Why give your child’s teacher a gift? What message does a teacher gift (or lack of it) send? As a parent and a teacher, I have asked these questions from both sides of the desk. My family gives gifts as a way to say, thank you. As our children have grown older, these gifts have become an acknowledgement of the relationship between our child and a special teacher.
As a parent, I am so grateful to the many wonderful educators who work with my children. Over and over, I am delighted by how these fantastic teachers foster my kids’ growth. But it is more than just teachers. As a family, we create ways to thank camp counselors, bus drivers, coaches, music tutors, and others. Yet, no one deserves thanks more than our children’s schoolteachers.
Of course there have been some duds. There have been a few teachers who did not connect well with my children. Although, we sometimes sent gifts to them, as our kids got into middle and high school, we now focus on the teachers with whom our children have strong positive relationships.
The gift comes from our child and the family. Our child writes a card and we work together to choose the gift. We discuss which teachers they want to give gifts. Sometimes, the adults and the children see things differently and our kids need help to see their own growth. More often, we see it the same way.
I could write a book about selecting teacher gifts and gifts that I have found meaningful as a teacher. However, the gift itself is not as important as the giving, the thanking, and the thought.
Which leads me to decoding the gifts I receive (or don’t). This year, I received more gifts than in the past. I’ve had years when I received very few gifts. This year, one gift was from the family of a student with whom I have been spending a significant amount of extra time. The card was signed from the family and only wished me a happy holiday. I have lost count of how many cards are signed from the child an adult’s handwriting. This year, one was signed “love.” How sweet! I wish the kid wrote it.
I am comforted by the fact that, in my building and department, most teachers get about the same number of gifts. There are a few people who always seem to get more – but that is a subject for another entry. My wife is a counselor and she gets many more gifts than I do. She sees more students and has them for a longer period of time.
I think that my family’s decision to be highly deliberate about teacher gifts is unusual. Kids rarely thank teachers for writing their college letters of recommendation. In high school, families rarely acknowledge the extra time and care that teachers give their children. Saying, “thank you” is unusual. Saying nothing is the norm.
My holiday gifts could be demoralizing, but I choose to think about them another way. If nothing is the norm, then when nothing arrives, that is what it means: nothing.
I treasure each gift. Each one is special and each one gets a handwritten thank you note as soon as I get home. The size, expense, or cleverness of the gift is far less important than the sentiment. I have kept cards that accompanied gifts from long ago. Most of the time, I no longer remember the gift; I remember the student and the relationship. Those are the real gifts and I am rich in those!
Thursday, December 22, 2011
Thursday, December 8, 2011
My Rules of the Road
My niece is just learning to drive. My daughter has been driving for almost than two years. It is critically important to teach them to drive well since what they see on the road is often dangerous, rude, and thoughtless. I start with my three driving commandments:
• If in doubt, don’t. If you are wondering if you have enough time to turn left, don’t. If you think it might not be legal to make a U-turn, don’t. If you aren’t sure about any move behind the wheel, don’t do it!
• You are never in a hurry behind the wheel. Even if you are about to miss the train, curtain, or opportunity, you have all the time in the world once you get in the car. If you are pulled over or get in a crash, you will be far later (double meaning intended) than if you took your safe and slow time.
• Nothing fast. Don’t drive fast. Don’t make fast decisions behind the wheel. Don’t try to out maneuver other vehicles. Fast quickly creates problems.
Beside my commandments, I have my car-dinal sins. If my young drivers see these as selfish and hazardous, perhaps they will be less likely to drive badly and more likely to arrive home in one piece.
• Failure to use signals: Turn signals serve two functions: safety and courtesy and both important. Nonetheless, never trust turn signals: wait for the vehicle to make the actual turn first.
• Throwing your butt out: Although I don’t use them, most cars have ashtrays. There is no reason to throw cigarette butts out the car window. People are free to pollute their bodies, but they shouldn’t pollute the world our children drive through.
• Squeaking through the intersection after the arrow or light has changed: How many times does an extra vehicle (or two) zip through a busy intersection after the light is red or the arrow is gone? Are a few saved seconds worth a crash?
• Not taking your turn at a stop sign: It goes without saying that one should actually stop at a stop sign. However, many drivers think that is all they have to do regardless of other vehicles. Many cars stop briefly and then move through the stop sign even when others are waiting. The car that arrived first goes first. If two cars arrive at the same time, the car going straight has the right of way.
• No lights when the weather requires wipers: In Illinois, the law states that, if you are using your wipers, you must turn on your headlights. Duh! In the rain, fog, and snow, lights permit drivers and pedestrians to see oncoming traffic. I have my headlights on 100% of the time. It doesn’t save power or money to keep them off. Would that be any consolation if you hit someone?
• Put down the phone! My biggest driving sin is use of phones. Whether drivers are dialing, sending text messages, or talking, it is the most dangerous distraction. Every driver can tell stories of seeing people driving inappropriately because they were yakking away on phones. Most of us have had frightening moments due to drivers on phones. Towns and states should ban hand held phones while driving. I wish they’d stop more drivers and use traffic cameras to catch these fools. I hope that people change their habits before someone I love is one of their many victims.
Most traffic crashes aren’t accidents. Most are due to selfish and thoughtless driving. Our kids are watching. They are hearing what we say but more importantly, seeing how we live up to our professions. There are too many poor examples for them to follow. Let’s provide them with good models.
• If in doubt, don’t. If you are wondering if you have enough time to turn left, don’t. If you think it might not be legal to make a U-turn, don’t. If you aren’t sure about any move behind the wheel, don’t do it!
• You are never in a hurry behind the wheel. Even if you are about to miss the train, curtain, or opportunity, you have all the time in the world once you get in the car. If you are pulled over or get in a crash, you will be far later (double meaning intended) than if you took your safe and slow time.
• Nothing fast. Don’t drive fast. Don’t make fast decisions behind the wheel. Don’t try to out maneuver other vehicles. Fast quickly creates problems.
Beside my commandments, I have my car-dinal sins. If my young drivers see these as selfish and hazardous, perhaps they will be less likely to drive badly and more likely to arrive home in one piece.
• Failure to use signals: Turn signals serve two functions: safety and courtesy and both important. Nonetheless, never trust turn signals: wait for the vehicle to make the actual turn first.
• Throwing your butt out: Although I don’t use them, most cars have ashtrays. There is no reason to throw cigarette butts out the car window. People are free to pollute their bodies, but they shouldn’t pollute the world our children drive through.
• Squeaking through the intersection after the arrow or light has changed: How many times does an extra vehicle (or two) zip through a busy intersection after the light is red or the arrow is gone? Are a few saved seconds worth a crash?
• Not taking your turn at a stop sign: It goes without saying that one should actually stop at a stop sign. However, many drivers think that is all they have to do regardless of other vehicles. Many cars stop briefly and then move through the stop sign even when others are waiting. The car that arrived first goes first. If two cars arrive at the same time, the car going straight has the right of way.
• No lights when the weather requires wipers: In Illinois, the law states that, if you are using your wipers, you must turn on your headlights. Duh! In the rain, fog, and snow, lights permit drivers and pedestrians to see oncoming traffic. I have my headlights on 100% of the time. It doesn’t save power or money to keep them off. Would that be any consolation if you hit someone?
• Put down the phone! My biggest driving sin is use of phones. Whether drivers are dialing, sending text messages, or talking, it is the most dangerous distraction. Every driver can tell stories of seeing people driving inappropriately because they were yakking away on phones. Most of us have had frightening moments due to drivers on phones. Towns and states should ban hand held phones while driving. I wish they’d stop more drivers and use traffic cameras to catch these fools. I hope that people change their habits before someone I love is one of their many victims.
Most traffic crashes aren’t accidents. Most are due to selfish and thoughtless driving. Our kids are watching. They are hearing what we say but more importantly, seeing how we live up to our professions. There are too many poor examples for them to follow. Let’s provide them with good models.
Monday, November 21, 2011
Centsless Lip Service
The teachers and school board of District 109 in Deerfield are still negotiating a contract, even though we are well into the school year. This process has become so contentious that they need a federal mediator. What has taken so long? Why have things become so adversarial?
Of course, in these difficult economic times, school boards are under pressure to cut costs and teachers want to increase salaries. That is certainly part of the issue here. According to newspaper reports, class size, special education, outdoor teacher responsibilities, and teacher benefits are also sticking points.
While all the parties would agree that the bottom line is doing what is good for kids, how each side achieves this goal reflects their values. Values are more than what they say. Real values are what we live. We spend our money on what is truly important; regardless of what we profess.
The larger question isn’t about District 109 or any particular contract point. The question is, why are we bickering over our children’s education? Almost everyone gives lip service to the value of education. How many times does someone say something like, “Teachers should be paid more.”? Does anyone really believe that? Is anyone one willing to put cents (or sense) to this lip service?
There may be a minority who would plunk down additional dollars (and their children may be in private education), but as recent referendums have shown, a majority of people would like to get as much as they can for as little as possible. And as my grandmother said, “you get what you pay for.”
Funding is at the heart of the issues in District 109 and thousands of districts across the country. We don’t have enough money for education. We aren’t willing to pay for what we say we want. We want education, healthcare, retirement benefits, and many other services, but we don’t want to pay for them. We say we value them. We say they are important, but we are unwilling to open our wallets.
We rationalize. Money is being wasted. We want a good value. Other people pay less. There are ways to cut costs. These are not arguments; these are excuses. Online learning, test scores, school days, unions, and other topics do not even come close to the real issues. We want a world-class education for our children, but we want other people to pay for it. Yes, the system is broken. In a perfect world, we’d pay people by the importance of their jobs to society. Blah, blah, blah, blah. This tired rhetoric leaves our children in the cold.
The solution isn’t simple. The fix is going to be difficult, expensive, and painful. And it will take a long time. Taxpayers and politicians (and school boards) don’t like that. They would prefer quick, cheap, and easy. I don’t want quick, cheap, and easy for our children.
Our actions belie our words. Our choices demonstrate our real values. Education isn’t important enough for us to spend additional money. We don’t value teachers, learning, or schools. We don’t think that what happens in schools is important, although we may say it frequently. Our every collective action screams that education is at the bottom of our list. Our system spells it out (although sometimes incorrectly). Our choices make our priorities clear. The education crisis in America is caused by the underlying belief that almost everything (certainly banks, guns, corporations, and the privileged few) is more important than our children’s education.
No wonder District 109 can’t come to an agreement.
Of course, in these difficult economic times, school boards are under pressure to cut costs and teachers want to increase salaries. That is certainly part of the issue here. According to newspaper reports, class size, special education, outdoor teacher responsibilities, and teacher benefits are also sticking points.
While all the parties would agree that the bottom line is doing what is good for kids, how each side achieves this goal reflects their values. Values are more than what they say. Real values are what we live. We spend our money on what is truly important; regardless of what we profess.
The larger question isn’t about District 109 or any particular contract point. The question is, why are we bickering over our children’s education? Almost everyone gives lip service to the value of education. How many times does someone say something like, “Teachers should be paid more.”? Does anyone really believe that? Is anyone one willing to put cents (or sense) to this lip service?
There may be a minority who would plunk down additional dollars (and their children may be in private education), but as recent referendums have shown, a majority of people would like to get as much as they can for as little as possible. And as my grandmother said, “you get what you pay for.”
Funding is at the heart of the issues in District 109 and thousands of districts across the country. We don’t have enough money for education. We aren’t willing to pay for what we say we want. We want education, healthcare, retirement benefits, and many other services, but we don’t want to pay for them. We say we value them. We say they are important, but we are unwilling to open our wallets.
We rationalize. Money is being wasted. We want a good value. Other people pay less. There are ways to cut costs. These are not arguments; these are excuses. Online learning, test scores, school days, unions, and other topics do not even come close to the real issues. We want a world-class education for our children, but we want other people to pay for it. Yes, the system is broken. In a perfect world, we’d pay people by the importance of their jobs to society. Blah, blah, blah, blah. This tired rhetoric leaves our children in the cold.
The solution isn’t simple. The fix is going to be difficult, expensive, and painful. And it will take a long time. Taxpayers and politicians (and school boards) don’t like that. They would prefer quick, cheap, and easy. I don’t want quick, cheap, and easy for our children.
Our actions belie our words. Our choices demonstrate our real values. Education isn’t important enough for us to spend additional money. We don’t value teachers, learning, or schools. We don’t think that what happens in schools is important, although we may say it frequently. Our every collective action screams that education is at the bottom of our list. Our system spells it out (although sometimes incorrectly). Our choices make our priorities clear. The education crisis in America is caused by the underlying belief that almost everything (certainly banks, guns, corporations, and the privileged few) is more important than our children’s education.
No wonder District 109 can’t come to an agreement.
Saturday, November 5, 2011
Tribute Trouble
I am facing one of those landmark moments. My daughter is a senior in high school and with each college application, graduation robe deposit, or yearbook photo, I am more and more aware of the approaching turning point. I can’t say that I like it. I have a difficult time imagining the house without two children or living apart from my daughter for more than four weeks. But that is what I will have to do.
When we received the email from the school asking for a “youth” photo and some words to print in the yearbook as a senior tribute, I was baffled. Frankly, I have never given that section of the yearbook much attention. My daughter’s graduation was so far away and I never wanted to consider it.
So I opened a few old yearbooks and took a look. The pictures varied from blurry and bizarre to cute and commonplace. For the most part, they looked like the pictures in our old albums. A few stood out because they were either particularly well done or felt so much like snapshots that I wondered if any thought was given when selecting them. I resolved to do better and create a more interesting and arresting image.
The picture was the easy part. I had dozens of pictures of my daughter as I little girl. She and her mother whittled them down to two or three and I wrapped a big Q around them. They picked the picture and my daughter fussed with the color of the Q. Done.
The words are where I am stuck.
Most of the senior tributes directly address the graduates. Our instructions are to write about fifty words. Fifty words! I have fifty thousand or none at all. “Stay close to home,” sounds desperate. “Come back home,” sounds worse. I have so much to say to my child but much of it I don’t want to publish.
A few of the tributes have inside jokes, cryptic memories, or odd statements. As I read them, I wondered if those parents understood what they were doing.
What am I doing? What is the purpose of this yearbook tribute? The name suggests perhaps an expression of thanks or a compliment. Of course, it could also mean money that is extorted. That sounds like college tuition.
I am so grateful to have been part of my child’s growing up. “Thank you,” doesn’t begin to express my gratitude. While there are dozens of compliments I could write about my child, I am hesitant to publish them next to pictures of her classmates.
This audience gives me pause as well. The kids will be the only ones who really look at this section of the yearbook. The parents may look at their own and skim over a few others, but the main audience will be my daughter and her friends.
What do I want to say to them? Make good choices! I love you! I will miss you. Are those the messages for the yearbook tribute? They don’t feel “tribute” enough. The landmark, the assignment, and my feelings are getting mixed up, but that doesn’t make the problem go away.
I have considered pithy quotes. My current favorite is a set of lyrics from a Stephen Schwartz song that we used as part of my daughter’s bat mitzvah service. It is basically an acknowledgement of her maturity and of how difficult it is to for me to let go.
And that is the heart of my problem: I am not ready to let go. I am writing a public goodbye note when I have not yet had the time to prepare for the farewell. She is not leaving for good and we will have the summer and, given the job market, she may even move home after graduation when I won’t want her back.
Nope. I will always want her back. And I still don’t know what to write.
When we received the email from the school asking for a “youth” photo and some words to print in the yearbook as a senior tribute, I was baffled. Frankly, I have never given that section of the yearbook much attention. My daughter’s graduation was so far away and I never wanted to consider it.
So I opened a few old yearbooks and took a look. The pictures varied from blurry and bizarre to cute and commonplace. For the most part, they looked like the pictures in our old albums. A few stood out because they were either particularly well done or felt so much like snapshots that I wondered if any thought was given when selecting them. I resolved to do better and create a more interesting and arresting image.
The picture was the easy part. I had dozens of pictures of my daughter as I little girl. She and her mother whittled them down to two or three and I wrapped a big Q around them. They picked the picture and my daughter fussed with the color of the Q. Done.
The words are where I am stuck.
Most of the senior tributes directly address the graduates. Our instructions are to write about fifty words. Fifty words! I have fifty thousand or none at all. “Stay close to home,” sounds desperate. “Come back home,” sounds worse. I have so much to say to my child but much of it I don’t want to publish.
A few of the tributes have inside jokes, cryptic memories, or odd statements. As I read them, I wondered if those parents understood what they were doing.
