Showing posts with label public schools. Show all posts
Showing posts with label public schools. Show all posts

Friday, November 9, 2012

Finding Out What the Words Mean

Yesterday I helped out in a program I heard about from Katharine Beals (of Out in Left Field.) It's an after-school tutoring project founded by a man from the Ivory Coast, who aims to help other French-speaking African immigrants educate their children.

At the end of the 2 hours, there's some time to help the kids with their homework. I sat with one 6th-grader who pulled out a vocabulary list. Each teacher (math, science, social studies, reading) assigns five words; every Friday the kids take a test where they're given the definitions and have to write the appropriate words.

It was clear to me that the definitions given were way over the head of an average sixth grader. For instance, the definition for "sequence" was something like "a list of elements corresponding to the natural numbers with predetermined order" (I don't remember it exactly -- I'm just trying to reproduce the level of difficulty.)

Me: "Do you know what a sequence is? Have you ever seen one?"

Kid: "No."

I wrote the numbers 1, 3, 5, 7, and asked her what the next number would be. She said "9".

Me: "That's an example of a sequence."

Kid (brightly): "Maybe if I find out what the words mean, I could get extra credit!"

Monday, October 8, 2012

Word Poverty

In the New York Times, an interesting look at "word poverty", and how it influences the all-important test scores.

Tuesday, June 19, 2012

A Thank-you Note to Fragrant Hills

An e-mail to Younger Daughter's 2nd-grade teacher (with a copy to the Principal):

Ms. Teacher -- just a note to say thank you for a wonderful year.  Back in September, we were worried stiff that YD would have behavior problems again.  We couldn't have been more relieved and surprised at the way things turned out.  She learned a lot, enjoyed school, and made friends.  I'm still not entirely sure how it happened!  So, thank you for all your efforts. 

Sincerely,

FedUpMom & Sainted Husband & (of course!) Younger Daughter

Wednesday, April 11, 2012

Defensive, or Arrogant?

School districts don't really care what parents want, especially if they are chronic complainers (i.e., any parent who complains more than once.) — Guy Strickland, Bad Teachers
This post is a response to Chris' recent post at A Blog About School. To recap: the public elementary school attended by Chris' kids has brought in an authoritarian classroom-management system (PBIS), and, among other problems, has turned lunchtime into an exercise in trying to prevent the kids from talking normally to each other through constant scolding and punishment. Chris is engaged in a discussion with the principal at his local elementary school to discover why this policy was agreed to in the first place. The principal is increasingly refusing to interact with Chris.

Chris says:
This strategy of avoiding public answers genuinely puzzles me. It just makes the district look defensive, as if it lacks confidence in its own practices.
I don't think the district is being defensive, or lacks confidence in its practices. From the point of view of the district, the fact that a policy has been adopted means that it's right. PBIS is the latest and greatest, and will continue to be until the next fad comes along. The idea that parents should be able to question it, or demand answers as to who made what decision, is completely foreign to them.

Imagine that you had an irritating neighbor who was always coming around to complain that you don't mow your lawn frequently enough, or your porch needs to be repainted, or you shouldn't let your kids leave their bicycles out. Would you be interested in an ongoing public dialogue with this neighbor? Of course not. You would say to yourself, "who does he think he is telling me how to run my household?"

This is exactly how a public school district thinks about parents. Who do they think they are telling us how to run our schools?

I close with one of my favorite Guy Strickland (op. cit.) quotes:
Bastions of ignorance aren't bastions for nothing.

Sunday, March 11, 2012

A Response from the Principal of Fragrant Hills

This goes in the bulging file entitled "I Don't Get It":
Dear FedUpMom,

Thank you for your email. I am sorry that the morning routine was difficult one. I do want to explain that our school colors are black and gold and there are times throughout the school year in which we have spirit days and we do encourage the children to wear these colors. It is not mandated and we want for families to feel comfortable with what the children are wearing to school.

