Who cares?

We have just completed another school year.  I begin my period of long reflection (summer break) and as I work in my garden and yard, I ask myself, who cares?  Who really cares?  I don't know the answer.

Yes, I think some of my students care while they are with me.  Yes, I think some of the parents care while their student is with me.  The key words in both of those sentences are "with me," in a school setting.

We've all heard that old axiom, "put your money where your mouth is,"  and I have tried to do that.  Yes, once upon a time, I was greatly disturbed by an article written about education and all that was wrong with it.  That was back in the '80's.  Now, when I look back the 1980's was 30 years ago.  In the 1980's we (society) were questioning "why can't little Johnny read?" That question is still relevant today.  That question is the reason I went back to college and earned my teaching certificate, then returned to college and earned my Master's degree, then completed my National Board Teacher certification, then returned to college and earned my Educational Specialist degree.

And I'm still asking, why can't John read?  I put my money where my mouth was, I went back to school and educated myself and began trying to educate our children. What I have found, through these years of experience, is that the problem has not improved, but only gotten worse.  We hear about all the programs, initiatives, funding, and legislation enacted and made available to help our children succeed, but they are preforming at levels that are not acceptable to me as a teacher.

That makes me think of another axiom, "What is the definition of insanity?  Doing the same thing over and over again and expecting different results."  Teachers are loosing more and more control of what and how they teach.  In some cases, it is needed.  Although, in the majority of cases it is not.  We are professionally trained and certified by our state institutions to be teachers.  Let us do our job!

Each of these new initiatives, grants, funds, (whether they originate from public, private or government) sources, bring their own set of mandates.  So our leadership acquires these for us, and then demands that we meet all the criteria.  It becomes a game of compliance.  Teachers are overburdened with making sure we document, explain, prove, that we are meeting all the criteria for the programs, and ultimately loosing instructional time.  The one thing we need more than anything else.  We loose time with our students.  We loose time to teach them.

After years of seeing money poured into the system, I still have students coming into my classroom that can not read on grade level, and some who simply can not read.  The majority of my students are average readers, there is only a handful that excel at reading.

Oh, I won't even start writing about the ability to physically write on paper with pen and or a pencil.

Yes, I know exactly what my students need to excel, although I am busy proving that I am doing my job.  It is a "catch 22."  I enjoy having a house, clothing, and food on my table.  If anyone in the private or public sector thinks any teacher is living at any standard that is above lower middle class then they haven't walked in a teacher's shoes, or a spouse of a teacher's shoes, or a child of a teacher's shoes.

Put you money, and or time, where your mouth is. . .go to your local boards of education, call your representatives, but really what you need to do first is come to school and help us.

Rant over.

We know how to FIX education.

Yes, we really do know how to fix education;  lower teacher student ratios and more time in the classroom.  This is really an easy fix.

So, why does this not happen? 

I am passionate about my chosen career, education.  Most educator's feel this way.  I believe most educators see it as probably one of the most important careers that exists.  Most educators are dedicated to their students and want to do whatever there is in their power to make their students' successful.  Many of us do not feel that another test will do that.  Many of us know that another test will not "fix" our students.

Our students are unique individuals, one size does not fit all.  We can not operate on a "business" model.  Our students are not objects, they are people.  Until each community, each school examines their own issues and challenges, and addresses those at the school level, improvement will not happen.  Mandates will not cure the problem, technology will not cure the problem, new standards will not cure the problem, new teacher evaluation methods will not cure the problem. 

We need to stop spending money on "stuff" that does not work.  We need to hire more teachers!  If necessary, we may have to build more classrooms. Lower the teacher student ratio and watch the scores explode!

How to FIX Education

So, in the world of education, many people know and understand how to "fix" the problem.  We know what to do.  Ask any educator who has 15 plus years of experience in the classroom.

The overwhelming answer is LOWER student teacher ratios.

That means more teachers in schools.

It is not a program, it is not a "magic bullet."

It is not a grant.

It is not a innovation.

It is not something you can buy.

It is the solution and it can happen, if we want it to happen.

Lower student teacher ratios will raise test scores.  It really doesn't matter what test you use.  Use the ACT or the SAT.  If you lower student teacher ratios, you will increase scores. PERIOD.

Back To School

It is that time of year again!

Gearing up and returning to school for teachers means that we are required to complete our Professional Development trainings.  I have a required 24 clock hours to complete.  I am sure other schools across the US require something very similar.