What am I doing? What is the purpose of this yearbook tribute? The name suggests perhaps an expression of thanks or a compliment. Of course, it could also mean money that is extorted. That sounds like college tuition.
I am so grateful to have been part of my child’s growing up. “Thank you,” doesn’t begin to express my gratitude. While there are dozens of compliments I could write about my child, I am hesitant to publish them next to pictures of her classmates.
This audience gives me pause as well. The kids will be the only ones who really look at this section of the yearbook. The parents may look at their own and skim over a few others, but the main audience will be my daughter and her friends.
What do I want to say to them? Make good choices! I love you! I will miss you. Are those the messages for the yearbook tribute? They don’t feel “tribute” enough. The landmark, the assignment, and my feelings are getting mixed up, but that doesn’t make the problem go away.
I have considered pithy quotes. My current favorite is a set of lyrics from a Stephen Schwartz song that we used as part of my daughter’s bat mitzvah service. It is basically an acknowledgement of her maturity and of how difficult it is to for me to let go.
And that is the heart of my problem: I am not ready to let go. I am writing a public goodbye note when I have not yet had the time to prepare for the farewell. She is not leaving for good and we will have the summer and, given the job market, she may even move home after graduation when I won’t want her back.
Nope. I will always want her back. And I still don’t know what to write.
Thursday, October 27, 2011
High School’s Real Core Curriculum
The big deal in education right now is data. We want to measure how well students are meeting standards and learning the curriculum. But what do we measure? What do we want students to achieve? What do they need to know? What should they be able to do?
How much of a high school education do students retain? If much will be lost, why are we pounding so much into them? Why all the hoopla if a vast majority of what we are fussing about will wash away or, worse, become obsolete?
Because they need to pass the tests. Because high school prepares them for college and life. Does it? Is an undergraduate education only preparation for graduate studies or employment? Do students’ experiences in high school (and college) have any intrinsic worth or they only stepping-stones to the next stepping-stone or items on a test?
If high school is simply pre-college, we could approach it as many students approach college admission testing. Students could just study for those areas they intended to pursue. They could have short term cram classes that gave them what they needed to succeed in highly specific coursework. Who needs all of the graduation requirements if they have no connection to a future college course of study? Why should a student who wants to study political science take calculus or biology? Why should a future engineer take literature? Many would argue that such discipline diversity is necessary and appropriate. Why?
Because students are still developing and their talents and interests are still emerging. Because most kids don’t know what they want to do for a living at fourteen or eighteen. Even the few who are clear about their goals often change their minds. And although not everyone is going to be a scientist, mathematician, or writer, everyone deserves to taste a wide variety of subjects. Not only for a possible career, but to experience the beauty and breadth of human accomplishments. The journey through high school is one of magnificent change.
Which brings us back to the question, what should students learn in high school? College preparation and an exposure to a variety of academic areas are two areas, but they are not enough to fill or justify four years. If what kids learn in high school must be measured using objective testing, then we are doomed to make high school irrelevant, boring, and soon, expendable.
Think back to high school. What sticks? For many people, some of our first thoughts (and second and twenty eighth) aren’t about the curriculum. We remember the moments, activities, and social experiences. Memories of the classroom are often focused on feelings and relationships: we loved a book or respected a teacher; we were inspired, challenged, or excited by a lesson or idea.
What did I really learn in high school? Yes, I learned content in subject areas. I learned how to speak another language (although I can’t really speak it today). I read some good books and had some great discussions. But I really learned about myself. I really learned how to approach school and studies. I learned what I liked and didn’t like, even if that has changed since. I discovered some passions. I learned how to make, maintain, and end friendships. I tried on different selves and found which ones fit.
How do we measure these things on a test? Which core competences do these fulfill? Where are maturation, reflection, socialization, and identity on the high stakes tests? Are we analyzing the important data or just collecting the data we can measure?
Education reform has become more about turning educators into calculators and students into test takers. We need to refocus on high school’s real core curriculum and make education truly meaningful – even if those lessons can’t be measured on a multiple-choice test.
How much of a high school education do students retain? If much will be lost, why are we pounding so much into them? Why all the hoopla if a vast majority of what we are fussing about will wash away or, worse, become obsolete?
Because they need to pass the tests. Because high school prepares them for college and life. Does it? Is an undergraduate education only preparation for graduate studies or employment? Do students’ experiences in high school (and college) have any intrinsic worth or they only stepping-stones to the next stepping-stone or items on a test?
If high school is simply pre-college, we could approach it as many students approach college admission testing. Students could just study for those areas they intended to pursue. They could have short term cram classes that gave them what they needed to succeed in highly specific coursework. Who needs all of the graduation requirements if they have no connection to a future college course of study? Why should a student who wants to study political science take calculus or biology? Why should a future engineer take literature? Many would argue that such discipline diversity is necessary and appropriate. Why?
Because students are still developing and their talents and interests are still emerging. Because most kids don’t know what they want to do for a living at fourteen or eighteen. Even the few who are clear about their goals often change their minds. And although not everyone is going to be a scientist, mathematician, or writer, everyone deserves to taste a wide variety of subjects. Not only for a possible career, but to experience the beauty and breadth of human accomplishments. The journey through high school is one of magnificent change.
Which brings us back to the question, what should students learn in high school? College preparation and an exposure to a variety of academic areas are two areas, but they are not enough to fill or justify four years. If what kids learn in high school must be measured using objective testing, then we are doomed to make high school irrelevant, boring, and soon, expendable.
Think back to high school. What sticks? For many people, some of our first thoughts (and second and twenty eighth) aren’t about the curriculum. We remember the moments, activities, and social experiences. Memories of the classroom are often focused on feelings and relationships: we loved a book or respected a teacher; we were inspired, challenged, or excited by a lesson or idea.
What did I really learn in high school? Yes, I learned content in subject areas. I learned how to speak another language (although I can’t really speak it today). I read some good books and had some great discussions. But I really learned about myself. I really learned how to approach school and studies. I learned what I liked and didn’t like, even if that has changed since. I discovered some passions. I learned how to make, maintain, and end friendships. I tried on different selves and found which ones fit.
How do we measure these things on a test? Which core competences do these fulfill? Where are maturation, reflection, socialization, and identity on the high stakes tests? Are we analyzing the important data or just collecting the data we can measure?
Education reform has become more about turning educators into calculators and students into test takers. We need to refocus on high school’s real core curriculum and make education truly meaningful – even if those lessons can’t be measured on a multiple-choice test.
Monday, October 17, 2011
The College Search Process: Part 3
The part of the college process with which I feel the most comfortable is the completion of the application. I have been working with college essays, applications, personal statements and recommendations for almost two decades. I felt like this part of the process should be a breeze for us. And for the most part, I was right. What I didn’t realize was that this part of the process was going to be the fulcrum. It has been during the application process that my daughter has made the college search her own and used it to refine and develop her college needs.
She leisurely began writing her essays the summer before her senior year. One essay was nearly complete prior to the beginning of the school year and a few others were on the way. Fortunately, many of the tips I give other students, I did not need to tell my daughter. She is a strong writer who values the writing process; she has a distinctive and authentic writing voice. Her work was focused and well structured. The mechanics and grammar did not need my attention.
We did need to brainstorm about topics. She leaned toward some of the traditional dead end topics: camp, grandparents, even dead pets. However, as we discussed the application questions, especially the Common Application, we were able to identify holes: parts of her that were not fully explored in the rest of the application. These holes became the focuses of her essays.
She started writing and sharing. She would write a draft or two and eventually read it to her mother and me. We would ask questions and she would revise. She was wonderfully open and relaxed in this process. I advise students to write without thinking about word limits and then, once their essays are nearing completion, to deal with editing. My daughter is a stubborn editor; she often refused to cut much of her work. She became very attached to her writing.
Our daughter knew that some short answer questions were not as open ended as they seemed. On the “why our college” questions, she knew she needed to demonstrate not only her interest but also her knowledge about the school. This forced her to do some more research on the schools (and to really consider WHY she wanted to go there).
As the process continued, she prepared several short pieces on co-curricular activities and professional goals. She added application deadlines to our home calendar so we all knew the timeline.
Her organizational and people skills have been significant assets during the application process. She spoke with her counselor and two teachers about recommendations. She was able to build relationships with admissions counselors at some of the colleges. The application process really forced her to look more deeply into each institution and examine them more critically.
It was fascinating that, at the beginning of the process, our daughter was going along with her overeager parents. Now she is undisputedly in control. She decided on which topics she would write. She began to remove and add schools to the list. She decided we still have one more college to visit – and we are.
As she has researched and written about each school, and made the last few visits, she further refined her needs, priorities, and even the fields she wants to study. Soon, she will press the submit button and the applications will leave her hands. However, the process will not stop there. She is more knowledgeable about schools and that has made decision-making even more complex.
She leisurely began writing her essays the summer before her senior year. One essay was nearly complete prior to the beginning of the school year and a few others were on the way. Fortunately, many of the tips I give other students, I did not need to tell my daughter. She is a strong writer who values the writing process; she has a distinctive and authentic writing voice. Her work was focused and well structured. The mechanics and grammar did not need my attention.
We did need to brainstorm about topics. She leaned toward some of the traditional dead end topics: camp, grandparents, even dead pets. However, as we discussed the application questions, especially the Common Application, we were able to identify holes: parts of her that were not fully explored in the rest of the application. These holes became the focuses of her essays.
She started writing and sharing. She would write a draft or two and eventually read it to her mother and me. We would ask questions and she would revise. She was wonderfully open and relaxed in this process. I advise students to write without thinking about word limits and then, once their essays are nearing completion, to deal with editing. My daughter is a stubborn editor; she often refused to cut much of her work. She became very attached to her writing.
Our daughter knew that some short answer questions were not as open ended as they seemed. On the “why our college” questions, she knew she needed to demonstrate not only her interest but also her knowledge about the school. This forced her to do some more research on the schools (and to really consider WHY she wanted to go there).
As the process continued, she prepared several short pieces on co-curricular activities and professional goals. She added application deadlines to our home calendar so we all knew the timeline.
Her organizational and people skills have been significant assets during the application process. She spoke with her counselor and two teachers about recommendations. She was able to build relationships with admissions counselors at some of the colleges. The application process really forced her to look more deeply into each institution and examine them more critically.
It was fascinating that, at the beginning of the process, our daughter was going along with her overeager parents. Now she is undisputedly in control. She decided on which topics she would write. She began to remove and add schools to the list. She decided we still have one more college to visit – and we are.
As she has researched and written about each school, and made the last few visits, she further refined her needs, priorities, and even the fields she wants to study. Soon, she will press the submit button and the applications will leave her hands. However, the process will not stop there. She is more knowledgeable about schools and that has made decision-making even more complex.
Thursday, September 29, 2011
Friend or Unfriend
Facebook friendships are not the same as friendships in the real world. There are many ways to end a real world friendship. You can do it with a click on Facebook.
Facebook friendships don’t have any real costs. It is far easier than being a real friend. Of course, Facebook friendships can (and sometimes do) become more substantial relationships. However, it is my experience that the friends who will pick you up at the airport, cover your back, or rush to your rescue were that way without Facebook.
So if on the scale of friendship, Facebook friends are lighter weight, what does it matter if you lose a few friends or are rejected by some? If you have several hundred Facebook friends, who cares if one or two drop out or choose not to join your team?
Intellectually, that makes sense. However, if an old college classmate refuses my friendship, it makes me rethink our years together. If a friend disappears from my list, I wonder if I did something to offend. If a family member fails to approve my friendship request, I worry about our real world relationship.
If Facebook friendships are superficial, how light do they have to be before they are meaningless? While many people will not accept a friendship request from a stranger, many accept the request as long as there is some modicum of connection. My policy is I accept any request from anyone I know, even distantly, in the real world. See my post on bring a friend. However, if the connection is thin, I may start the person on limited profile so I can find out how my acquaintance behaves on Facebook. It costs me nothing to be accept the friendship, especially when my acceptance can be qualified. So why do I perseverate when sending a friendship request?
Because rejection hurts just like it did in the junior high lunchroom. Why did that person unfriend me but is still friends with our common friends? What did I do to offend that person? Why is that person friends with me in the real world but not on Facebook? What’s wrong with me?
I use a browser extension that monitors my Facebook friendship list. When I am unfriended or my friendship request is denied or, more passive aggressively, merely ignored, I feel like I did when I was the last one chosen for the team or told I couldn’t sit at a lunch table.
Is it better not to know? Should I turn off my browser extension and shut my eyes? I might feel better (until that person shows up on my feed). Is it possible that those who have unfriended me or refused to be my friends think that I don’t know?
I have come to the conclusion that our approach to Facebook friendship is a mini-mirror of our approach to relationships in general. I love hearing from my former students and, when one of them thinks I have done wrong, I want to make amends. I like seeing pictures of my family and, when one of them is angry with me, I want to work it out. I have never found that burying my head did anything but give me a mouth full of sand.
So I have landed on the policy that I do not unfriend. I may limit access or remove postings from my newsfeed. Likewise, if there is even a modicum of real world connection, I accept the friendship request. While it take only a click to be mean, I can certainly afford to be nice.
Update: Eric Zorn has a recent column on this subject. He suggests that people’s behavior would change if they knew that their former friends were aware of the unfriending. He also notes that he would care about these unfriendings.
Facebook friendships don’t have any real costs. It is far easier than being a real friend. Of course, Facebook friendships can (and sometimes do) become more substantial relationships. However, it is my experience that the friends who will pick you up at the airport, cover your back, or rush to your rescue were that way without Facebook.
So if on the scale of friendship, Facebook friends are lighter weight, what does it matter if you lose a few friends or are rejected by some? If you have several hundred Facebook friends, who cares if one or two drop out or choose not to join your team?
Intellectually, that makes sense. However, if an old college classmate refuses my friendship, it makes me rethink our years together. If a friend disappears from my list, I wonder if I did something to offend. If a family member fails to approve my friendship request, I worry about our real world relationship.
If Facebook friendships are superficial, how light do they have to be before they are meaningless? While many people will not accept a friendship request from a stranger, many accept the request as long as there is some modicum of connection. My policy is I accept any request from anyone I know, even distantly, in the real world. See my post on bring a friend. However, if the connection is thin, I may start the person on limited profile so I can find out how my acquaintance behaves on Facebook. It costs me nothing to be accept the friendship, especially when my acceptance can be qualified. So why do I perseverate when sending a friendship request?
Because rejection hurts just like it did in the junior high lunchroom. Why did that person unfriend me but is still friends with our common friends? What did I do to offend that person? Why is that person friends with me in the real world but not on Facebook? What’s wrong with me?
I use a browser extension that monitors my Facebook friendship list. When I am unfriended or my friendship request is denied or, more passive aggressively, merely ignored, I feel like I did when I was the last one chosen for the team or told I couldn’t sit at a lunch table.
Is it better not to know? Should I turn off my browser extension and shut my eyes? I might feel better (until that person shows up on my feed). Is it possible that those who have unfriended me or refused to be my friends think that I don’t know?
I have come to the conclusion that our approach to Facebook friendship is a mini-mirror of our approach to relationships in general. I love hearing from my former students and, when one of them thinks I have done wrong, I want to make amends. I like seeing pictures of my family and, when one of them is angry with me, I want to work it out. I have never found that burying my head did anything but give me a mouth full of sand.
So I have landed on the policy that I do not unfriend. I may limit access or remove postings from my newsfeed. Likewise, if there is even a modicum of real world connection, I accept the friendship request. While it take only a click to be mean, I can certainly afford to be nice.
Update: Eric Zorn has a recent column on this subject. He suggests that people’s behavior would change if they knew that their former friends were aware of the unfriending. He also notes that he would care about these unfriendings.
Thursday, September 15, 2011
The Parent-Teacher Partnership
While teachers’ first responsibility is to their students, we spend a significant amount of time working with parents. Students are best served when their parents and teachers are partners working for the same goals. However, sometimes finding common goals can be challenging.
Recently, lauded teacher Ron Clark wrote a strongly worded column on CNN.com asking parents to work with, rather than against, teachers, administrators, and the educational system. He laments parents who make excuses for their children, treat teachers poorly, or refuse to hear anything but positive things about their children. He states that, “Today, new teachers remain in our profession an average of just 4.5 years, and many of them list ‘issues with parents’ as one of their reasons for throwing in the towel.”