The PSSAs are a stressful assessment. The goal of the Basketball game this afternoon was for the staff members to play a short game with the children cheering as a way to come together as a school community in a fun way and for the students see us working hard and doing our best- even basketball is not a sport in which we excel. We saw this as a way to model for the students that we want for them all to do their best and work as a team when appropriate. The goal of the afternoon was not to celebrate the PSSAs but rather to celebrate the hard work the children engaged in this school year.

I hope that this provides some additional insight into the goal of this afternoon and we will be very mindful of your feedback when we are holding spirit days in the future.

Fondly,
[Principal of Fragrant Hills Elementary School]
What the #$%^@&*#? The kids were cheering while the teachers played basketball? What could possibly be the point? I can guarantee you that my daughter would have vastly preferred running around the court herself, and gotten a lot more out of it.

What does the PSSA have to do with teamwork? If the kids try to help each other on the test, it's called cheating. (Does the school want that?)

I'm glad I don't work in that school — I don't know the rules for basketball! (Yet another example of assuming that sports are a universal interest.) I'm sure Younger Daughter doesn't know the rules for basketball either.

This doesn't descend to the level of Stupid Principal Tricks, but I think it shows the same myopia and lack of understanding of the child's point of view. I don't think young children find it the least bit reassuring to watch their teachers do something badly. They know the teachers are in charge and they want to be able to trust them and feel confident in their judgement.

I could never have predicted when Older Daughter first started school the sheer level of wackiness of the stuff that goes on. People can have debates about whether schools are too traditional or too progressive, but stuff like this doesn't fall clearly into any camp. It's just head-scratching peculiar.

Friday, March 9, 2012

Another e-mail to Fragrant Hills

To the Principal:

Younger Daughter missed the bus to school today because I discovered at the last possible moment that she was supposed to wear black. She refused to go to school without black clothes. She doesn't have any black clothes (I'm not a fan of black clothes for young children.) I eventually put her in one of her older sister's black shirts.

Then I found the notation in her homework folder that she's supposed to wear black for a PSSA pep rally! I am completely opposed to the current focus on standardized tests, which in my (widely shared) opinion is wrecking public education. It's bad enough that you're holding a pep rally for a standardized test, but to ask me to dress my child to show support is too much. Please don't do this again.

Sincerely, FedUpMom

She Had to Wear Black

Another fun morning in the FedUp household ...

I woke Younger Daughter about 10 minutes before her bus would arrive. I got her some new clothes and told her to get dressed.

Younger Daughter: "I have to wear black* clothes today! It's for a game!"

Me: "What? You don't have any black clothes! Nobody told me about this! The bus will be here in 5 minutes!"

I dug around and found the darkest clothes I could — dark purple and green. She sulked and refused to put them on. After a brief tantrum (mine), I eventually found a black t-shirt belonging to Older Daughter (as a card-carrying teenager, she has plenty of black clothes), which Younger Daughter wore as a sort of dress over her own clothes.

You can imagine my feelings when I finally found the notation in Younger Daughter's homework folder — she's supposed to wear black for a PSSA (standardized test) pep rally. AAARGH!

* I suppose I should explain that the school colors are black and yellow. Since when does an elementary school have school colors?

Tuesday, February 21, 2012

Crayola Curriculum, circa 1933


Older Daughter is reading To Kill A Mockingbird for her 8th-grade English class. I was intrigued by this passage:

The remainder of my schooldays were no more auspicious than the first. Indeed, they were an endless Project that slowly evolved into a Unit, in which miles of construction paper and wax crayon were expended by the State of Alabama in its well-meaning but fruitless efforts to teach me Group Dynamics. What Jem called the Dewey Decimal System was school-wide by the end of my first year, so I had no chance to compare it with other teaching techiniques. I could only look around me: Atticus and my uncle, who went to school at home, knew everything — at least, what one didn't know the other did. ... as I inched sluggishly along the treadmill of the Maycomb County school system, I could not help receiving the impression that I was being cheated out of something. Out of what I knew not, yet I did not believe that twelve years of unrelieved boredom was exactly what the state had in mind for me.

Monday, February 13, 2012

Comments on "I Hate Homework. I Assign It Anyway."

