Exclusion

Teenage social dynamics are difficult for kids to navigate, let alone adults. Children’s social groups build walls so high and strong that kids in the same classroom don’t communicate with each other.

And then there’s the child who is on the outside of all of it. Sometimes these kids are still developing socially. Sometimes, it’s not their fault at all. No matter what, these are children who want friends, but are not making them. What happens when the outcasts reach out? Most of the time they will be rejected. 

Several times, my children have been in the middle between trying to give one of these kids a social opportunity while risking rejection by their own group of friends who want nothing to do with those kids. Sometimes, my children have been rejected. Sometimes, they have been the wall builders.  

So what do I tell my child to do? Be candid with the outcast child about his behavior: “When you jump on furniture and demand attention, it is annoying. I want to have plans with you, but you need to be more socially appropriate.” Most children don’t know how to say this and the outcast child probably can’t do it! Such a tactic is not realistic; most children couldn’t give or take that kind of feedback. 

Children would simply be cruel: “I would like to include you in our plans but I’ve been out-voted. The others don’t want to include you.” This is an evasion. In several cases, my child didn’t want to include the outcast either but felt obligated. Sometimes I insisted my child be inclusive. Sometimes I failed, too. 

We tried to forbid our children from being exclusionary. As Grace Palay put it, “you can’t say, you can’t play.” Yet, kids’ social groups have only limited fluidity and parents have limited control. As parents, we have made it very clear to our kids where we stand. Not all parents work that way. 

Some social groups were built by parents. Some social groups are maintained by them. I often wonder which one controls which? As a teacher, I see how the social worlds of parents and children are intertwined. In many cases, the kids are pawns in the parents’ social games. 

Some parents recommend their children conceal rejection with dishonesty: “Our plans have fallen apart and I have to go home and do homework anyhow.” Does this fool anyone? It is code. We all know what is being said. It is the same as the cruel statement and it is a lie. 

While white (or gray) lies may be easier in the short run, they are the most problematic solution. They avoid dealing with the real issues. They teach both the child lying and the child being lied to that this kind of dishonesty is a real solution; it is a cop out. It teaches kids that you can say and do nasty things if you cloak them in little lies.

Would you advise your child to be totally altruistic? “My friends aren’t comfortable with including you, so I will make plans with you by myself and not go with them.” How many kids reject their friends and run off with the outcasts?  Would your eight, ten, or fifteen-year-old do this? 

This solution is very costly. Very few kids want to be with these isolated children and the child who stands up for him or her often ends up isolated, too. Is losing friends worth reaching out to a child who needs one. Most teenagers will not make that trade. Could they make it once in a while? Is that enough? 

That leaves one option: “Sure, you can join us.” And that is the choice I struggled to get my children and students to make. 

Pointless

Recently, I heard teachers complaining about their districts’ grading policies. One teacher was against the policy of giving students 50% for missing work. Another railed against grade inflation and giving students points as behavior or completion rewards. 

Whatever you think about these issues, they both presuppose two ideas: that kids should earn points for classwork and these points should be used to arrive at their grades. I would like to challenge both of these assumptions. 

I have written about grading many times. I have asked questions about the side-effects of grades, made an argument against averaged grading, discussed grading’s arbitrary nature, presented the mathematical reality of averaged grades, discussed my way of evaluating students, and presented many stories and examples of the problems of our current grading systems. 

All of these issues rest on the reduction of student learning to points. We use points to make grading seem fair and based on students’ performance. Like money, students receive point payment for tasks: the better the proficiency, the more points. Usually, the total points possible are considered the top grade and students are given a letter grade based on how far away they are from perfect. 

So, a student who walks in without any skills or knowledge and, by the end of the term, has reached the desired goals, would end up with something like fifty percent (a failing grade). That doesn’t seem right, so we break down our goals and give students points for taking baby steps. Some students need more baby steps. These students’ grades will probably be lower.  This is because making more errors costs points, even if the student ends up fully proficient by the end of the term. Thus, the point average grade is really a measure of how quickly a student achieves proficiency. 

Teachers, schools, and districts have contorted themselves to find ways to make this system make sense. The “no zeros” rule is one of those attempts. The reason for this rule is that half of the grading scale is failure; each grade band is ten percent and everything under 60 is failing. Some schools have redistributed that scale more evenly. Some schools have said that practice (sometimes called formative) assignments should not be graded and points should only be given on end-of-unit exams and assignments (summative evaluations). 