My experience as a parent and a teacher supports Mr. Clark’s contentions. However, there is a surprising flipside: many parents are afraid of contacting teachers! As a parent, I have been shocked at some of the things that have happened in my children’s classrooms and stunned that no one has said a word! Likewise, I fully understand why some teachers would prefer to send an email or do nothing at all rather than directly speak to parents.
Once we have had a negative experience with a parent or teacher, we are less likely to reach out again. Once that teacher (or coach) has said to our child, “We don’t want your parents making a fuss again, so could you please tell them what we did today?” The parent is less likely to call any other school staff member. If a parent overlooks all the time, effort, patience, and care a teacher has given and refuses to acknowledge what that teacher sees in class, that teacher is less likely to pick up the phone and call any parent or guardian.
And the experience need not be first hand. Parent or teacher experiences spreads through the school and community. Teachers find out which families are difficult and parents know which teachers will take it out on the kids. The walls go up around these people and no one wants to deal with them.
Then there is the fatalistic factor. How many calls to the teacher or parent will it take to effect change? If calling the teacher or principal isn’t going to change anything, why bother? If calling the parent is only going to get you beat up, what’s the point? Parents and teachers can easily rationalize themselves out of talking to each other.
Increasingly, parents and school personnel have more communication vehicles. We have email and online grade books, websites and blogs, newsletters and social networks – and we still have difficulty talking to each other.
I have excellent conversations with the vast majority of parents. Most of the time, when I have contacted teachers, the response has been professional and appropriate. We are really talking about that not-so-apocryphal twenty percent.
Do teachers need additional training in communicating with students’ homes? Do parents need help learning how to partner with schools? Could we do this together? Almost every school has an organization that is called, in some form or fashion, a Parent-Teacher organization. But they aren’t. My experience has been the PTO is a mostly moms club.
It is time to leap over the walls between school and home. It is time to create ways to bring parents, students, and educators together for more than a crisis phone call or intervention meeting.
Mr. Clark’s column is asking for parent cooperation. I am asking for collaboration. It is not enough to be nice. It is not enough to be professional. We need to be innovative, inclusive, and indefatigable! It is in our children’s best interest!
Recently, lauded teacher Ron Clark wrote a strongly worded column on CNN.com asking parents to work with, rather than against, teachers, administrators, and the educational system. He laments parents who make excuses for their children, treat teachers poorly, or refuse to hear anything but positive things about their children. He states that, “Today, new teachers remain in our profession an average of just 4.5 years, and many of them list ‘issues with parents’ as one of their reasons for throwing in the towel.”
My experience as a parent and a teacher supports Mr. Clark’s contentions. However, there is a surprising flipside: many parents are afraid of contacting teachers! As a parent, I have been shocked at some of the things that have happened in my children’s classrooms and stunned that no one has said a word! Likewise, I fully understand why some teachers would prefer to send an email or do nothing at all rather than directly speak to parents.
Once we have had a negative experience with a parent or teacher, we are less likely to reach out again. Once that teacher (or coach) has said to our child, “We don’t want your parents making a fuss again, so could you please tell them what we did today?” The parent is less likely to call any other school staff member. If a parent overlooks all the time, effort, patience, and care a teacher has given and refuses to acknowledge what that teacher sees in class, that teacher is less likely to pick up the phone and call any parent or guardian.
And the experience need not be first hand. Parent or teacher experiences spreads through the school and community. Teachers find out which families are difficult and parents know which teachers will take it out on the kids. The walls go up around these people and no one wants to deal with them.
Then there is the fatalistic factor. How many calls to the teacher or parent will it take to effect change? If calling the teacher or principal isn’t going to change anything, why bother? If calling the parent is only going to get you beat up, what’s the point? Parents and teachers can easily rationalize themselves out of talking to each other.
Increasingly, parents and school personnel have more communication vehicles. We have email and online grade books, websites and blogs, newsletters and social networks – and we still have difficulty talking to each other.
I have excellent conversations with the vast majority of parents. Most of the time, when I have contacted teachers, the response has been professional and appropriate. We are really talking about that not-so-apocryphal twenty percent.
Do teachers need additional training in communicating with students’ homes? Do parents need help learning how to partner with schools? Could we do this together? Almost every school has an organization that is called, in some form or fashion, a Parent-Teacher organization. But they aren’t. My experience has been the PTO is a mostly moms club.
It is time to leap over the walls between school and home. It is time to create ways to bring parents, students, and educators together for more than a crisis phone call or intervention meeting.
Mr. Clark’s column is asking for parent cooperation. I am asking for collaboration. It is not enough to be nice. It is not enough to be professional. We need to be innovative, inclusive, and indefatigable! It is in our children’s best interest!
Sunday, August 28, 2011
The College Search Process: Part 2
Now that we are neck deep in the college process, my family and I are learning a great deal about not only what colleges might be a good match for our daughter, but how this process works.
During the past year and a half, we have visited large state schools, tiny liberal arts schools, colleges in the country, cities, and suburbs. We have seen stretch and safety schools and colleges in between.
As an educator, I encourage families to fit colleges to students like a tailor fits clothing. However, competitive colleges seem very desirable to many families. Some students only want to go to schools that are just out of their reach. While I understand the lure of prestige, I can’t understand why parents would want their children to be the kids with the lowest grades or scores on campus? Although most parents believe that their children will be able to succeed under such circumstances (and sometimes they are right), my experience is that students do better when they attend schools that are a good academic and social match. Finding that match has been the focus of this part of the process.
It would be easier if we simply said to our child, “You are going the big state school.” Many families make this choice and there are many good reasons to do so. Our state universities are not only excellent and less expensive, but offer students an outstanding education. As a family, we have chosen to both spend more money and time and explore smaller private colleges.
It was wonderfully validating for me that the school with which my child fell in love was one to which she has a good chance of being admitted. While she liked several schools that are more selective and academically competitive, she “connected” more with schools who usually admitted students whose grades and test scores look like hers.
As we visited campuses, talked to students and college admissions counselors, a much more clear set of criteria developed. She figured out what characteristics were important to her. She was able to see more subtle differences between schools and connect those differences to her educational and personal needs.
By the end of the summer, the process shifted from search and select to evaluate and research. My daughter started drafting college essays and looking over the Common Application (commonapp.org). She researched a few more schools that appear to meet her criteria. We are making plans to visit two or three of these schools but we believe the list now has a clear end to it.
My daughter is doing focused research on a handful of “finalists.” She is reading their newspapers, looking more closely at their course and club offerings, and using guidebooks to hear about others’ views of them. Chances are we will make second visits to two or three of them.
Many colleges ask students to write about why they want to attend. The process of answering this question has required additional research and reflection. As she starts to fill out applications and supplements and write essays, she has to slow down and really think critically about each school.
While I would not say that picking a college is no big deal. Yet, I believe that my daughter would have a great experience at any of the schools on her short list. However, the flavor of that experience would vary. And figuring out how these schools will feel, with a little taste from visits and good research, requires digging far more deeply than glancing at glossy books, surfing websites, or taking tours.
During the past year and a half, we have visited large state schools, tiny liberal arts schools, colleges in the country, cities, and suburbs. We have seen stretch and safety schools and colleges in between.
As an educator, I encourage families to fit colleges to students like a tailor fits clothing. However, competitive colleges seem very desirable to many families. Some students only want to go to schools that are just out of their reach. While I understand the lure of prestige, I can’t understand why parents would want their children to be the kids with the lowest grades or scores on campus? Although most parents believe that their children will be able to succeed under such circumstances (and sometimes they are right), my experience is that students do better when they attend schools that are a good academic and social match. Finding that match has been the focus of this part of the process.
It would be easier if we simply said to our child, “You are going the big state school.” Many families make this choice and there are many good reasons to do so. Our state universities are not only excellent and less expensive, but offer students an outstanding education. As a family, we have chosen to both spend more money and time and explore smaller private colleges.
It was wonderfully validating for me that the school with which my child fell in love was one to which she has a good chance of being admitted. While she liked several schools that are more selective and academically competitive, she “connected” more with schools who usually admitted students whose grades and test scores look like hers.
As we visited campuses, talked to students and college admissions counselors, a much more clear set of criteria developed. She figured out what characteristics were important to her. She was able to see more subtle differences between schools and connect those differences to her educational and personal needs.
By the end of the summer, the process shifted from search and select to evaluate and research. My daughter started drafting college essays and looking over the Common Application (commonapp.org). She researched a few more schools that appear to meet her criteria. We are making plans to visit two or three of these schools but we believe the list now has a clear end to it.
My daughter is doing focused research on a handful of “finalists.” She is reading their newspapers, looking more closely at their course and club offerings, and using guidebooks to hear about others’ views of them. Chances are we will make second visits to two or three of them.
Many colleges ask students to write about why they want to attend. The process of answering this question has required additional research and reflection. As she starts to fill out applications and supplements and write essays, she has to slow down and really think critically about each school.
While I would not say that picking a college is no big deal. Yet, I believe that my daughter would have a great experience at any of the schools on her short list. However, the flavor of that experience would vary. And figuring out how these schools will feel, with a little taste from visits and good research, requires digging far more deeply than glancing at glossy books, surfing websites, or taking tours.
Wednesday, August 10, 2011
Don’t Let Dialogue Die
As I witnessed the ugly and inflexible discourse surrounding the recent federal debt crisis, I wondered if dialogue was dead. Legislators, commentators, and agitators were screaming at each other but no one was listening. No one had any interest in “finding common ground” or “moving toward the center.” It was a publicity game and the one who yelled the loudest longest was going to win.
So the rest of us lost. Since our representatives were so intransigent and inflexible, their game of brinksmanship took all of us off the brink. More and more, that is the tone of political rhetoric: we won’t back down! We won’t back down means we’re unconditionally right. We won’t back down means that my view is the only view worth discussing. We won’t back down means we won’t even entertain the possibility that we might be even a little bit wrong. We won’t back down means that the views of those who disagree with me, democracy be damned, should be disregarded.
There are things about which we do not compromise. But they are very few and they should be extremely clear. Every issue cannot be the line in the sand. If the non-negotiable list is too long, then the real message is that if you don’t play the game my way, I won’t let the game be played.
We all have encountered bullies and prima donnas who must have their way on even the finest points. This point of view seems to have infected our political process and is in danger of destroying one of the most important features of our representative democracy: the crucible of debate and discussion.
If I don’t get my way, says the two year old, I am going to kick and scream and raise such a ruckus that you will do anything to make me quiet. I will cause you so much pain that you will give in to my unreasonable views. We’ve all witnessed this: the panicked parent with the tantrum throwing two year old in the check out line. Perhaps we have all given in to that but we know what happens when giving in to tantrums becomes the primary parenting strategy. Our job as a parent is to get our children to use their words and listen to us. Perhaps we need to parent our politicians.
But this was THE issue. This was the issue worth throwing a tantrum. This was the BIG one! Baloney! That is a politician’s (or toddler’s) excuse for saying what I really wanted was to get as much attention as possible and thus get my way. If you ask your friends, family, and neighbors what are the areas that, if under attack, they would yell and scream, it would not be the debt ceiling or the budget. It might be free speech, the right to vote (which too many people neglect) or issues of choice and self-determination. Maybe it would be taxes, but even there I doubt it. Ask them when they have called or written their representatives.
When the person at my door says, “ You are going to hell if you don’t practice religion my way,” or the salesman on TV says, “The only way to be healthy (or popular) is to use my product,” we should be suspicious. When we are threatened with doom and gloom because people are so sure of themselves, it is a warning of small minded thinking and a lack of listening. There are always multiple solutions. There are always multiple “right” points of view. To dismiss that reality is to see the world through a narrow tunnel and miss the more important and larger view.
Doubt is a good thing. It indicates that the thought, “I might be wrong” has checked ego and arrogance. Compromise isn’t capitulation; it is collaboration and the creation of community. It is coming together through listening. Those who will not listen, those who insist they are right without reservation, are more dangerous than any polarizing issue. Because if dialogue dies, democracy goes with it.
So the rest of us lost. Since our representatives were so intransigent and inflexible, their game of brinksmanship took all of us off the brink. More and more, that is the tone of political rhetoric: we won’t back down! We won’t back down means we’re unconditionally right. We won’t back down means that my view is the only view worth discussing. We won’t back down means we won’t even entertain the possibility that we might be even a little bit wrong. We won’t back down means that the views of those who disagree with me, democracy be damned, should be disregarded.
There are things about which we do not compromise. But they are very few and they should be extremely clear. Every issue cannot be the line in the sand. If the non-negotiable list is too long, then the real message is that if you don’t play the game my way, I won’t let the game be played.
We all have encountered bullies and prima donnas who must have their way on even the finest points. This point of view seems to have infected our political process and is in danger of destroying one of the most important features of our representative democracy: the crucible of debate and discussion.
If I don’t get my way, says the two year old, I am going to kick and scream and raise such a ruckus that you will do anything to make me quiet. I will cause you so much pain that you will give in to my unreasonable views. We’ve all witnessed this: the panicked parent with the tantrum throwing two year old in the check out line. Perhaps we have all given in to that but we know what happens when giving in to tantrums becomes the primary parenting strategy. Our job as a parent is to get our children to use their words and listen to us. Perhaps we need to parent our politicians.
But this was THE issue. This was the issue worth throwing a tantrum. This was the BIG one! Baloney! That is a politician’s (or toddler’s) excuse for saying what I really wanted was to get as much attention as possible and thus get my way. If you ask your friends, family, and neighbors what are the areas that, if under attack, they would yell and scream, it would not be the debt ceiling or the budget. It might be free speech, the right to vote (which too many people neglect) or issues of choice and self-determination. Maybe it would be taxes, but even there I doubt it. Ask them when they have called or written their representatives.
When the person at my door says, “ You are going to hell if you don’t practice religion my way,” or the salesman on TV says, “The only way to be healthy (or popular) is to use my product,” we should be suspicious. When we are threatened with doom and gloom because people are so sure of themselves, it is a warning of small minded thinking and a lack of listening. There are always multiple solutions. There are always multiple “right” points of view. To dismiss that reality is to see the world through a narrow tunnel and miss the more important and larger view.
Doubt is a good thing. It indicates that the thought, “I might be wrong” has checked ego and arrogance. Compromise isn’t capitulation; it is collaboration and the creation of community. It is coming together through listening. Those who will not listen, those who insist they are right without reservation, are more dangerous than any polarizing issue. Because if dialogue dies, democracy goes with it.
Saturday, July 23, 2011
My Week as a Downtown Commuter
Time is my most valuable commodity. Which would you prefer, at the end of the day or year or later: a few more dollars or a few more minutes? If someone has a half hour drive to work each day, that means at least an hour a day in the car. So commuting takes almost an entire day each month. Each year, this commuter would spend almost two weeks going back and forth to work. And a half hour is a very reasonable commute. That is a great deal of life to spend. That is expensive.
I am very fortunate to live next door to the school at which I teach. My commute is a six-minute walk, even in the worst of weather. However, this past week, I got a taste of a very different routine. I signed up for a seminar being held on Northwestern’s Chicago campus.
I could have driven downtown. That would have taken about an hour in the car each way and then finding and paying for a place to park. My other option was to take public transportation. This would mean I would need to leave about a half hour earlier and give up my flexibility to come and go as I please. However, it would make the ride time usable time. I could read, write, or relax. It was also less expensive. Since I drive all the time, I decided to take the train and bus and see what it was like.
On a normal school day, I get up around 5:30 am and get to school around 7:30. My train left at 6:44, so I needed to get out of the house no later than 6:30. My train ride to the city was the most relaxing part of the commute. Once I arrived at Union Station, I needed to find a CTA bus to take me to campus. That ride took about twenty minutes. I usually arrived in the classroom about twenty minutes before class starts.
Of course there were a few glitches. One day, I exited the train and got turned around. I ended up on the wrong side of Union Station and struggled to find my bus stop. I sometimes had difficulty finding a bus to take me back to Union Station.
Sometimes, I was afraid I was going to miss my bus or train. I was worried I would get on the wrong bus or train. Once, I had a very large (and smelly) man sit next to me. However, as the week progressed, I got accustomed to the routine.
I read on the train; I wrote letters to my children at camp. I wrote this blog posting on the train. It was safer to make phone calls (quietly) on the train. I realized I could actually get tasks done on the train. The work I did on the train gave me more time when I got home. And once the train or bus left and I calmed down, I really began to enjoy the ride. This was especially true on the bus. I was like a tourist, appreciating the great beauty of the city. I people watched. Once the tension of catching the train or bus was gone, it was a far more relaxing trip than any drive downtown.