Some of the comments to "I Hate Homework. I Assign It Anyway" were terrific. Here's a few that I especially liked:

Uly, NY

Of course your students said they need homework. This is what they've been told every day since they were very small, by their parents and every one of their teachers. They believe it, but their belief is no evidence.

(And that's assuming that they answered honestly instead of trying to give the answer they thought you wanted to hear!)

Why not make homework optional, saying it's for those kids who think they need extra practice OR who have failed a pre-test on the subject (and who therefore have PROVEN they need the extra practice!)?

Scott B., Claremont, CA

Lahey thinks she's sealed the case for homework by asking her students, but she makes a basic error of research in so claiming. These students have been doing homework all their lives. For them to pronounce all those hours worthless would induce cognitive dissonance, so any research psychologist would predict that they would rationalize their answer to validate their behavior. There may be a good reason to assign some homework, but the opinion of students forced to do it cannot count as one of them.

Cheryl, Houston

Do you have students in schools now? It really has changed. My daughter in freshman year in high school was learning biology concepts that my husband, who has a phD in biochemistry, didn't learn until he was a graduate student. My dad, in his 80s, didn't take algebra until college, I took it in high school, my kids take it in middle school. The process may have started when you were in school but it has continued -- and the pendulum has, in my opinion, swung too far the other way.

As for homework amounts--

My husband, now a doctor, works monster hours, 14 hours a day is the norm, to the point where I worry about his health. However, my kids leave the house at the same time he does, but when he gets home, at 9 or 10 o'clock, the kids (ages 16 and 13) are still working ... on their homework. School till 4, sports practice till 5:30. They rush through dinner and showers, tackle the 3 hours of homework their schools pride themselves on assigning every night, and then, if they're to get anywhere near enough sleep, it's off to bed. It is not uncommon for them to fall asleep over their books -- or to break down in tears.

Unlike you at their ages, they have NO free time. I am alarmed to see my kids -- who are still children-- associate learning with feeling overwhelmed and exhausted, with no end in sight. Unlike you, I do not think that kids today are whiners who don't want to work hard; I think we, the adults, have taken things too far and are actually doing them harm.

bookworm, new york city

I homeschooled my two children until high school and struggled on and off over whether it was the right decision.

This year, my daughter started high school and has been inundated in homework, staying up until 1 or 2 am.

My main complaints are these:

1. It is too difficult for students when every teacher gives homework every day. Trying to navigate 7 or 8 classes of homework is maddening.

2. Homework becomes a penalty for conscientious students. Schools think that more homework will translate into better students, but indifferent students just ignore the homework and dedicated students who need the homework less are then saddled with more than they need.

3. Teachers make assignments without seeing the impact on the students. For finals week you would think that homework overall would be minimal so that students could study for tests, but instead teachers liberally applied homework, so students had no time to study for their finals because they were too busy doing homework for other classes.

4. Breaks should be homework-free. Kids need downtime. Why have a break if you're spending all your time doing homework?

After half a year in school, I'm glad I homeschooled my kids. Their learning didn't suffer and they had time to learn and play. Now my daughter is missing swim team, studio art, sleep, and free time. The school keeps emailing parents about fantastic opportunities that the kids can apply for...but who has time when there's all this homework to do?

wms, kansas

I am the parent of a second grader and of a first grader. I, too, hate homework. At this point in their lives it is simply busy work. Any homework my son can fly through in less than 5 minutes is not serving to reinforce anything. It is simply a mindless task assigned to fulfill some district guideline.

I don't think that any homework should be assigned in the elementary grades at all unless a child's teacher sees that s/he needs the supplementary practice as evidenced by his/her classroom performance. Beyond that, it has virtually no benefit and takes away time from family, exercise, free time to explore their own personal interests, and time with friends.

Friday, February 10, 2012

Respectful Individuals

From a forum linked to kitchen table math, here's the graduation goals for one school district:

A graduate of the Eastchester Schools will be:

* A respectful individual
* A life-long learner
* An effective communicator
* A complex thinker and problem solver
* A competent and responsible user of technology

How did "a respectful individual" get to the top of the list?

