught Toby Keith as a primary source around the Iraq invasion, labeled Operation Iraqi Freedom. There was no anti-war voice.
Frighteningly, many teachers sat there and ate it up. I fear for our students. If we teach self-sacrifice and citizenship through personal valor in questionable wars, what damage is that doing to our students and country? Why couldn't it tell the story of ordinary men and women who stood up and challenged sexism, racism, and abusive government? What is the opportunity cost? Should I teach my students to be activists, and stand up for what is right? Or should I teach blind patriotism? It was a reality check that reminded me of the tremendous power that I can wield, and the seriousness and importance of what I teach. It made me remember why I became a teacher.
Thursday, July 29, 2010
Reality Check
At the end of every summer, I have a recurring nightmare. It is the first day of school, the kids walk in, and I realize I have planned nothing. I freeze, no syllabus, no roster, nothing. Kids get restless, and the year is over for me. I hate that dream. Not only is it unrealistic and annoying, but the fact that I can't get rid of it despite knowing how bogus it is. Perhaps it is merely a reflection of the anxiety I feel going back to work.
Today, summer is officially over, the first day back at school. As usual my next week is taken up by 36 1/2 hours of meetings, and 3 1/2 hours of working. Perhaps I won't get a syllabus done. I don't mind meetings if they are productive, but so far the meetings have been preaching about how teachers can make a difference, and if you only did this, this this, and that, you too could be teacher of the year. I find speakers and topics like that to be quite insulting. What is this amateur hour? Wait, you're selling a book... I understand. The next week will be sit, share, sit, share, eat, sit, leave. I will have to stay late to get any real work done, but how is that any different than the rest of the school year.
This year we have 20% more work, and 33% less plan, plus extra duty. I feel like we should have more time to prepare our lessons before students come in the door. The stress is hitting me already. However, I am reminded by the 14 bullets shot into my neighbors house last night, and the pulsing rotors of the flight for life helicopter skimming our roof that some people don't have it so good.
Today, summer is officially over, the first day back at school. As usual my next week is taken up by 36 1/2 hours of meetings, and 3 1/2 hours of working. Perhaps I won't get a syllabus done. I don't mind meetings if they are productive, but so far the meetings have been preaching about how teachers can make a difference, and if you only did this, this this, and that, you too could be teacher of the year. I find speakers and topics like that to be quite insulting. What is this amateur hour? Wait, you're selling a book... I understand. The next week will be sit, share, sit, share, eat, sit, leave. I will have to stay late to get any real work done, but how is that any different than the rest of the school year.
This year we have 20% more work, and 33% less plan, plus extra duty. I feel like we should have more time to prepare our lessons before students come in the door. The stress is hitting me already. However, I am reminded by the 14 bullets shot into my neighbors house last night, and the pulsing rotors of the flight for life helicopter skimming our roof that some people don't have it so good.
Thursday, July 15, 2010
Teach for America
I have been following the conversations and debates raging around the value and contributions of Teach for America to the public education system. Like all teachers, they are a mixed bag of success and failure. I discovered that my school participates in the program, and has a number of TFA teachers. What I don't understand, is how my "poor, urban, and needy" school developed a shortage of qualified and motivated applicants. Quite to the contrary, I've never worked with a better staff, and for every opening we have numerous applicants. We don't need TFA, but the program is billed as putting teachers in schools where teachers don't want to be.
This New York Times debate sums up the arguments pretty well. I havn't been terribly impressed with what I've seen from our TFA teachers, that is why I happen to agree most with Patrick Welsh. I also somewhat resent the thought that Ivy League graduates think they can take a short course on teaching, and outperform more experienced and serious teachers. However, it is a mixed bag, and each TFA graduate should be evaluated independent of the program.
This New York Times debate sums up the arguments pretty well. I havn't been terribly impressed with what I've seen from our TFA teachers, that is why I happen to agree most with Patrick Welsh. I also somewhat resent the thought that Ivy League graduates think they can take a short course on teaching, and outperform more experienced and serious teachers. However, it is a mixed bag, and each TFA graduate should be evaluated independent of the program.
Friday, June 25, 2010
Dear Democrats,
In 2006 and 2008 my students and I were excited for you. George Bush turned out to be a failure in all things, including education. As a result, teachers and young adults backed you, the Democrats, assisting in your ascendancy in the House and Presidency.
However, its not like you earned it. During Bush's tenure you voted for tax cuts to the wealthy, No Child Left Behind, the Patriot Act, and wars in Iraq and Afghanistan. We were fed up though, and you promised change. In 2006, you captured the House. You laid low. Obama captured the hope of my students, and myself. Ever since, we have been breathlessly awaiting change. That is why you were elected, and that is what you have not done.