If I had to commute a long distance, I think I would take the train much of the time. But I am not willing to spend my time that way. A friend once said to me, "You are so lucky to live so close to your job." There is no luck involved. It was a very conscious decision. I know that not everyone can make that choice. I am very grateful that I could.
I am very fortunate to live next door to the school at which I teach. My commute is a six-minute walk, even in the worst of weather. However, this past week, I got a taste of a very different routine. I signed up for a seminar being held on Northwestern’s Chicago campus.
I could have driven downtown. That would have taken about an hour in the car each way and then finding and paying for a place to park. My other option was to take public transportation. This would mean I would need to leave about a half hour earlier and give up my flexibility to come and go as I please. However, it would make the ride time usable time. I could read, write, or relax. It was also less expensive. Since I drive all the time, I decided to take the train and bus and see what it was like.
On a normal school day, I get up around 5:30 am and get to school around 7:30. My train left at 6:44, so I needed to get out of the house no later than 6:30. My train ride to the city was the most relaxing part of the commute. Once I arrived at Union Station, I needed to find a CTA bus to take me to campus. That ride took about twenty minutes. I usually arrived in the classroom about twenty minutes before class starts.
Of course there were a few glitches. One day, I exited the train and got turned around. I ended up on the wrong side of Union Station and struggled to find my bus stop. I sometimes had difficulty finding a bus to take me back to Union Station.
Sometimes, I was afraid I was going to miss my bus or train. I was worried I would get on the wrong bus or train. Once, I had a very large (and smelly) man sit next to me. However, as the week progressed, I got accustomed to the routine.
I read on the train; I wrote letters to my children at camp. I wrote this blog posting on the train. It was safer to make phone calls (quietly) on the train. I realized I could actually get tasks done on the train. The work I did on the train gave me more time when I got home. And once the train or bus left and I calmed down, I really began to enjoy the ride. This was especially true on the bus. I was like a tourist, appreciating the great beauty of the city. I people watched. Once the tension of catching the train or bus was gone, it was a far more relaxing trip than any drive downtown.
If I had to commute a long distance, I think I would take the train much of the time. But I am not willing to spend my time that way. A friend once said to me, "You are so lucky to live so close to your job." There is no luck involved. It was a very conscious decision. I know that not everyone can make that choice. I am very grateful that I could.
Friday, July 15, 2011
Traveling with Children
As my family and I got on the last leg of our almost twenty-four hour journey home, we heard the all too familiar wail of a crying child. My father joked that every plane is equipped with one. If you have a flight without a crying kid, you will get two the next time.
The child was screaming, “Mommy! Mommy! Mommy!” Her father was visibly frustrated. If their journey had been anything like ours, I understood how tired that child might be. However, as soon as the child got mommy, she started to scream, “Daddy! Daddy” Daddy!” That clued me in that this tantrum might be more than common fatigue.
For the next three and half hours, this toddler screamed, often in pitches that I could only detect by feeling the windows vibrate. Her parents walked her up and down the aisles, offered her crayons, toys, and treats. Nothing worked.
I was traveling with my two children, who were considerably older than the screamer. Yet, they have been on planes since they were infants. We are fortunate enough to have the means to travel a few times a year and my kids have become wonderful travelers.
There is a trick to it. My wife and I were very deliberate about how we handled traveling with the kids. We found that the keys were good planning, balancing adult and child needs, practice, and a lot of backbone!
We learned this the hard way. When our daughter was about nine months old, we took her to Quebec. It was awful. I remember quietly huddling behind a screen in a tiny hotel room praying that she would go to sleep and exiting a restaurant with our food in bags because my child could no longer sit still in the high chair.
Taking an infant on a vacation is strenuous. I have changed diapers on laps, in airplane lavatories, and the open spaces near doors. I have schlepped diaper bags that weighed more than my checked luggage. And who could forget dragging car seats and strollers through the narrow aisles of an airplane!
We learned the travel tricks. When our kids were young, I planned for the travel like I was putting together a lesson plan. I had videos (long before there were laptops or portable video player; I rigged my camcorder to work in reverse and put Sesame Street into it!), books, music, treats, games, and more ready to go. Diaper changing (and later potty breaks) were part of the schedule. I had spare clothes, extra diapers, pull ups, and always a wrapped surprise. They never knew when it would come, but it was a great motivation to stay with the program.
Someone had suggested giving our daughter Benadryl on the plane, so she would sleep. I called the doctor and she wisely suggested a test run first. To my child, it was rocket fuel. Drugging kids on the plane may be tempting, but if your goal is to help your kids become good travelers, it defeats the purpose.
As the kids got older, the key was to give them more responsibility for the planning. My children would pack their own bags (and carry them) that contained their favorite activities. I still brought little extras and surprises. I hit upon travel and card games and those became the focus of our longer journeys. Yes, my kids would also bring movies and music and those were great. The real saviors were books! My kids would read through very long journeys. It was profoundly ironic when, on a four-hour car ride through the Arizona desert, I stuck my head in the backseat to say to my kids, “Put down the darn books and look at the beautiful scenery!”
The journey may be half the fun, but the other half must be child friendly too. When our kids were young, we picked travel spots that had kid appeal. Quebec did not. There had to be a kids club or kid activities at resorts or kid friendly attractions when we were touring. Our schedule revolved around their home schedule. When they were young, we always stopped for nap-time. Kids travel better when they aren’t tired. We stayed in places that had kitchenettes or rented condominiums and prepared many meals in or took out from places to avoid the long waits in restaurants and the $16 grilled cheese sandwiches! We loved hotels with buffets because they provided everyone with choices and moved quickly. All hotels had to have a pool!
Our entire family (including grandparents) just returned from a tour of Alaska. We had many new experiences and getting home took almost an entire day. My kids were great! I remember an old Plugger cartoon that showed two weary parents walking away from the baggage claim with suitcases and kids under their arms. The caption read, “After the trip, pluggers need a vacation.” I can honestly say that traveling with my children may sometimes be a trip, but it is always a vacation!
The child was screaming, “Mommy! Mommy! Mommy!” Her father was visibly frustrated. If their journey had been anything like ours, I understood how tired that child might be. However, as soon as the child got mommy, she started to scream, “Daddy! Daddy” Daddy!” That clued me in that this tantrum might be more than common fatigue.
For the next three and half hours, this toddler screamed, often in pitches that I could only detect by feeling the windows vibrate. Her parents walked her up and down the aisles, offered her crayons, toys, and treats. Nothing worked.
I was traveling with my two children, who were considerably older than the screamer. Yet, they have been on planes since they were infants. We are fortunate enough to have the means to travel a few times a year and my kids have become wonderful travelers.
There is a trick to it. My wife and I were very deliberate about how we handled traveling with the kids. We found that the keys were good planning, balancing adult and child needs, practice, and a lot of backbone!
We learned this the hard way. When our daughter was about nine months old, we took her to Quebec. It was awful. I remember quietly huddling behind a screen in a tiny hotel room praying that she would go to sleep and exiting a restaurant with our food in bags because my child could no longer sit still in the high chair.
Taking an infant on a vacation is strenuous. I have changed diapers on laps, in airplane lavatories, and the open spaces near doors. I have schlepped diaper bags that weighed more than my checked luggage. And who could forget dragging car seats and strollers through the narrow aisles of an airplane!
We learned the travel tricks. When our kids were young, I planned for the travel like I was putting together a lesson plan. I had videos (long before there were laptops or portable video player; I rigged my camcorder to work in reverse and put Sesame Street into it!), books, music, treats, games, and more ready to go. Diaper changing (and later potty breaks) were part of the schedule. I had spare clothes, extra diapers, pull ups, and always a wrapped surprise. They never knew when it would come, but it was a great motivation to stay with the program.
Someone had suggested giving our daughter Benadryl on the plane, so she would sleep. I called the doctor and she wisely suggested a test run first. To my child, it was rocket fuel. Drugging kids on the plane may be tempting, but if your goal is to help your kids become good travelers, it defeats the purpose.
As the kids got older, the key was to give them more responsibility for the planning. My children would pack their own bags (and carry them) that contained their favorite activities. I still brought little extras and surprises. I hit upon travel and card games and those became the focus of our longer journeys. Yes, my kids would also bring movies and music and those were great. The real saviors were books! My kids would read through very long journeys. It was profoundly ironic when, on a four-hour car ride through the Arizona desert, I stuck my head in the backseat to say to my kids, “Put down the darn books and look at the beautiful scenery!”
The journey may be half the fun, but the other half must be child friendly too. When our kids were young, we picked travel spots that had kid appeal. Quebec did not. There had to be a kids club or kid activities at resorts or kid friendly attractions when we were touring. Our schedule revolved around their home schedule. When they were young, we always stopped for nap-time. Kids travel better when they aren’t tired. We stayed in places that had kitchenettes or rented condominiums and prepared many meals in or took out from places to avoid the long waits in restaurants and the $16 grilled cheese sandwiches! We loved hotels with buffets because they provided everyone with choices and moved quickly. All hotels had to have a pool!
Our entire family (including grandparents) just returned from a tour of Alaska. We had many new experiences and getting home took almost an entire day. My kids were great! I remember an old Plugger cartoon that showed two weary parents walking away from the baggage claim with suitcases and kids under their arms. The caption read, “After the trip, pluggers need a vacation.” I can honestly say that traveling with my children may sometimes be a trip, but it is always a vacation!
Friday, June 24, 2011
Who Wouldn’t Want To Be A Teacher?
I am delighted that teaching is now the most sought after profession in the United States. In the twenty-six years I have been a professional educator, teaching has become a more and more attractive profession. Of course, a majority of the best students at the most elite college are interested in going into the classroom and who can blame them? The way that we treat teachers in the United States is the key to the success of our educational system.
Of course, as everyone knows, teachers have really easy hours. Although class often starts around 8am, teachers get to come in an hour or more earlier to prepare for the day. However, class days often end between 2:30 and 3:30. What a great workday! Of course, most teachers stay after school to work with kids, sponsor clubs and coach sports, call and meet with parents, and attend meetings. Even with all that, most teachers might leave school no later than 6 or 7. And when they get home, they get to take a little bit of school with them and grade student work for a few hours and plan future lessons. What a fantastic daily schedule! And you get summers off to design curriculum, take college courses, and have fun extra jobs to supplement your income and experience!
Many students are attracted to teaching for the status, which may be the wrong reason. Everyone loves teachers. They are praised in the press and lauded in the halls of the legislature. Some college students are only in it for the prestige and teacher training programs must address that. Sure, other countries recruit teachers by paying their way through college and giving them high salaries, but we don’t need that in the United States. The joy and praise heaped on teachers is payment enough.
Teachers not only contribute to society by working with the young, their retirement dollars help ailing state governments. Teachers can feel good that the retirement money taken from their paychecks will be borrowed by the government to pay for many needed projects. Teachers have faith that it will be repaid when they are ready to retire. Since, for many of our younger teachers, that isn’t until age sixty-seven or perhaps older, the whole retirement question might not even matter at all! Besides, who would want to retire from teaching anyway?
Just like the high status, many young people want to go into teaching to strike it rich! The Chicago Sun Times recently reported that some teachers make around $100,000. After teaching for thirty years, students want to make those big bucks. In what other professions can long time veterans with advanced degrees say that they are earning almost six figures?
Of course, the biggest draw to teaching is the kids themselves. Remember what it was like back in high school or middle school? Imagine that all the time! And, for no extra charge, teachers also get to know and love their parents!
The fact is that anyone can be a teacher. After going to the doctor’s office, I performed surgery. I cooked a gourmet meal after eating at a French restaurant. A few visits to the salon and I can do wonders with my hair! If you have been a student, you can be a teacher! No problem!
Teaching isn’t really that hard because there are a battery of tests that tell teachers what students need to learn. Legislators and educrats have made teaching one of the easiest professions around. They have laid out targets in each subject and at each grade level. All teachers have to do is get the kids to score well on the test. What could be easier?
It is no wonder that today’s college students are flocking to be teachers! The way our country promotes teachers is the real reason that America has the best education system in the world!
Of course, as everyone knows, teachers have really easy hours. Although class often starts around 8am, teachers get to come in an hour or more earlier to prepare for the day. However, class days often end between 2:30 and 3:30. What a great workday! Of course, most teachers stay after school to work with kids, sponsor clubs and coach sports, call and meet with parents, and attend meetings. Even with all that, most teachers might leave school no later than 6 or 7. And when they get home, they get to take a little bit of school with them and grade student work for a few hours and plan future lessons. What a fantastic daily schedule! And you get summers off to design curriculum, take college courses, and have fun extra jobs to supplement your income and experience!
Many students are attracted to teaching for the status, which may be the wrong reason. Everyone loves teachers. They are praised in the press and lauded in the halls of the legislature. Some college students are only in it for the prestige and teacher training programs must address that. Sure, other countries recruit teachers by paying their way through college and giving them high salaries, but we don’t need that in the United States. The joy and praise heaped on teachers is payment enough.
Teachers not only contribute to society by working with the young, their retirement dollars help ailing state governments. Teachers can feel good that the retirement money taken from their paychecks will be borrowed by the government to pay for many needed projects. Teachers have faith that it will be repaid when they are ready to retire. Since, for many of our younger teachers, that isn’t until age sixty-seven or perhaps older, the whole retirement question might not even matter at all! Besides, who would want to retire from teaching anyway?
Just like the high status, many young people want to go into teaching to strike it rich! The Chicago Sun Times recently reported that some teachers make around $100,000. After teaching for thirty years, students want to make those big bucks. In what other professions can long time veterans with advanced degrees say that they are earning almost six figures?
Of course, the biggest draw to teaching is the kids themselves. Remember what it was like back in high school or middle school? Imagine that all the time! And, for no extra charge, teachers also get to know and love their parents!
The fact is that anyone can be a teacher. After going to the doctor’s office, I performed surgery. I cooked a gourmet meal after eating at a French restaurant. A few visits to the salon and I can do wonders with my hair! If you have been a student, you can be a teacher! No problem!
Teaching isn’t really that hard because there are a battery of tests that tell teachers what students need to learn. Legislators and educrats have made teaching one of the easiest professions around. They have laid out targets in each subject and at each grade level. All teachers have to do is get the kids to score well on the test. What could be easier?
It is no wonder that today’s college students are flocking to be teachers! The way our country promotes teachers is the real reason that America has the best education system in the world!
Friday, June 3, 2011
A Very Tweet School Year!
Classes are over and finals are around the corner; it is time to look back on the 2010-2011 school year. At the end of each class period, my students write a short statement that communicates something important about what we did that day. We publish these statements on the social network site Twitter. Here is a not-so-brief but still edited version of my school year in my students’ tweets:
• First day of high school writing and “My Name.”
• Listen to Sesame Street, discuss and journal.
• Today, we read some OF MICE AND MEN and got our papers back.
• Show don’t tell
• Write a great college essay…be you!
• Dashes, dos and don’ts.
• This video didn’t work, I believe.
• We annotated on our knees.
• Better to start applications sooner than later.
• Bloom Taxonomy questions
• Jigsaw and a blackout!
• We wrote bad essays.
• University of (insert name here).
• We talked about chapter 3 in double circles. Quiz! Balanced book on head.
• Revise! Revise! Revise! The key to a “perfect” essay is the R.R.R. criteria.
• Quizzes make us tired.
• Started ANTHEM in a shortened period and had some time for the Sunday Puzzle.
• Twinkle, Twinkle, little star.
• DISC and your clickers.
• We took a quiz and learned about pronouns, commas, and copyright.
• Talked about Equality’s qualities.
• For every pleasure, there is a pain.
• Learned about quote sandwiches.
• Memoir and looking back.
• “Third and Final Continent” was splendid!
• Swap!
• Analyzed essays and, surprise, a phone went off in a locker outside.
• Discussed graphic novels: comical day.
• Shopping for essays.
• Hodge podge.
• “Thebes is dying, look, her children stripped of pity…”
• Oedipus loves his mother.
• We had an awesome day! Talked about similarities.
• Thesis work: I Want It That Way, YouTube - Backdorm Boys.
• Cucumbers and sweater vests.
• Solved the murder mystery!
• Majors and minors – not chords!
• A bridge to where? To Antigone.
• MAJOR research.
• We worked on grammar, learned about the Joneses, and got the best project!
• Anthology of pros.
• Watched HAMLET Scene 1!
• A regular Monday always has a puzzle.
• Majors aren’t important and mock interview.
• Reverse thesis and the bests for research.
• “I would be fine living in a box on Adams if I am making a difference.” Is there a major for that?