Thursday, February 9, 2012

Flunking the Brilliant Student


I am sorry for whatever experience you had with education that got you this upset ... — Jessica Lahey.
Let's start here. Many years ago,  I was in a high school English class that was studying Othello. I wrote a paper called "Iago's Death" that expressed my opinion that Shakespeare put Iago's death offstage (in contrast to every other Shakespeare tragedy in which every important character dies onstage) because by the end of the play Iago had evolved into a much more interesting character than Othello, and if Shakespeare had allowed Iago an onstage death he would have become the star of the show.

My English teacher said the paper was brilliant, gave it an A+, and told me that for the next paper he wanted me to expand on the ideas in the first paper. This was a very difficult assignment for me because I had pretty much said what I had to say in the first paper, and I didn't feel I had anything to add to it. However, I gave it my best shot, and after staying up all night, I managed to produce a longer version of the first paper.

My English teacher gave the second paper a C. He said it would have been an A paper from anyone else, but he expected more from me.

Was this a motivating experience for me? It was not. I decided that the game was rigged against me and I didn't want to play it any more. That was the end of my brief good-student period.

(This was in one of the highest-regarded public school districts in the country, by the way.)

I am beyond skeptical of the alleged character-building effects of bad grades given to good students, touted not only by Jessica Lahey in her blog, but by luminaries like the New York Times.

I've heard teachers say that they look for opportunities to give bad grades to good students because "it teaches them that it's OK to fail". Of course, they don't really mean that. No-one wants these kids to decide that it's perfectly OK to fail the occasional assignment — hey, why not the entire course? — and go to the local community college instead of a name college.

Nor will the occasional bad grade turn a previously grade-grubbing robostudent into an inwardly motivated free spirit (and again, nobody actually wants that result.)

Grade-grubbing robostudents are the natural product of a system that constantly grades students' performance, with the underlying threat that their future depends on their high school transcript. You can't cure them with the occasional personal reflection essay, graded by the teacher. You can't cure them with the occasional bad grade. Deep problems demand deep change.

Monday, February 6, 2012

The Teacher Says I Can't Read That


So, I picked up Blizzard of the Blue Moon at a nearby garage sale. When I brought it home, Younger Daughter, attracted to the unicorn on the cover, said, "I want to read that!". Then she leafed through the book and said, sadly, "I can't read this yet."

Me: "Of course you can! Read it to me, and if you get stuck, I'll help you."

YD: "Mrs. Second says I'm not ready for chapter books. I'm only on level H."

This is how "balanced literacy" cripples kids. Since reading isn't taught phonetically, and is believed to be about memorizing words on a word list, the reading a kid can possibly do is restricted to books containing only the very limited vocabulary that they've memorized so far.

And here's something I honestly don't understand — we've been working hard on YD's reading all year, and she's made tremendous progress, but her reading level at school has hardly budged. I'm not the only one noticing this: here's a comment from a mothering.com forum where a mother describes a similar situation with her son:
He is reading books such as "Runaway Ralph", the Junie B series, the Magic Treehouse series for fun, which are all at reading level M-O, yet at school the teacher identified him as level D (on A-Z reading scale, Z being highest level).
How do teachers assess reading levels? What's going on here?

Needless to say, YD is now reading Blizzard of the Blue Moon, with our help.

Monday, January 30, 2012

The Way We Were

From a comment to Scraping the $40,000 Ceiling at New York City Private Schools: (as always, the comments are more interesting than the article):

Steve1946,NYC

I went to the NYC public schools in the 1940's and 50's. They were safe, rigorous, and clean. The teacher's were well educated, motivated, and made sure that each student worked to their capacity. All of my friends went to the same public schools and we all grew up to become professionals.
The halls were quiet and orderly. Those students who were academic went to one of the four city colleges which were free, while those students who were not were able to go to a vocational high school that gave them a skilled craft(- automotive, aeronautics, baking, nursing, electrical, manual trades-).
So what happened?
When contemporary public schools meet the above mentioned criteria parents flock to send their children to these schools- Hunter College Elementary and H.S., Stuyvesant H.S., Townsend Harris, Bronx H.S. of Science, Brooklyn Tech., Staten Island Tech in no particular order of quality - including the so-called 1%.