In education, you have championed Race to the Top. A thinly veiled attack on teacher unions and tenure. You wrapped your program around "reform" and "accountability." It is terribly ironic that you are unable to demonstrate either of those yourself. You have been unaccountable to those that put you in office, and you have reformed nothing. Race to the Top turns states into prostitutes, whoring themselves out for a one time lump sum. How does that bring long-term reform and change?
In health care, you gave insurance corporations over 30 million new customers. The cost controls you put in were mediocre at best, giving big Pharma and HMOs the ability to plunder the peoples bank accounts, and restrict consumer spending. How can I support our consumer economy when 19% of my income goes towards unused insurance. Most of my students are on free and reduced lunch, how can low income families afford a health care mandate? Who's interests have you been looking out for, the corporations, or our people? Now that our corporate citizens are free to spend at will (Citizens United v FCC) I expect more of the same: no accountability, no reform.
Your stimulus was a joke to everybody but road construction workers. Big banks and too big to fail live on. Glass-Steagall is still gone, banks continue to make record profits, derivatives reform is dead, and CEOs continue to have golden parachutes. Meanwhile in the Congress, the unemployed are losing their assistance because the Democrats are too weak to make a stand and demand Republicans fillibuster on TV. I thought that making a Republican defend pushing the poor off welfare in a time like this would be politically advantageous (see Jim Bunning). Are you really that dumb? All of your "reforms" remind me of the 1890 Sherman Antitrust Act. Small reforms designed to get the people to believe the status quo has changed, when in reality nothing has. Big corporations backed the Sherman Antitrust Act, and they back current proposals. It concerns us, shouldn't that concern you?
BP continues to pollute, and greenhouse gas emissions are uncontrolled. The lesser of two evils defines you well. A broken clock is still right twice a day, but that doesn't mean you're getting my vote anymore. You could have reformed, created a dominant Democratic Party for decades, and brought our country back from the brink of irrelevance. Your base of low income and middle class voters, minorities, and teachers are fed up with your inaction. I see through your smoke and mirrors. You demand accountability from others but cannot reform yourself. Its not me, its you. Goodbye. See you in November.
However, its not like you earned it. During Bush's tenure you voted for tax cuts to the wealthy, No Child Left Behind, the Patriot Act, and wars in Iraq and Afghanistan. We were fed up though, and you promised change. In 2006, you captured the House. You laid low. Obama captured the hope of my students, and myself. Ever since, we have been breathlessly awaiting change. That is why you were elected, and that is what you have not done.
In education, you have championed Race to the Top. A thinly veiled attack on teacher unions and tenure. You wrapped your program around "reform" and "accountability." It is terribly ironic that you are unable to demonstrate either of those yourself. You have been unaccountable to those that put you in office, and you have reformed nothing. Race to the Top turns states into prostitutes, whoring themselves out for a one time lump sum. How does that bring long-term reform and change?
In health care, you gave insurance corporations over 30 million new customers. The cost controls you put in were mediocre at best, giving big Pharma and HMOs the ability to plunder the peoples bank accounts, and restrict consumer spending. How can I support our consumer economy when 19% of my income goes towards unused insurance. Most of my students are on free and reduced lunch, how can low income families afford a health care mandate? Who's interests have you been looking out for, the corporations, or our people? Now that our corporate citizens are free to spend at will (Citizens United v FCC) I expect more of the same: no accountability, no reform.
Your stimulus was a joke to everybody but road construction workers. Big banks and too big to fail live on. Glass-Steagall is still gone, banks continue to make record profits, derivatives reform is dead, and CEOs continue to have golden parachutes. Meanwhile in the Congress, the unemployed are losing their assistance because the Democrats are too weak to make a stand and demand Republicans fillibuster on TV. I thought that making a Republican defend pushing the poor off welfare in a time like this would be politically advantageous (see Jim Bunning). Are you really that dumb? All of your "reforms" remind me of the 1890 Sherman Antitrust Act. Small reforms designed to get the people to believe the status quo has changed, when in reality nothing has. Big corporations backed the Sherman Antitrust Act, and they back current proposals. It concerns us, shouldn't that concern you?
BP continues to pollute, and greenhouse gas emissions are uncontrolled. The lesser of two evils defines you well. A broken clock is still right twice a day, but that doesn't mean you're getting my vote anymore. You could have reformed, created a dominant Democratic Party for decades, and brought our country back from the brink of irrelevance. Your base of low income and middle class voters, minorities, and teachers are fed up with your inaction. I see through your smoke and mirrors. You demand accountability from others but cannot reform yourself. Its not me, its you. Goodbye. See you in November.
Wednesday, June 9, 2010
Power Off
Teaching takes over your life. You work long, think about it at home, and work over break. It is a never ending burden or blessing, depending on your mood. I had a fantastic year, and I hope next is even better. Every break from school is different, and it takes you different amounts of time to fully embrace that vacation. If I forget about teaching, I'm on vacation. Sometimes that never happens during winter or spring breaks. For this summer, it took 3 weeks. Now I have 5 off.
Subscribe to:
Posts (Atom)