• Fear not thy major, ‘stead search thee as a forest ranger.
• “Something is rotten in the state of Denmark.”
• We wrote about Chris Creed, researched the best and danced (according to Mr. Hirsch).
• End your relationship with Hamlet!
• “Go on.”
• New student, malapropisms, and Chris Creed
• Billy Crystal was meant to play the grave-digger.
• Course Fair!
• Watched the blood bath!
• Theses slips and Yorik!
• Today we played with the talk tix for the first time and discussed the Chris Creed book.
• It’s snowing!
• We need to make a Facebook page for Renee.
• We survived the essay test!
• Santa is not real.
• Explication!
• We tweet to the beat of the poem we roam.
• Memorize, remember, repeat…repeat, remember, memorize…
• Good job (we discussed the end of Chris Creed).
• Bright the sun, shone on this fateful day, poetry recitation.
• Purely Christopher Creed (and puzzle…but that doesn’t count)
• Poetry out loud!
• Stop looking at Twitter and study for your finals!
• We read a poem (together), hacked Infinite Campus, and learned about third quarter.
• Late! Starting our book circles.
• Poems, poems, poems! And final essay rubrics.
• Proposals give us wings and let us soar!
• Started TWELFTH NIGHT.
• Our tweets are better than yours.
• Snow day tomorrow; halls in a frenzy.
• Ken Kesey’s acid bus!
• We wrote in Shakespeare’s language and talked about the book.
• How has this Twitter stream affected our relationships among fourth period English? 250-500 words.
• We made ransom note poems.
• Another snow day. See you on Friday!
• We performed translated versions of Shakespeare.
• Pop tart!
• Studied quotes on note cards, learned about upcoming quizzes, and how Shakespeare coined words.
• Bad, bad, grad speech.
• Found out that the oddest things can be turned into poetry (even articles from newspapers).
• Two roads diverged in a wood & I –I took the one less traveled by and that has made all the difference. Be sure to put that in your speech.
• Three volunteers. Yeah for bravery!
• Today we summarized Act 4 in comic form and watched TWELFTH NIGHT.
• Ten years from now, I may be in jail.
• Quiz on Act 5, “stock” characters, the Globe and Carmelo Anthony.
• Where is everyone?
• Puns and project work.
• Simon says ...
• Essay contest, no puzzle.
• My apostrophe/Stop being used so wrong/For this angers me #grammarday
• Speeches, screeches, smeaches, beaches, leeches, bleaches, breaches, peaches, niches, squenches,
• Studied the anatomy of TWELFTH NIGHT.
• Puzzles, murder, thesis, oh, my!
• We’re having a fun time starting A TALE OF TWO CITIES.
• No homework over spring break.
• TALE OF TWO CITIES is recalled to life!
• When you don’t know the answer…google!
• Reenacted TALE OF TWO CITIES.
• StageWrite!
• Research, smearsearch (due Friday).
• Qook a tuiz, puzzle, and quoting the Beatles.
• Cantaloupe, antelope. :)
• Post not working, oh the irony!
• We learned about the French Revolution and got our first TALE quizzes back.
• Senior project, day 247
• Mysteries finally being solved in A TALE OF TWO CITIES.
• What’s a place of power that’s nine letters?
• Today was all about Tale and Mr. Hirsch got invited to karaoke with a student!
• Work or freak out…
• We read essays and revised essays.
• If you have less than 100 points, I will be calling home.
• We keep each other safe, so trust your instincts. Don’t forget about senior project!
• Done swapping essays and we got our new assignment.
• Who’s watching you…you will never know.
• Bush pigs in America.
• Don’t text and drive!
• Slaved all period making pictures.
• Products - done. Presentations - video problems. And then there was that hockey incident.
• A fantastic presentation on white privilege!
• Presentation and thank you notes!
• It's TALE OF TWO CITIES day!
• College transitions.
• TALE finished, end of the year is near, only need finals and we are done.
• Course and teacher evaluation. Thank you for flying Senior English.
• Watched some STAR TREK today.
• Working on finals!
• Last day of class, have a sreat gummer!
If you want to see all of my classes’ tweets, go to SeniorEngpd1, SeniorEngpd4, and FroshEngpd2 on Twitter.
• First day of high school writing and “My Name.”
• Listen to Sesame Street, discuss and journal.
• Today, we read some OF MICE AND MEN and got our papers back.
• Show don’t tell
• Write a great college essay…be you!
• Dashes, dos and don’ts.
• This video didn’t work, I believe.
• We annotated on our knees.
• Better to start applications sooner than later.
• Bloom Taxonomy questions
• Jigsaw and a blackout!
• We wrote bad essays.
• University of (insert name here).
• We talked about chapter 3 in double circles. Quiz! Balanced book on head.
• Revise! Revise! Revise! The key to a “perfect” essay is the R.R.R. criteria.
• Quizzes make us tired.
• Started ANTHEM in a shortened period and had some time for the Sunday Puzzle.
• Twinkle, Twinkle, little star.
• DISC and your clickers.
• We took a quiz and learned about pronouns, commas, and copyright.
• Talked about Equality’s qualities.
• For every pleasure, there is a pain.
• Learned about quote sandwiches.
• Memoir and looking back.
• “Third and Final Continent” was splendid!
• Swap!
• Analyzed essays and, surprise, a phone went off in a locker outside.
• Discussed graphic novels: comical day.
• Shopping for essays.
• Hodge podge.
• “Thebes is dying, look, her children stripped of pity…”
• Oedipus loves his mother.
• We had an awesome day! Talked about similarities.
• Thesis work: I Want It That Way, YouTube - Backdorm Boys.
• Cucumbers and sweater vests.
• Solved the murder mystery!
• Majors and minors – not chords!
• A bridge to where? To Antigone.
• MAJOR research.
• We worked on grammar, learned about the Joneses, and got the best project!
• Anthology of pros.
• Watched HAMLET Scene 1!
• A regular Monday always has a puzzle.
• Majors aren’t important and mock interview.
• Reverse thesis and the bests for research.
• “I would be fine living in a box on Adams if I am making a difference.” Is there a major for that?
• Fear not thy major, ‘stead search thee as a forest ranger.
• “Something is rotten in the state of Denmark.”
• We wrote about Chris Creed, researched the best and danced (according to Mr. Hirsch).
• End your relationship with Hamlet!
• “Go on.”
• New student, malapropisms, and Chris Creed
• Billy Crystal was meant to play the grave-digger.
• Course Fair!
• Watched the blood bath!
• Theses slips and Yorik!
• Today we played with the talk tix for the first time and discussed the Chris Creed book.
• It’s snowing!
• We need to make a Facebook page for Renee.
• We survived the essay test!
• Santa is not real.
• Explication!
• We tweet to the beat of the poem we roam.
• Memorize, remember, repeat…repeat, remember, memorize…
• Good job (we discussed the end of Chris Creed).
• Bright the sun, shone on this fateful day, poetry recitation.
• Purely Christopher Creed (and puzzle…but that doesn’t count)
• Poetry out loud!
• Stop looking at Twitter and study for your finals!
• We read a poem (together), hacked Infinite Campus, and learned about third quarter.
• Late! Starting our book circles.
• Poems, poems, poems! And final essay rubrics.
• Proposals give us wings and let us soar!
• Started TWELFTH NIGHT.
• Our tweets are better than yours.
• Snow day tomorrow; halls in a frenzy.
• Ken Kesey’s acid bus!
• We wrote in Shakespeare’s language and talked about the book.
• How has this Twitter stream affected our relationships among fourth period English? 250-500 words.
• We made ransom note poems.
• Another snow day. See you on Friday!
• We performed translated versions of Shakespeare.
• Pop tart!
• Studied quotes on note cards, learned about upcoming quizzes, and how Shakespeare coined words.
• Bad, bad, grad speech.
• Found out that the oddest things can be turned into poetry (even articles from newspapers).
• Two roads diverged in a wood & I –I took the one less traveled by and that has made all the difference. Be sure to put that in your speech.
• Three volunteers. Yeah for bravery!
• Today we summarized Act 4 in comic form and watched TWELFTH NIGHT.
• Ten years from now, I may be in jail.
• Quiz on Act 5, “stock” characters, the Globe and Carmelo Anthony.
• Where is everyone?
• Puns and project work.
• Simon says ...
• Essay contest, no puzzle.
• My apostrophe/Stop being used so wrong/For this angers me #grammarday
• Speeches, screeches, smeaches, beaches, leeches, bleaches, breaches, peaches, niches, squenches,
• Studied the anatomy of TWELFTH NIGHT.
• Puzzles, murder, thesis, oh, my!
• We’re having a fun time starting A TALE OF TWO CITIES.
• No homework over spring break.
• TALE OF TWO CITIES is recalled to life!
• When you don’t know the answer…google!
• Reenacted TALE OF TWO CITIES.
• StageWrite!
• Research, smearsearch (due Friday).
• Qook a tuiz, puzzle, and quoting the Beatles.
• Cantaloupe, antelope. :)
• Post not working, oh the irony!
• We learned about the French Revolution and got our first TALE quizzes back.
• Senior project, day 247
• Mysteries finally being solved in A TALE OF TWO CITIES.
• What’s a place of power that’s nine letters?
• Today was all about Tale and Mr. Hirsch got invited to karaoke with a student!
• Work or freak out…
• We read essays and revised essays.
• If you have less than 100 points, I will be calling home.
• We keep each other safe, so trust your instincts. Don’t forget about senior project!
• Done swapping essays and we got our new assignment.
• Who’s watching you…you will never know.
• Bush pigs in America.
• Don’t text and drive!
• Slaved all period making pictures.
• Products - done. Presentations - video problems. And then there was that hockey incident.
• A fantastic presentation on white privilege!
• Presentation and thank you notes!
• It's TALE OF TWO CITIES day!
• College transitions.
• TALE finished, end of the year is near, only need finals and we are done.
• Course and teacher evaluation. Thank you for flying Senior English.
• Watched some STAR TREK today.
• Working on finals!
• Last day of class, have a sreat gummer!
If you want to see all of my classes’ tweets, go to SeniorEngpd1, SeniorEngpd4, and FroshEngpd2 on Twitter.
Wednesday, May 25, 2011
Graduation Cheers and Jeers
Small children get attention by throwing fits. Everything must stop and the world must focus on the child. While I have never seen a toddler-style tantrum at a high school graduation, I have seen its teenage equivalents. A small number of students and their families feel the need for more attention. Walking across the stage and receiving a diploma to the applause of teachers, classmates and community is not enough. This group needs whoops, dances, antics and catcalls. Why? For a very similar reason that a toddler throws a tantrum.
As students cross the graduation stage, the tide of applause ebbs and flows. For some students the clapping gets a little bit louder than others. For a few students, there is a noticeable increase in the volume of clapping. It is my experience that these students are the ones who have made a real difference in the life of the school. They are the students who have genuinely contributed and whose involvement has been significant and whose relationships, both with adults and kids, have been sincere and positive. This group rarely has any “tantrums.”
On the other hand, students who receive loud and boisterous acknowledgement, who do little dances or make a spectacle of themselves, almost always fall into another category. These children are usually far less involved in the school. They often give the appearance of substance use. The applause for these students is not noticeably greater or less than the average student.
However, these kids want extra attention. That is what the catcalls and dances are all about. These kids often had opportunities for positive attention during their high school years. Some have had the spotlight in many ways. The need to stand out this way at graduation cannot be attributed to being attention starved. Many of these students have received more than their share of attention from both adults and their fellow students.
I have sat through more than twenty high school graduations and, over and over, the vast majority of kids walk across the stage to polite applause. They have huge grins on their faces and their families’ joy is clearly evident. However, for the tantrum minority, the graduation may be far more bittersweet. While the sound and the fury may seem to signify their elation at this achievement (and often for some of these students, graduation was not a forgone conclusion), it may really be a sign of serious concern.
When we see a parent in a store with a two or three-year old who is throwing a tantrum, we may sympathize or condemn. When we see a parent with a nine or ten year old throwing a tantrum, we have to wonder. While an eighteen year old may be too old for the traditional tantrum, for many of these families, high school has been a series of outbursts and attention seeking negative behaviors.
I don’t justify the misbehavior of either the kids or their friends and family by saying that they are relieved to see the child receive a diploma. However, I believe that they are fantastically nervous about the next steps. If some of them aren’t, maybe they should be. Many, if not most, of these students are moving on to some form of college. Their parents will not be monitoring their choices (although many have had difficulty with this prior to high school graduation). For many of these students, college turns out to be one long tantrum. Many don’t even make it through freshman year. The screams and whistles, cheers and whoops are really cries.
I have only seen a handful of eighth grade graduations. I did not see much of this kind of behavior there. I wonder if observing who gets the “whoops” at the end of middle school might help us identify these kids earlier? Could we intervene earlier and make everyone’s high school graduation a little bit more polite and enjoyable?
Years ago, these tantrums at graduation made me angry. I saw them as selfish and disrespectful. And they are. And while I still shake my head and disapprove, I know that the small blemish that their behavior places on our wonderful graduation is nothing compared to the pain that is coming. I hope they will grow up. I hope that their families will provide them with the support and attention for which they are so obviously starved. It concerns me that the patterns are in place. Yet, my formal role is over. Graduation is the end of the line for me; most of these students will move on and never look back. They will now depend on another faculty. Maybe I should cheer too.
As students cross the graduation stage, the tide of applause ebbs and flows. For some students the clapping gets a little bit louder than others. For a few students, there is a noticeable increase in the volume of clapping. It is my experience that these students are the ones who have made a real difference in the life of the school. They are the students who have genuinely contributed and whose involvement has been significant and whose relationships, both with adults and kids, have been sincere and positive. This group rarely has any “tantrums.”
On the other hand, students who receive loud and boisterous acknowledgement, who do little dances or make a spectacle of themselves, almost always fall into another category. These children are usually far less involved in the school. They often give the appearance of substance use. The applause for these students is not noticeably greater or less than the average student.
However, these kids want extra attention. That is what the catcalls and dances are all about. These kids often had opportunities for positive attention during their high school years. Some have had the spotlight in many ways. The need to stand out this way at graduation cannot be attributed to being attention starved. Many of these students have received more than their share of attention from both adults and their fellow students.
I have sat through more than twenty high school graduations and, over and over, the vast majority of kids walk across the stage to polite applause. They have huge grins on their faces and their families’ joy is clearly evident. However, for the tantrum minority, the graduation may be far more bittersweet. While the sound and the fury may seem to signify their elation at this achievement (and often for some of these students, graduation was not a forgone conclusion), it may really be a sign of serious concern.
When we see a parent in a store with a two or three-year old who is throwing a tantrum, we may sympathize or condemn. When we see a parent with a nine or ten year old throwing a tantrum, we have to wonder. While an eighteen year old may be too old for the traditional tantrum, for many of these families, high school has been a series of outbursts and attention seeking negative behaviors.
I don’t justify the misbehavior of either the kids or their friends and family by saying that they are relieved to see the child receive a diploma. However, I believe that they are fantastically nervous about the next steps. If some of them aren’t, maybe they should be. Many, if not most, of these students are moving on to some form of college. Their parents will not be monitoring their choices (although many have had difficulty with this prior to high school graduation). For many of these students, college turns out to be one long tantrum. Many don’t even make it through freshman year. The screams and whistles, cheers and whoops are really cries.
I have only seen a handful of eighth grade graduations. I did not see much of this kind of behavior there. I wonder if observing who gets the “whoops” at the end of middle school might help us identify these kids earlier? Could we intervene earlier and make everyone’s high school graduation a little bit more polite and enjoyable?
Years ago, these tantrums at graduation made me angry. I saw them as selfish and disrespectful. And they are. And while I still shake my head and disapprove, I know that the small blemish that their behavior places on our wonderful graduation is nothing compared to the pain that is coming. I hope they will grow up. I hope that their families will provide them with the support and attention for which they are so obviously starved. It concerns me that the patterns are in place. Yet, my formal role is over. Graduation is the end of the line for me; most of these students will move on and never look back. They will now depend on another faculty. Maybe I should cheer too.
Friday, May 20, 2011
Letting Go and Letting Grow
“The hardest part of love is letting go,” say the lyrics from one of my favorite songs by Stephen Schwartz. As a parent, letting go may be the most difficult part of the job. Soon, I will put my two children on buses to go to four weeks of overnight camp,. Part of me will delight in the opportunities that their absence makes possible. And they are always eager to get to camp and be with their friends.