Josh Hill, New London

Yep. I think it fell apart for a number of reasons. The schools lowered behavior and academic expectations, and that's always a disaster. Talented women, no longer barred from other professions, chose to be doctors, lawyers, or professors rather than teachers, and we have been unwilling to make wages and working conditions for teachers competitive.

My mother, herself a NYC public school graduate, did some teacher evaluations for the BOE and was shocked at what has happened to the quality of the teachers. She compared the current crop to cocktail waitresses. These days the typical education major is in the bottom fifth of his college class.

Monday, January 16, 2012

Martin Luther King and the America of 2012

The older I get, the more shocked I am to remember how very young Martin Luther King was when he was killed. He was only 39. He was born the same year as my father, who is still around today, age 82.

If Martin Luther King could come back and visit America today, what would he think of our situation now?

Martin Luther King, at the end of his life, was working on the "Poor People's Campaign". He was in favor of the redistribution of wealth and a guaranteed minimum annual income for the poor, which would enable families to climb out of poverty. We've gone in the exact opposite direction from what he had in mind. In 2012, we have less economic mobility than Great Britain. If you're born poor in the United States, you will almost certainly remain poor for the rest of your life.

One of the first issues tackled by the civil rights movement was the desegregation of schools. Back then, Southern schools were segregated by law, and the black schools struggled with less funding. Black children who were really middle class, the children of ministers and prosperous farmers, were held back by being forced to attend low-quality schools.

When desegregation cracked open doors that had previously been slammed shut, black people with energy, talent, and ambition (many of them already in the top rung of black society) naturally rushed through those doors. But the unintended consequence was that they left behind their neighbors in poverty, whose situation has been steadily worsening.

Today, our public schools have been resegregated. We're newly segregated by college and professional-school attendance too. Today more than ever, our ruling class is the product of Ivy League schools whose exclusive admissions policies give an edge to the carefully-groomed children of the rich. Our Supreme Court is stocked only with graduates of Harvard or Yale Law schools; our last several presidents got degrees at Harvard or Yale. Our most recent non-Ivy president was Ronald Reagan!

What would Martin Luther King make of Barack Obama? I'm sure he would appreciate the symbolism of our first black President, and be amazed (as I was!) that this could be achieved as early as 2008. But I doubt that he'd be happy with Obama's accomplishments (or lack thereof.)

Obama, in spite of his pigment, is a natural member of the upper class, starting with his private school education (he never spent a day in an American public school). I've been reading the new biography of the Obamas by Jodi Kantor (I recommend it), and what strikes me most about Obama is how typical he is of upper-class careerists. He's all about climbing the ladder, which of course he's done spectacularly well. It should really not be a surprise that Obama perpetuated George Bush's tax cuts for millionaires; those millionaires are his friends, colleagues, and campaign donors.

Today's segregation is about economic class more than skin color, but it's just as destructive as the old segregation. And, just as in the days of Martin Luther King, American schools are part of the machinery that divides the haves from the have-nots.

Wednesday, January 11, 2012

Math Across the Curriculum in Georgia

A Georgia elementary school sent home worksheets with questions like this:

Each tree had 56 oranges. If 8 slaves pick them equally, then how much would each slave pick?

If Frederick got 2 beatings per day, how many beatings did he get in 1 week? 2 weeks?

Frederick had 2 baskets filled with cotton. If each basket held 5 pounds, how many pounds did he have all together?

The next one I actually like:

Susan B. Anthony was fined $100 for voting for President. She only had $25, how much more did she need to pay the fine?

After I saw the Susan B. Anthony question, I realized that "Frederick" in the problems above was probably meant to be Frederick Douglass. Right?

How did these questions get sent home with the kids with no-one at the school saying "Wait a minute! This could cause offense!" It's mind-boggling.

Happy Martin Luther King Day, everyone!