As is usually the case, one of our professional development days is allocated to our central office and is used to inform us of any changes that we need to be aware of or any initiatives that will be occurring this school year.  Our individual schools will host other professional developments for each staff. 

I am not entirely sure of how other teachers feel about their professional developments or planning for the opening of school, but sometimes I feel like my administrator blind folds me, leads me into a totally pitch dark room and leaves me there with instructions to find the light switch.  Sometimes I really feel like I am trying to feel my way along the wall for the switch.

I am the type of person, that wants at least 2 to 3 weeks lesson plans complete, so that I will not be overwhelmed and can just make necessary modifications as the need arises.  A lack of communication about what days are going to be used for which activities leaves me lost.  I am not sure when to begin teaching content because I am not sure what we are doing for the first three days of school.  So, yet another year has arrived, when I am again at this spot.  I do not have the authority to correct the situation, although, I have the knowledge and ability to correct it; communicate scheduled activities and plans so that the staff can begin planning their content and allocating resources in their classrooms.

I know that this information I want will not be forthcoming early and I should just step back and let it come when it does; it would be far less frustrating for me if I did just that.

I remember one of the lines from the movie, O Brother Where Art Thou . . ."gentlemen what you do not want in a conversation . . . .(pause) is dead air."  Yes, what I do not want is dead air.

What teachers do. . . .

So, the majority of teachers are wrapping up their school year.  Some are completing state tests, some are completing End of Course exams (EOC), some are preparing for promotion activities and graduation activities; all are counting the days.

At the end of the year, I have a tendency to reflect over the past year, and think/ponder about what went well, what did not go well, and what I want to modify or change.  Of course, the breadth and scope of the whole year is overwhelming, so I tend to think about my year of teaching in blocks of time or by units.  As usual, I feel like I never really have had enough time with the students.  That is very true this year, and hopefully can be rectified for next year.

Time allotment and the protection of instructional time is the priority of the principal.  A good principal protects instructional time like a mother grizzly protects her cubs.  Although, not all principals are momma grizzly bears.  When we look at a school's data and determine whether or not it is a "failing" school, the first thing that should be examined is the manager of that school, the principal.  When I was taking classes to receive my administration degree and certificate, it was pretty clear from my classwork and from my professors, that everything that happens in a school goes back in a straight line to the principal's chair.  Yes, there are mandated regulations and curriculum and superintendents, but in reality, day to day work in a school is the principal's responsibility.  How a principal makes or fails to make that happen is the issue.

So, once again, we must examine how the school operates, before we have the "witch trial" re-enactments of colonial Salem, and begin burning teachers.  The teachers work under the direct supervision of the principal(s) in the buildings.  How are the teachers being directed and supported?

Thankfully, more and more people are beginning to have this conversation.  One such example can be found at:

http://theeducatorsroom.com/2012/08/its-not-always-the-teacher/

Spring Break!

Spring Break is upon us.  Teachers use this time to renew and rejuvenate from the long stretch of January to April.  Working with young people takes time and energy.  Teachers are drained physically and emotionally every day. 

This break is a time when we can actually not think about school 24/7.  If you ask any teacher they will tell you that it is constantly on your mind.  There is not a time when you are not thinking about school.

Since schools are closed to students during Spring Break, teachers can not only take a physical break but also a mental break, at least for a day or two.

As Brer Rabbit says "Sometimes I sits and thinks, and sometimes I jus' sits."  Teachers now have the luxury of just sitting.  WELCOME Spring! 

Okay, so I have been quiet for awhile. . . .

We, as teachers are entering that turbulent time called "getting ready for the test."  I have to say to each and all of you. . .this is baloney!

Isn't all year long supposed to be preparing our students to succeed?  I thought so, and still do.  I teach.  I hate being a "robot" in the classroom.  The mad scramble by building administrators to make sure the kids are prepared for the test is so very frustrating! 

I agree with educator, author and researcher Richard DuFour, "do whatever it takes [all year] and the test will take care of its self."  If we are doing what our students need, then we should not have to scramble around, play reward games, interrupt instruction, pep rallies to get fired up about the test, ect.  We do not need another gimmick.  We need to teach!

A teacher from Louisiana read this letter to the Board of Education where she was employed, please read, she is speaking the truth.

http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/03/10/i-have-had-enough-veteran-teacher-tells-school-board/

And as for that, (teaching), it has changed in the last few years.  It is no longer about learning or even about studying.  Heaven forbid if I ask my students to study! 

More and more demands are being made on the teachers, and less demands on the students.  We are creating a generation of people who feel that entitlement is owed to them!  They can not fail, they will always get another chance.