But when I get home. I frequently find myself wandering through their quiet rooms. I will miss them before they have been gone as long as a regular school day. I will worry that something might happen to them.
Many parents tend to provide too much protection. When my kids leave my sight, I worry. Usually, I tell myself that such worries are irrational. I tell myself that my kids must learn to function away from their parents. I remind myself that this is how autonomy is learned. Nevertheless, part of me wants to hover over them and protect them from the world.
Although my reasons are valid, the real fact is that I couldn't protect them, even if I were always inches away. To go one step further, even if I were to succeed, I would cause them harm. That’s right, my need to protect them actually creates the problem I am trying to avoid.
As I teacher, I have seen too many examples of this. Over involved parents create children who will not or cannot function on their own. These kids are often immature and unable to independently problem solve. These parents are frequently intrusive and cross boundaries without a thought.
I had a senior in high school not long ago, who needed to rush off to the bathroom to send his mother a text message whenever he got a disappointing grade. Mom would then email me and I would receive the email before the period was over. Another needed his mother to assist him with all papers. He could not write an in-class essay on his own. A third has her mother at her beck and call. Mom would run errands, bring in forgotten assignments, and run interference with school personnel.
While these parents’ intentions are good, their methods actually handicap their children. They mistakenly believe that their child should not have to deal with certain challenges, or issues. They may rationalize that the kids are too young, not yet skilled in problem solving, or too busy with school and activities. The truth is that they don’t want to let go. The truth is they don’t want the child to fail or be hurt.
But harm can mean many things. Is challenge harmful? Is a little frustration or discomfort bad? Education only occurs when we go beyond our comfort zone and really step out into the scary world of “ I don’t know how.” If we never go there, we never really learn.
While I am missing my children (and they may be missing me), they are having a marvelous experience that none of us would exchange for the relief from the loneliness. Discomfort and, yes some pain, are necessary. We need to confront challenges and step out into the big, bad, world in order to discover our power and ourselves. If we do not allow our children to do so, they remain forever children.
I can hear the parent responding, “But she’s only four!” Yes, even at four, even at two! Another lyric from the same song says, “Your children start to leave you on the day that they are born.” It is true. Each new milestone and landmark is a step toward independence. Any hovering, smothering, or protecting we do is liable to hinder that progress.
Of course, we must teach them common sense. We should insist they wear their helmets and seat belts (and do so ourselves as well). That is not what I am talking about here. I am talking about the natural parental impulse to be the bodyguard and pain killer. The well meaning desire to spare our children the critical but difficult pains that will help them do what we most fear: operate independently from us.
But when I get home. I frequently find myself wandering through their quiet rooms. I will miss them before they have been gone as long as a regular school day. I will worry that something might happen to them.
Many parents tend to provide too much protection. When my kids leave my sight, I worry. Usually, I tell myself that such worries are irrational. I tell myself that my kids must learn to function away from their parents. I remind myself that this is how autonomy is learned. Nevertheless, part of me wants to hover over them and protect them from the world.
Although my reasons are valid, the real fact is that I couldn't protect them, even if I were always inches away. To go one step further, even if I were to succeed, I would cause them harm. That’s right, my need to protect them actually creates the problem I am trying to avoid.
As I teacher, I have seen too many examples of this. Over involved parents create children who will not or cannot function on their own. These kids are often immature and unable to independently problem solve. These parents are frequently intrusive and cross boundaries without a thought.
I had a senior in high school not long ago, who needed to rush off to the bathroom to send his mother a text message whenever he got a disappointing grade. Mom would then email me and I would receive the email before the period was over. Another needed his mother to assist him with all papers. He could not write an in-class essay on his own. A third has her mother at her beck and call. Mom would run errands, bring in forgotten assignments, and run interference with school personnel.
While these parents’ intentions are good, their methods actually handicap their children. They mistakenly believe that their child should not have to deal with certain challenges, or issues. They may rationalize that the kids are too young, not yet skilled in problem solving, or too busy with school and activities. The truth is that they don’t want to let go. The truth is they don’t want the child to fail or be hurt.
But harm can mean many things. Is challenge harmful? Is a little frustration or discomfort bad? Education only occurs when we go beyond our comfort zone and really step out into the scary world of “ I don’t know how.” If we never go there, we never really learn.
While I am missing my children (and they may be missing me), they are having a marvelous experience that none of us would exchange for the relief from the loneliness. Discomfort and, yes some pain, are necessary. We need to confront challenges and step out into the big, bad, world in order to discover our power and ourselves. If we do not allow our children to do so, they remain forever children.
I can hear the parent responding, “But she’s only four!” Yes, even at four, even at two! Another lyric from the same song says, “Your children start to leave you on the day that they are born.” It is true. Each new milestone and landmark is a step toward independence. Any hovering, smothering, or protecting we do is liable to hinder that progress.
Of course, we must teach them common sense. We should insist they wear their helmets and seat belts (and do so ourselves as well). That is not what I am talking about here. I am talking about the natural parental impulse to be the bodyguard and pain killer. The well meaning desire to spare our children the critical but difficult pains that will help them do what we most fear: operate independently from us.
Friday, April 29, 2011
Branded!
I have lost track of the number of emails I receive that end with, “Sent from my iPhone” or something similar. I see countless people each day wearing clothing with the name or logo of a company, team, or college in large letters. Why do people feel the need to brand themselves? Why would people turn themselves into free advertisements?
Is this about showing off? Is this really saying, “Hey, look. I have this cool toy,” or “I can afford this expensive piece of clothing” or “I don’t give a damn about the price of gas!” Perhaps it is bragging about being included in something exclusive. Some middle schools have banned the wearing of bar and bat mitzvah clothing because it is really about demonstrating who is “in” and who is “out.” Someday, I am going to set up a little stand in front of our middle school and sell shirts that say, “I went to Alan Shepard’s bar mitzvah – and you didn’t!”
Some of this branding might be about social status. Let’s face it, the cool kids in school were often those who could afford the good stuff, be it clothing, electronics, cars, vacations or other status symbols. Superficial popular trends frequently center around celebrities and personality. So by imitating the “rich and famous” (or perhaps the popular and wealthy), a little of their social capital rubs off on their little clones. When we buy these popular products, we are getting far more than a purse or a car.
This could also be about identity. I sometimes wonder if there are people who are so empty that it they need to be filled up with consumer products. Who am I? I am the sum of things I own. Identity (or status) is siphoned off from these brands. So I am a little bit Cadillac, Bulls, Harvard, and Hollister. Aren’t I special?
But to be branded is to be owned. Who owns whom here? You paid a premium for that purse or SUV or phone that advertises a brand. Are you now an agent of that brand? You are certainly a human billboard. Perhaps you could have paid less for a comparable item but you chose to spend more for the label. Mr. Barnum would love you! I’ll bet the brands love you too!
Of course there is the intangible, “feeling” quality of the product. The product just makes me feel better and that is why it is worth more money. I know that logically, the shirt without the logo is more practical, but I like the shirt with the logo more. What does that sound like? It sounds like marketing and advertising work! It sounds like a cop-out rationalization for wasting money. You might as well say, “I know I am being manipulated, but I am okay with that.” Why?
Identities built on conspicuous materialism are not real. You are NOT what you own. The clothes do not make the person. The desire to define oneself, to individuate and discover one’s unique qualities is a human trait. To purchase these characteristics off the shelf is cheating. Identity must be created individually and authentically. It is better to have an organic identity and be real than to have a pre-processed brand and be plastic.
Is this about showing off? Is this really saying, “Hey, look. I have this cool toy,” or “I can afford this expensive piece of clothing” or “I don’t give a damn about the price of gas!” Perhaps it is bragging about being included in something exclusive. Some middle schools have banned the wearing of bar and bat mitzvah clothing because it is really about demonstrating who is “in” and who is “out.” Someday, I am going to set up a little stand in front of our middle school and sell shirts that say, “I went to Alan Shepard’s bar mitzvah – and you didn’t!”
Some of this branding might be about social status. Let’s face it, the cool kids in school were often those who could afford the good stuff, be it clothing, electronics, cars, vacations or other status symbols. Superficial popular trends frequently center around celebrities and personality. So by imitating the “rich and famous” (or perhaps the popular and wealthy), a little of their social capital rubs off on their little clones. When we buy these popular products, we are getting far more than a purse or a car.
This could also be about identity. I sometimes wonder if there are people who are so empty that it they need to be filled up with consumer products. Who am I? I am the sum of things I own. Identity (or status) is siphoned off from these brands. So I am a little bit Cadillac, Bulls, Harvard, and Hollister. Aren’t I special?
But to be branded is to be owned. Who owns whom here? You paid a premium for that purse or SUV or phone that advertises a brand. Are you now an agent of that brand? You are certainly a human billboard. Perhaps you could have paid less for a comparable item but you chose to spend more for the label. Mr. Barnum would love you! I’ll bet the brands love you too!
Of course there is the intangible, “feeling” quality of the product. The product just makes me feel better and that is why it is worth more money. I know that logically, the shirt without the logo is more practical, but I like the shirt with the logo more. What does that sound like? It sounds like marketing and advertising work! It sounds like a cop-out rationalization for wasting money. You might as well say, “I know I am being manipulated, but I am okay with that.” Why?
Identities built on conspicuous materialism are not real. You are NOT what you own. The clothes do not make the person. The desire to define oneself, to individuate and discover one’s unique qualities is a human trait. To purchase these characteristics off the shelf is cheating. Identity must be created individually and authentically. It is better to have an organic identity and be real than to have a pre-processed brand and be plastic.
Thursday, April 14, 2011
The College Search Process: Part 1
This past spring break, my family and I went on a college trip. It was not our first foray into the college search process. In the year we have been visiting colleges, we have discovered important strategies that have helped us better understand the schools we consider and visit.
Our first few visits almost don’t count. They didn’t teach us as much about the schools as they served as introductions to how to go about this process. Our visits consist of several key elements: the obligatory information session and tour, a meal in a student dining hall, and usually a conversation with alumni from our high school. The information session is the least valuable part of the trip and our time with a grad from our school is the most important.
Frankly, all of the college presentations we have seen are similar. One must sit through them, but their usefulness varies from not at all to a bit. They are a marketing pitch at best and an obligation at worst. We do our homework and rarely do these sessions provide new information. Often a young admissions officer gives these presentations. The quality will depend on that person – and that can vary widely! Many of these admissions officers are in their mid-twenties. They have only a few years (or less) on the job and may not be graduates of the college. I have asked myself, is this person qualified to read my child’s application?
The presentation might identify some of the institution’s priorities. One school began its presentation talking about the social atmosphere of the campus and didn’t deal with academics until twenty minutes in. Another began with the reason for the school’s founding and the values of the founders. About half of the presentations will involve a student. About three quarters will have a PowerPoint presentation and/or a video. The presence or absence of the screen has not, we have found, made the presentation better or worse.
Two of the schools we visited were very clear about the values that sit underneath their universities. This clarity of purpose was central in the presentation and, in both instances, overshadowed mediocre presenters. While this purpose may or may not fit our child (one did and one didn’t), they became one of the primary items on our search list. We wanted to ascertain what where the underlying values of the university. Just because you can’t clearly see them in the presentation doesn’t mean they aren’t there.
Student voices were more important to our understanding of the school than the adult pitches. The main value of the tour is for the information from the guide rather than seeing the campus. Most campuses are pretty in some way. Libraries are libraries. Dorms are dorms. Nice dorms are great to have are not deal breakers for us. The tour guide is the first (and sometimes only) student we have a chance to meet. His or her commentary, experiences, and answers to questions are often far more telling than the tour.
We have found it important to spend a meal on campus in a student dining area. This experience gives a more authentic feel for the social character of the campus. We note how kids interact in the dining area. On one campus, they were slobs. On another, they were sitting in pairs or by themselves. On another, they lingered in groups and the dining area was clearly a social center. Yes, the quality of the food matters, but like the fanciness of the dorms, it is not as important as what goes on at mealtime.
My daughter tries to sit in on a class on each campus. This has been minimally important. Some of these classes were interesting. Some were not. Some of the professors were welcoming and warm, while others were indifferent. Sometimes students interact with her but more often they do not. However, she gets to see what “class” looks like on the campus. She gets a tiny taste of a college schedule and how it might feel to go to school there.
The most important piece, for us, is the contact with alumni from our high school. Having an individual ambassador who knows where we come from provides as much information as all the other parts of the trip combined. Over and over, this has been the most important part of the visit. These kids have graciously told us their stories, taken us into their dorms, given us the “other” tour of parts of the campus where the admissions tour does not go. We often have a meal with these students and talk to some of their friends. Their words have rounded out the “official” line and allowed my daughter to really try on being a college student at that campus.
Using these strategies during our half-day on each campus allows us to better understand the unique qualities of each college. Frankly, the colleges are far more similarities than different. The goal is recognize schools – and there are many –which are a good match for our daughter.
Our first few visits almost don’t count. They didn’t teach us as much about the schools as they served as introductions to how to go about this process. Our visits consist of several key elements: the obligatory information session and tour, a meal in a student dining hall, and usually a conversation with alumni from our high school. The information session is the least valuable part of the trip and our time with a grad from our school is the most important.
Frankly, all of the college presentations we have seen are similar. One must sit through them, but their usefulness varies from not at all to a bit. They are a marketing pitch at best and an obligation at worst. We do our homework and rarely do these sessions provide new information. Often a young admissions officer gives these presentations. The quality will depend on that person – and that can vary widely! Many of these admissions officers are in their mid-twenties. They have only a few years (or less) on the job and may not be graduates of the college. I have asked myself, is this person qualified to read my child’s application?
The presentation might identify some of the institution’s priorities. One school began its presentation talking about the social atmosphere of the campus and didn’t deal with academics until twenty minutes in. Another began with the reason for the school’s founding and the values of the founders. About half of the presentations will involve a student. About three quarters will have a PowerPoint presentation and/or a video. The presence or absence of the screen has not, we have found, made the presentation better or worse.
Two of the schools we visited were very clear about the values that sit underneath their universities. This clarity of purpose was central in the presentation and, in both instances, overshadowed mediocre presenters. While this purpose may or may not fit our child (one did and one didn’t), they became one of the primary items on our search list. We wanted to ascertain what where the underlying values of the university. Just because you can’t clearly see them in the presentation doesn’t mean they aren’t there.
Student voices were more important to our understanding of the school than the adult pitches. The main value of the tour is for the information from the guide rather than seeing the campus. Most campuses are pretty in some way. Libraries are libraries. Dorms are dorms. Nice dorms are great to have are not deal breakers for us. The tour guide is the first (and sometimes only) student we have a chance to meet. His or her commentary, experiences, and answers to questions are often far more telling than the tour.
We have found it important to spend a meal on campus in a student dining area. This experience gives a more authentic feel for the social character of the campus. We note how kids interact in the dining area. On one campus, they were slobs. On another, they were sitting in pairs or by themselves. On another, they lingered in groups and the dining area was clearly a social center. Yes, the quality of the food matters, but like the fanciness of the dorms, it is not as important as what goes on at mealtime.
My daughter tries to sit in on a class on each campus. This has been minimally important. Some of these classes were interesting. Some were not. Some of the professors were welcoming and warm, while others were indifferent. Sometimes students interact with her but more often they do not. However, she gets to see what “class” looks like on the campus. She gets a tiny taste of a college schedule and how it might feel to go to school there.
The most important piece, for us, is the contact with alumni from our high school. Having an individual ambassador who knows where we come from provides as much information as all the other parts of the trip combined. Over and over, this has been the most important part of the visit. These kids have graciously told us their stories, taken us into their dorms, given us the “other” tour of parts of the campus where the admissions tour does not go. We often have a meal with these students and talk to some of their friends. Their words have rounded out the “official” line and allowed my daughter to really try on being a college student at that campus.
Using these strategies during our half-day on each campus allows us to better understand the unique qualities of each college. Frankly, the colleges are far more similarities than different. The goal is recognize schools – and there are many –which are a good match for our daughter.
Sunday, March 27, 2011
Yes is Best in 113!
Although I have strong political beliefs, I am usually reluctant to share them. I avoid lawn signs and do not often advertise my support of candidates or causes. However, I have taught in the community for twenty-five years and lived here for almost as long, and the health and well being of our schools and community is very important to me. Recently, the question I receive almost everywhere I go is what do I think about the District 113 referendum.
Here is the very short answer: I support the referendum.
Here is the short reason why: Deerfield and Highland Park High Schools are light years behind all other area schools in both technology and physical education facilities. Our buildings are aging and need significant improvement. Our pools are becoming unsafe and, at times, unusable. And if we do not make these improvements now, we will have to address them later and it will be at a higher cost to both taxpayers and kids. And we can do all this without increasing taxes!
Here is the longer answer:
Deerfield and Highland Park’s athletic facilities are some of the worst in the area. Our track kids are running through the hallways after school. Our soccer, baseball, softball, football, lacrosse, and other teams are often unable to use their fields. We do not have enough gym space for classes or athletic practices. Why would someone purchase a home in our district when our neighbors have far superior facilities (especially if athletics or technology are very important to his/her child)?
Deerfield and Highland Park are far behind in technology. Our wireless system at DHS cannot keep up with the demand. There is not enough access to computer labs and our computer equipment is aging and out of date.
Classrooms at Deerfield are poorly heated and most are not air-conditioned. Classrooms can get into the 90s in the fall and spring. Teachers in various areas of the building are experiencing various forms of work place related illnesses. The building’s infrastructure needs significant improvement.
Although low interest rates are bad for our bank accounts, they are good for loans. The district is trying to take advantage of these rates to make these improvements at the lowest cost. Many of these issues will have to be addressed eventually. Where will that money come from? If the referendum does not pass, then many pressing needs will not be met and our students will have to live with leaky roofs, poor ventilation and out dated technology, not to mention inadequate athletic facilities. And if we are eventually able to address these needs, the costs of labor and materials will be significantly higher. We will leave it to the students to bear the burden if the referendum is not passed.
This referendum will not increase our taxes. The bond from the prior capital improvement is scheduled to expire and this referendum would replace it and taxes would remain the same. In other words, with no additional expense, the kids and communities benefit greatly!
Here is a link that will give you some more information and a video tour of both buildings:
http://dist113.org/community/fac_tech/Pages/default.aspx
Voting for this referendum is in everyone’s best interest. It is good for taxpayers, students, parents, and the community at large. If you are trying to sell your home, it will make it more attractive. If your children are coming to the high school, it will improve their experience. If we do this later, it will cost more. Please vote “yes” for the referendum on April 5th.
Here is the very short answer: I support the referendum.
Here is the short reason why: Deerfield and Highland Park High Schools are light years behind all other area schools in both technology and physical education facilities. Our buildings are aging and need significant improvement. Our pools are becoming unsafe and, at times, unusable. And if we do not make these improvements now, we will have to address them later and it will be at a higher cost to both taxpayers and kids. And we can do all this without increasing taxes!
Here is the longer answer:
Deerfield and Highland Park’s athletic facilities are some of the worst in the area. Our track kids are running through the hallways after school. Our soccer, baseball, softball, football, lacrosse, and other teams are often unable to use their fields. We do not have enough gym space for classes or athletic practices. Why would someone purchase a home in our district when our neighbors have far superior facilities (especially if athletics or technology are very important to his/her child)?
Deerfield and Highland Park are far behind in technology. Our wireless system at DHS cannot keep up with the demand. There is not enough access to computer labs and our computer equipment is aging and out of date.
Classrooms at Deerfield are poorly heated and most are not air-conditioned. Classrooms can get into the 90s in the fall and spring. Teachers in various areas of the building are experiencing various forms of work place related illnesses. The building’s infrastructure needs significant improvement.
Although low interest rates are bad for our bank accounts, they are good for loans. The district is trying to take advantage of these rates to make these improvements at the lowest cost. Many of these issues will have to be addressed eventually. Where will that money come from? If the referendum does not pass, then many pressing needs will not be met and our students will have to live with leaky roofs, poor ventilation and out dated technology, not to mention inadequate athletic facilities. And if we are eventually able to address these needs, the costs of labor and materials will be significantly higher. We will leave it to the students to bear the burden if the referendum is not passed.
This referendum will not increase our taxes. The bond from the prior capital improvement is scheduled to expire and this referendum would replace it and taxes would remain the same. In other words, with no additional expense, the kids and communities benefit greatly!
Here is a link that will give you some more information and a video tour of both buildings:
http://dist113.org/community/fac_tech/Pages/default.aspx
Voting for this referendum is in everyone’s best interest. It is good for taxpayers, students, parents, and the community at large. If you are trying to sell your home, it will make it more attractive. If your children are coming to the high school, it will improve their experience. If we do this later, it will cost more. Please vote “yes” for the referendum on April 5th.
Friday, March 11, 2011
Instead of Tests, Tenure or Taxes, Can We Discuss REAL Education Reform?
Legislators and pundits keep talking about educational reform. William Bennett recently wrote on CNN.com that we are now ready for “real” reform. Well, it is about time. School has not changed much in more than a century. Other than the presence of technology and a slightly more student centered teaching focus, our grandparents would find today’s schools very similar to their experiences. It is time to put away the assembly line model of education. The reforms of the past are like saying we are going to redesign the automobile by painting the tires a different color. The educational debates in legislatures across the nation assiduously avoid substantive issues and focus on testing, tenure, and taxes.
What would real educational reform look like? What would we need to do to revolutionize our school systems? We need to go beyond the simplistic test and “data” driven measures of success and redesign the car starting with the engine!
That engine has four components: students, parents, educators and communities. Schools live at the intersection of these four worlds. How these worlds connect, relate, and support (or work against) each other provides the impetus for learning. Parents and community must be integral parts of the school. Classes, if we even still call them that, must take children out of the schoolhouse into the community. Parents must be more than an afterthought in education. Regardless of whether or not there is “homework,” home should be highly connected to school.
One way that parents become more involved in the educational process is to start it far earlier. Instead of waiting until a child is five to begin public education, we need to work with parents before the child is born and, perhaps, before the child is even conceived! Education starts with parent education! From prenatal information and pregnancy guidance, nutrition to discipline, sleep issues and play time, our system should enfold the family from its very beginning.
Our current educational model looks like an assembly line. Kids arrive in age groupings and moved from grade to grade and subject area to subject area just like Chevys. Just as our industrial society has transformed into an information and service based world, our schools must also move beyond the assembly line.
Children don’t all develop the same way at the same time. Just because two children were born in the same year does not mean they have the same needs. Grouping children by age is not the best way to meet individual educational needs. Instead, we need to allow children to learn at a pace that matches their learning temperament. While students will work in groups, those groups should be multi-age. They should form for specific purposes and, when those objectives are met, new groups for new goals should form.
The other half of the assembly line needs to change as well. We have built artificial subject areas and forced them on the students. Reading, writing, problem solving, creating, communicating, exploring, questioning, and thinking are universal. While there may still be some basic “content” that we want students to “know,” it is no longer reasonable or desirable to think of education as simply turning our kids into little encyclopedias. They need to know how to find the information they need and then how to evaluate and use it. We are moving from a content-based education to a skill-based curriculum. The lines between English, math, social studies, science and other academic disciplines have become less useful. In fact, these content labels discourage kids from transferring their skills from one “subject” to another. We build fences between subject areas and then are disappointed when our students can’t leap over them.
If we are not grouping by age and we don’t have rigid subject areas, then education is not only going to be more individualized, but students are going to get much more independence and control. The range of activities that constitute “schoolwork” will broaden significantly. Students will work with their parents and other adults in the community. Students will create their own learning experiences and adults will merely facilitate them. Rather than teaching kids, we will help kids teach themselves.
And how will we know if we succeed? Will there be a series of big tests that each child must pass? What would be on these tests? Tests are good at measuring a finite amount of knowledge. Knowledge based learning died in the late Twentieth Century. We need to find a new way to measure and evaluate learning.
In a skill based “school,” students should be evaluated based on the skills they have mastered. Just as a girl scout must prove she is capable to earn a merit badge, we should have sets of skills that our children must master. There will be as many roads to skill mastery as there are children. And those who know and work with these children will help them self-evaluate and, if necessary remediate, their skills.
Of course teachers and schools will be accountable for this kind of evaluation, but parents, community members, mentors, and even lawmakers will also share this accountability. And the largest share will reside with the students themselves!
If you are thinking that this idea is difficult and different and will require remarkable, creative, and brilliant people to make it happen, you are right. Our educators need to be the best of the best. We need to attract and retain people who are gifted in a wide variety of areas. We cannot afford to stick with a narrow definition of “smart” for our children or our teachers. Those who guide and coordinate this process should be highly trained, dedicated, and richly rewarded professionals. As a nation, we should create a system that not only attracts those who are best suited to teaching, but also encourages them to stay in the system!
The final reform that will be critical to the success of our education revolution is the most difficult. Schools are a reflection of their communities. If our children live in poverty and have to fight gangs, drugs, and the myriad of social ills each day, they will not learn. If they have not eaten well and their parents cannot give them adequate attention because they must work long hours, they cannot learn. While an improved educational system may help alleviate some of these problems, these problems will prevent our children from thriving. All children, all families, have a right to live in a safe community free of violence and fear. All families have a right to healthy nutrition, a productive job and a decent wage. These issues must be addressed or we will be forever divided between the haves and have-nots.
It is time to redefine school and I don’t think lawmakers have the guts or ability to do it. Their mistakes and machinations have created the system we are trying to reform. It is time for families, teachers, and community leaders to take the lead. It is time to put our tax dollars where our hearts are: with the children, with our future, and make real change!
Here is an excellent video that explores this topic further:
What would real educational reform look like? What would we need to do to revolutionize our school systems? We need to go beyond the simplistic test and “data” driven measures of success and redesign the car starting with the engine!
That engine has four components: students, parents, educators and communities. Schools live at the intersection of these four worlds. How these worlds connect, relate, and support (or work against) each other provides the impetus for learning. Parents and community must be integral parts of the school. Classes, if we even still call them that, must take children out of the schoolhouse into the community. Parents must be more than an afterthought in education. Regardless of whether or not there is “homework,” home should be highly connected to school.
One way that parents become more involved in the educational process is to start it far earlier. Instead of waiting until a child is five to begin public education, we need to work with parents before the child is born and, perhaps, before the child is even conceived! Education starts with parent education! From prenatal information and pregnancy guidance, nutrition to discipline, sleep issues and play time, our system should enfold the family from its very beginning.
Our current educational model looks like an assembly line. Kids arrive in age groupings and moved from grade to grade and subject area to subject area just like Chevys. Just as our industrial society has transformed into an information and service based world, our schools must also move beyond the assembly line.
Children don’t all develop the same way at the same time. Just because two children were born in the same year does not mean they have the same needs. Grouping children by age is not the best way to meet individual educational needs. Instead, we need to allow children to learn at a pace that matches their learning temperament. While students will work in groups, those groups should be multi-age. They should form for specific purposes and, when those objectives are met, new groups for new goals should form.
The other half of the assembly line needs to change as well. We have built artificial subject areas and forced them on the students. Reading, writing, problem solving, creating, communicating, exploring, questioning, and thinking are universal. While there may still be some basic “content” that we want students to “know,” it is no longer reasonable or desirable to think of education as simply turning our kids into little encyclopedias. They need to know how to find the information they need and then how to evaluate and use it. We are moving from a content-based education to a skill-based curriculum. The lines between English, math, social studies, science and other academic disciplines have become less useful. In fact, these content labels discourage kids from transferring their skills from one “subject” to another. We build fences between subject areas and then are disappointed when our students can’t leap over them.
If we are not grouping by age and we don’t have rigid subject areas, then education is not only going to be more individualized, but students are going to get much more independence and control. The range of activities that constitute “schoolwork” will broaden significantly. Students will work with their parents and other adults in the community. Students will create their own learning experiences and adults will merely facilitate them. Rather than teaching kids, we will help kids teach themselves.
And how will we know if we succeed? Will there be a series of big tests that each child must pass? What would be on these tests? Tests are good at measuring a finite amount of knowledge. Knowledge based learning died in the late Twentieth Century. We need to find a new way to measure and evaluate learning.
In a skill based “school,” students should be evaluated based on the skills they have mastered. Just as a girl scout must prove she is capable to earn a merit badge, we should have sets of skills that our children must master. There will be as many roads to skill mastery as there are children. And those who know and work with these children will help them self-evaluate and, if necessary remediate, their skills.
Of course teachers and schools will be accountable for this kind of evaluation, but parents, community members, mentors, and even lawmakers will also share this accountability. And the largest share will reside with the students themselves!
If you are thinking that this idea is difficult and different and will require remarkable, creative, and brilliant people to make it happen, you are right. Our educators need to be the best of the best. We need to attract and retain people who are gifted in a wide variety of areas. We cannot afford to stick with a narrow definition of “smart” for our children or our teachers. Those who guide and coordinate this process should be highly trained, dedicated, and richly rewarded professionals. As a nation, we should create a system that not only attracts those who are best suited to teaching, but also encourages them to stay in the system!
The final reform that will be critical to the success of our education revolution is the most difficult. Schools are a reflection of their communities. If our children live in poverty and have to fight gangs, drugs, and the myriad of social ills each day, they will not learn. If they have not eaten well and their parents cannot give them adequate attention because they must work long hours, they cannot learn. While an improved educational system may help alleviate some of these problems, these problems will prevent our children from thriving. All children, all families, have a right to live in a safe community free of violence and fear. All families have a right to healthy nutrition, a productive job and a decent wage. These issues must be addressed or we will be forever divided between the haves and have-nots.
It is time to redefine school and I don’t think lawmakers have the guts or ability to do it. Their mistakes and machinations have created the system we are trying to reform. It is time for families, teachers, and community leaders to take the lead. It is time to put our tax dollars where our hearts are: with the children, with our future, and make real change!
Here is an excellent video that explores this topic further:
Saturday, March 5, 2011
What Follows the Race to Nowhere?
My first thought after watching the documentary, Race to Nowhere was that none of the criticisms of our stressed out educational system are new. Kids do get too much homework and much of it does not have educational value. Our children are not resilient and find mistakes and failures devastating. Cheating and unhealthy competition and pressure are clear results of an overcharged desire for entry into the most elite colleges. It is easier to have our children’s lives programmed to the nanosecond than allow them unstructured time to find their own ways. As a nation, we see education as merely a stepping-stone to financial gain. It has no real purpose beyond making us wealthy.
And that may be the heart of the problem. One of the unstated themes of Race to Nowhere is our highly simplistic and numerically based desire to measure educational success. We use grades, test scores, college entrance exams, and other statistics as the primary way to determine educational accomplishment. We want proof of our children’s achievements in cold hard statistics. That system isn’t working.
We want an easy answer. We don’t want to deal with the fact that education is complex and messy. We cling to the simplistic success formula: Good grades in high school lead to admission in a “good” college. An education at a “good college” will eventually land a child a “good” job. A “good” job means a “good income” which will bring happiness. How many people do we know who do not fit this formula? Our economic crisis was caused by the college-educated people who recklessly and selfishly pursued financial gain and created a worldwide catastrophe. This formula is more than faulty, it is dangerous.
And it is stealing our kids’ childhoods. The film clearly shows how we are asking our kids to grow up too quickly. How many times has someone noted, when looking at a child’s homework, “I didn’t do that until I got to high school, college, or graduate school”? Our simplistic thinking says that, if we make our children do more and do it earlier, they will be smarter. What idiot came up with that?
The film notes two pieces of governmental action that fueled this fire: the Nation At Risk report in 1983 and more recently the No Child Left Behind Act. Both of these declared that the sky was falling and that the solution was to measure the fall and punish anything that fell. What the film does not point out is that, in the almost three decades since Nation at Risk, we have subjected students to more and more high stakes testing and put more and more “teacher accountability” measures in place. Has it made things better? Has it improved our system? Is all this testing working? Even the aforementioned idiot could answer that question.
Which leads to my primary criticism of the film: it does not spend enough time on solutions. Solutions to this issue cannot be simple numeric testing, additional homework, or tutoring third graders in calculus. We need to truly reimagine our educational system. We need to, as the film states, “invest up front” and put more money, time, skill, and talent into education. This will not only help prevent many of the costly social ills created when students are chewed up and spit out of the system, but may help bring back the joy of learning.
The brief suggestions for students, parents, teachers, medical professionals and administrators are not enough. And where were the suggestions for lawmakers, by the way? This film is calling for an educational revolution: a complete and total restructuring of our current system. It will be a messy and difficult process. The simplistic formulas have failed and at a great price. Race to Nowhere challenges us to get dirty and go beyond the superficial attempts at educational reform of the past.
What does this educational reform revolution look like? The film doesn’t say. Stay tuned.
Friday, February 25, 2011
Questioning Grades
Grades can suck the joy out of learning. When I first started teaching, I said I didn’t want to use grades. I was told I had to give grades. Fine, I said, then I’ll give everyone A’s. No, that wasn’t an option either. Since that time, I have asked a lot of questions about grades’ effects on learning. Like a strong spice, you cannot have grades nearby and not be flavored by them. They change the nature of the learning and the relationship between the student and teacher. They shift the focus from the good deed to the gold star.
So if grades are a necessary evil, how do we put them in their proper place? The way we approach grades is a snapshot of the way we see school and learning. To change my metaphor: if grades are like a powerful medicine, when used carefully and in proper proportion, they can be healthy. However, they can also be addictive drugs that do great harm.
As a teacher, I know what I want students to learn. Grades should be a measurement of that learning. However, this isn’t always the case. It is easier to count grammar errors than evaluate analytic thinking. It is easier to have a scantron test than an essay. Rather than grading the real learning, it is easier to grade what I can easily measure.
Some classes focus more on learning information, the content. Some classes focus more on skills: learning to do things. Most classes are a mixture of the two. In my discipline, I see the content as a means to learn the skills. I teach annotating as a means to learn how to read. I teach grammar as a way to become a better communicator. For me, the real learning will always be centered on skills much more than content. We live in the information revolution. We will never be able to hold all the facts in our heads. How we interact with that information, our information management skills, is what is really important.
If the skills are what are important, then mastering them is the focus of class. Grades should be a measure of students’ mastery of these skills: in English, how well they can communicate and analyze. But it isn’t that simple. What if George can master the skill in two tries and Lennie takes ten attempts. They both landed in the same place. They have both mastered the skill. Should George be rewarded for getting there quicker? If Lennie is a hard worker and does all his homework, should his grade reflect that? Is hard work a trait we want to encourage? What about errors? Lennie might make more mistakes than George. Should he be penalized for that?
It is easy to create tests and assignments that are worth a set of points and add them up and divide for a grade. Students and parents are used to that. The averaged point grade system may not in the best interest of learning. An averaged point system is simply the average of all the things we have counted over the term. If a student makes a mistake and then learns from it, that is not part of the average. If a student takes a risk and it doesn't pay off, the average goes down. If a student really learns and starts off doing poorly and gets better with each assignment, then the grade will be the average of where she started and where she finished. Does that make sense?
Despite my issues with the Boy Scouts, I think the merit badge system may provide a model for grading. Scouts get a merit badge when they have mastered a specific set of skills or activities. The criterion for each merit badge is clear and the same for all scouts. It doesn’t matter (that much) how long you took to get the badge or how many times you fell down along the way. What matters is that, after two or twenty attempts, you mastered the skills. Could we learn to be that specific and clear in the classroom? Could grades look like that?
What should our students learn? How do we know they have learned it? What habits, skills, and behaviors do we want them to master? If we must have grades, they should be the answers to these key questions.
So if grades are a necessary evil, how do we put them in their proper place? The way we approach grades is a snapshot of the way we see school and learning. To change my metaphor: if grades are like a powerful medicine, when used carefully and in proper proportion, they can be healthy. However, they can also be addictive drugs that do great harm.
As a teacher, I know what I want students to learn. Grades should be a measurement of that learning. However, this isn’t always the case. It is easier to count grammar errors than evaluate analytic thinking. It is easier to have a scantron test than an essay. Rather than grading the real learning, it is easier to grade what I can easily measure.
Some classes focus more on learning information, the content. Some classes focus more on skills: learning to do things. Most classes are a mixture of the two. In my discipline, I see the content as a means to learn the skills. I teach annotating as a means to learn how to read. I teach grammar as a way to become a better communicator. For me, the real learning will always be centered on skills much more than content. We live in the information revolution. We will never be able to hold all the facts in our heads. How we interact with that information, our information management skills, is what is really important.
If the skills are what are important, then mastering them is the focus of class. Grades should be a measure of students’ mastery of these skills: in English, how well they can communicate and analyze. But it isn’t that simple. What if George can master the skill in two tries and Lennie takes ten attempts. They both landed in the same place. They have both mastered the skill. Should George be rewarded for getting there quicker? If Lennie is a hard worker and does all his homework, should his grade reflect that? Is hard work a trait we want to encourage? What about errors? Lennie might make more mistakes than George. Should he be penalized for that?
It is easy to create tests and assignments that are worth a set of points and add them up and divide for a grade. Students and parents are used to that. The averaged point grade system may not in the best interest of learning. An averaged point system is simply the average of all the things we have counted over the term. If a student makes a mistake and then learns from it, that is not part of the average. If a student takes a risk and it doesn't pay off, the average goes down. If a student really learns and starts off doing poorly and gets better with each assignment, then the grade will be the average of where she started and where she finished. Does that make sense?
Despite my issues with the Boy Scouts, I think the merit badge system may provide a model for grading. Scouts get a merit badge when they have mastered a specific set of skills or activities. The criterion for each merit badge is clear and the same for all scouts. It doesn’t matter (that much) how long you took to get the badge or how many times you fell down along the way. What matters is that, after two or twenty attempts, you mastered the skills. Could we learn to be that specific and clear in the classroom? Could grades look like that?
What should our students learn? How do we know they have learned it? What habits, skills, and behaviors do we want them to master? If we must have grades, they should be the answers to these key questions.
Thursday, February 10, 2011
Plan B
My favorite game is chess. I am not fond of games where the players’ success is dependent on chance: the roll of a dice, the deal of the cards, or random selection of tiles. While those games are certainly interesting and have their challenges, the player’s success is integrally connected to random chance. Not in chess. In chess, both players have the same “hand” and the only difference between them is who goes first. In chess, success or failure is the result of the skill of the player.
In my experience, the key to a successful chess game is the ability to think beyond the immediate move. Good chess players have many contingency plans. They think beyond the next move, the move after that and the move after that. They anticipate the moves of their opponents and create multiple versions of those plans.
This skill is critically important, not only in chess, but in life. Of course we want to, “live in the moment.” But how many of our own and our society’s problems are the result of short-term thinking? While all consequences cannot be predicted, many can. I would argue that a person with a plan B (and a plan C and D) is better equipped to deal with surprises than a person without.
Recently, the Chicago Tribune published an article providing drivers with winter safety tips. One of the those tips was to look head and see what was coming up, “Drivers should anticipate difficult situations by looking down the road far enough to identify potential problems. They also should be aware of drivers coming from other lanes and cross streets. ‘Across the board, that's the No. 1 mistake people make in driving, period: Not looking far enough ahead,’ said Mark Cox, director of the Bridgestone Winter Driving School in Steamboat Springs, Colo.”
A good driver is always looking ahead and asking, “what if.” What if that truck pulls out? What if the door to that car should suddenly open? What if that child runs into the street? What if the light changes now? Like a chess player, a good driver must have multiple plans to fit many possibilities.
It goes beyond chess and driving; it could be a philosophy of life. Whether it is with financial or personal choices, at home, school, or work, how much more successful would we be if we thought a few moves ahead?
This doesn’t mean that we save all our money because the pleasure we buy today would prevent us from purchasing food tomorrow. Not at all. Rather, it means that we consider the possibilities. It is prudent to anticipate needs. Americans are notorious for spending money they do not have. They are terrible savers. Buying a fun toy today is even more satisfying knowing that it will not jeopardize tomorrow’s necessities.
But it goes even further than these simplistic examples. Considering the options while making choices could help us with our relationships, the environment, and bring us more success. When I purchase a product, who is getting the money and what will they do with it? If I support this candidate, what is she likely to do in office? How will my words and actions affect my family, friends, and co-workers?
Thinking a few moves ahead will slow us down. It will help us have fewer of those impulsive mistakes. It will make us safer drivers and more successful chess players and human beings.
In my experience, the key to a successful chess game is the ability to think beyond the immediate move. Good chess players have many contingency plans. They think beyond the next move, the move after that and the move after that. They anticipate the moves of their opponents and create multiple versions of those plans.
This skill is critically important, not only in chess, but in life. Of course we want to, “live in the moment.” But how many of our own and our society’s problems are the result of short-term thinking? While all consequences cannot be predicted, many can. I would argue that a person with a plan B (and a plan C and D) is better equipped to deal with surprises than a person without.
Recently, the Chicago Tribune published an article providing drivers with winter safety tips. One of the those tips was to look head and see what was coming up, “Drivers should anticipate difficult situations by looking down the road far enough to identify potential problems. They also should be aware of drivers coming from other lanes and cross streets. ‘Across the board, that's the No. 1 mistake people make in driving, period: Not looking far enough ahead,’ said Mark Cox, director of the Bridgestone Winter Driving School in Steamboat Springs, Colo.”
A good driver is always looking ahead and asking, “what if.” What if that truck pulls out? What if the door to that car should suddenly open? What if that child runs into the street? What if the light changes now? Like a chess player, a good driver must have multiple plans to fit many possibilities.
It goes beyond chess and driving; it could be a philosophy of life. Whether it is with financial or personal choices, at home, school, or work, how much more successful would we be if we thought a few moves ahead?
This doesn’t mean that we save all our money because the pleasure we buy today would prevent us from purchasing food tomorrow. Not at all. Rather, it means that we consider the possibilities. It is prudent to anticipate needs. Americans are notorious for spending money they do not have. They are terrible savers. Buying a fun toy today is even more satisfying knowing that it will not jeopardize tomorrow’s necessities.
But it goes even further than these simplistic examples. Considering the options while making choices could help us with our relationships, the environment, and bring us more success. When I purchase a product, who is getting the money and what will they do with it? If I support this candidate, what is she likely to do in office? How will my words and actions affect my family, friends, and co-workers?
Thinking a few moves ahead will slow us down. It will help us have fewer of those impulsive mistakes. It will make us safer drivers and more successful chess players and human beings.
Thursday, January 27, 2011
Formula For Finals
In college, final exams are a part of the academic formula. Put in a few papers, a midterm and a final and a grade pops out. Final exams in high school are a different mix. Students are often taking more courses and the nature of each final may vary widely. It is very easy to mess up the final exam recipe in high school.
In my twenty-five years as a high school teacher and my more recent experience as a high school parent, I have found that some practices make the final exam process beneficial and others create unnecessary stress and pain.
While both the students and teacher contribute to a positive final experience, most of the control is with the teacher. There is a straightforward formula that will help make the final not only a summative assessment but a good learning experience as well.
The teacher should start by providing students with detailed information about the nature of the final at least one week in advance. This information should include the form of the test (multiple choice, short answer, essay, etc), what the test will cover (the entire semester, the most recent unit), materials students may bring to the test (books, notes, old work), and some guidance on how to prepare.
Students frequently complain that the pace of teaching speeds up before finals. It should be the reverse. The pace should slow down as finals approach. There should not be any more quizzes, tests, papers, or assignments in the weeks before the end of the semester than there have been throughout the term. If a teacher has not made it to the finish line, the kids should not pay for that by having to run twice as fast to get there.
Spend several days, maybe even the last week of the semester, reviewing with students. Instruct them how to study for the final. If there must be homework at this time, connect it directly to the final studying process.
Have a unified final. Do not splinter a final into several pieces. The final exam should be a single paper, project or test that is due at the assigned final exam period. While it may be tempting to ask students to create another assessment, even if it is complementary or good preparation for the final, this practice amplifies students’ anxiety and stress and steals energy from their preparations for other exams. In my school, we call this double dipping. While there are a few exceptions to this rule (if the course involves pubic speaking, the speeches will never fit into a single testing period), double or triple dipping is really a sign that a teacher may be uncomfortable with the grade weight of the final itself. If one assessment experience should not be worth that much of the grade, that is the real issue.
Speaking of the weight of the final: one size doesn’t fit all. Should a first semester freshman final look like the final for seniors about to go to college? Should they be weighted the same? Finals should be tailored to the course, content, and students who are being assessed. If the grade weight of the final feels too much to the teacher, imagine how it might intimidate the students!
Make sure that the final is consistent with the assessments that students have already experienced. If you are going to collaborate with colleagues or use a departmental final, students should have already experienced unit, chapter, or other assessments that were created this way. If you have never given students an in-class writing test, for example, the final should not include one either.
Carefully time your final. Too many of my students’ and children’s finals are too long. Teachers then rationalize this by allowing students to take extra time. This is an insensitive and selfish solution. The time in-between finals belongs to the student, not the teacher. Many students use that time to prepare for the next final. Is it healthy for a student to go from one long and challenging final to another with barely enough time to go to the bathroom or review? If your final is consistent with earlier assessments, these should give you a good idea of how long students will need. Err on the side of shorter, rather than longer.
Examine the final grades closely. If the students and teacher have done their jobs well, grades on the final will resemble the grades from the rest of the semester. If a student who has earned A’s or B’s on the quarter does poorly on the final, it could be that she didn’t study well. If several students who did well struggle on the final, their preparations are probably not the cause.
Think twice before posting any grades where all students can see them. Of course, you would never post grades with student names, but ID numbers are not much better. In addition, giving students access to the whole class’s (or course’s) results is a set up for bullying, humiliation, and unhealthy academic competition.
The final exam of a course should represent the key skills and content that a student should take away from the learning experience. The final is the destination: the time when the teacher’s and student’s work is demonstrated and celebrated. Done well, they are a formula for successful learning. Done poorly, they are a stressful game of grade roulette.
In my twenty-five years as a high school teacher and my more recent experience as a high school parent, I have found that some practices make the final exam process beneficial and others create unnecessary stress and pain.
While both the students and teacher contribute to a positive final experience, most of the control is with the teacher. There is a straightforward formula that will help make the final not only a summative assessment but a good learning experience as well.
The teacher should start by providing students with detailed information about the nature of the final at least one week in advance. This information should include the form of the test (multiple choice, short answer, essay, etc), what the test will cover (the entire semester, the most recent unit), materials students may bring to the test (books, notes, old work), and some guidance on how to prepare.
Students frequently complain that the pace of teaching speeds up before finals. It should be the reverse. The pace should slow down as finals approach. There should not be any more quizzes, tests, papers, or assignments in the weeks before the end of the semester than there have been throughout the term. If a teacher has not made it to the finish line, the kids should not pay for that by having to run twice as fast to get there.
Spend several days, maybe even the last week of the semester, reviewing with students. Instruct them how to study for the final. If there must be homework at this time, connect it directly to the final studying process.
Have a unified final. Do not splinter a final into several pieces. The final exam should be a single paper, project or test that is due at the assigned final exam period. While it may be tempting to ask students to create another assessment, even if it is complementary or good preparation for the final, this practice amplifies students’ anxiety and stress and steals energy from their preparations for other exams. In my school, we call this double dipping. While there are a few exceptions to this rule (if the course involves pubic speaking, the speeches will never fit into a single testing period), double or triple dipping is really a sign that a teacher may be uncomfortable with the grade weight of the final itself. If one assessment experience should not be worth that much of the grade, that is the real issue.
Speaking of the weight of the final: one size doesn’t fit all. Should a first semester freshman final look like the final for seniors about to go to college? Should they be weighted the same? Finals should be tailored to the course, content, and students who are being assessed. If the grade weight of the final feels too much to the teacher, imagine how it might intimidate the students!
Make sure that the final is consistent with the assessments that students have already experienced. If you are going to collaborate with colleagues or use a departmental final, students should have already experienced unit, chapter, or other assessments that were created this way. If you have never given students an in-class writing test, for example, the final should not include one either.
Carefully time your final. Too many of my students’ and children’s finals are too long. Teachers then rationalize this by allowing students to take extra time. This is an insensitive and selfish solution. The time in-between finals belongs to the student, not the teacher. Many students use that time to prepare for the next final. Is it healthy for a student to go from one long and challenging final to another with barely enough time to go to the bathroom or review? If your final is consistent with earlier assessments, these should give you a good idea of how long students will need. Err on the side of shorter, rather than longer.
Examine the final grades closely. If the students and teacher have done their jobs well, grades on the final will resemble the grades from the rest of the semester. If a student who has earned A’s or B’s on the quarter does poorly on the final, it could be that she didn’t study well. If several students who did well struggle on the final, their preparations are probably not the cause.
Think twice before posting any grades where all students can see them. Of course, you would never post grades with student names, but ID numbers are not much better. In addition, giving students access to the whole class’s (or course’s) results is a set up for bullying, humiliation, and unhealthy academic competition.
The final exam of a course should represent the key skills and content that a student should take away from the learning experience. The final is the destination: the time when the teacher’s and student’s work is demonstrated and celebrated. Done well, they are a formula for successful learning. Done poorly, they are a stressful game of grade roulette.
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