How does a teacher determine the value of a point? Is a good thesis worth ten grammatical errors? Why is a question worth two, three, or twenty points? Points are not objective: the teacher makes professional judgments about what activities are worth. Good teachers do this well. Poor teachers can manipulate this – and kids can then manipulate their teachers and the system. 

Rather than learning, students can become grade grubbing point collectors. They must work hard and have a high degree of maturity to see the goal through the point payment. Every teacher can tell too many stories of the students who would negotiate every point. “It’s not about the points,” teacher says. “If the points don’t matter,” the student retorts, “then just give them to me!” Both points of view are misguided. 

Learning is not an average of accumulated minutia. Averaging points, as I have written before, devalues the learning process and penalizes students for taking more time to learn or thinking divergently, even if they eventually succeed in fully reaching the goals. Shouldn’t a course’s evaluation really reflect the student’s ultimate proficiency? 

How do you measure proficiency? What does it look like? The more complex the subject, the more difficult to do. Elementary arithmetic is straightforward. What about high school social studies, science, or literature? Points simplify this problem so completely that the real worth and complexity of the subject is turned into the collection of green stamps. Put your points on a page and trade them in for a prize! 

Points are not aligned with the way the working world measures effectively reaching goals. Many professions use object metrics, like sales and billable hours, there are many things like interpersonal relationships, team contribution, and non-quantifiable results that figure into employees’ evaluation. Is there a job where each thing is translated into pennies and put in a pot and then, at arbitrary times, pulled out and evaluated? There must be. Points are far too seductive not to transcend education. There must be employee evaluation systems that mirror grading. I’ll bet they have the same issues we are discussing here. Ironically, most teachers are not evaluated the way they evaluate students. 

The reason the point system is so popular is that the alternatives are messier and more difficult to implement. Teachers will average themselves into oblivion to prove that their grades are objective.  There it is: to make points unimportant and create a grading system that really values learning and the achievement of educational objectives, we must let go of the idea that learners must be labeled by letter-based categories.  

You can get rid of points but still assign letter grades. I did it. Teachers all over the world have lots of ways to do it. Here is a video of one talking about it. However, if we want systemic wide change that acknowledges that our real goal isn’t an A, but is helping students to be able to learn specific skills and understand specific content, then we must stop tallying the trivia and instead focus on the learning!  

Reading for Treasure: The Arts are Critical

Unless you are completely unplugged, you know that the Writers Guild of America, the Screen Actors Guild, and the American Federation of Television and Radio Artists are on strike. The people who write, perform, and create our on-screen entertainment are asking for a reasonable, sustainable, and appropriate share of the profits from their creations. Their artistry is critical to the well-being of our nation. I fully support their efforts and strike. 

Similarly, there is plenty of evidence to show that students engaged in art activities in school receive unique benefits. However, not enough students get these experiences. Arts Education is essential to our schools! 

Here are a few articles that prove this point: 

KQED: “How arts education builds better brains and better lives”

“Students with access to arts education are five times less likely to drop out of school and four times more likely to be recognized for high achievement. They score higher on the SAT, and on proficiency tests of literacy, writing, and English skills. They are also less likely to have disciplinary infractions. And when arts education is equitable so that all kids have equal access, the learning gap between low- and high-income students begins to shrink.” 

The New York Amsterdam News: “The Case for Arts Education” 

“Research also shows that children who participate in arts education are more curious, seek out different viewpoints and experiences, and are more socially engaged, says Jamie Kasper, director of the Arts Education Partnership. This means they are more likely to vote, run for office, and volunteer, and they have better life skills, like time management and prioritization.” 

The Washington Post: “How Theatre can teach our kids to be empathetic” 

“Several studies show communication skills are the most essential skills for navigating American adult life — better communicators are hired more often, enjoy happier relationships and marriages, ascend to leadership positions, and possess higher self-esteem. The ability to manage personal emotions and to recognize them in others — also known as emotional intelligence — is a predictor of academic and professional success. These skills are often taught through Social Emotional Learning programs, offered in K-12 schools in 27 states. But they are also a by-product of theater class, according to a recent study from George Mason University and the Commonwealth Theatre Center.” 

Buzz Feed: “14 Ways Being A Drama Kid Can Help You As An Adult”

Public speaking, teamwork, empathy, confidence, humility, reading,  and memorization are some of the skills that kids involved in theatre performance develop! 

Science Daily: “Major benefits for students who attend live theater, study finds”

“Field trips to live theater enhance literary knowledge, tolerance, and empathy among students, according to a study. The research team found that reading and watching movies of Hamlet and A Christmas Carol could not account for the increase in knowledge experienced by students who attended live performances of the plays. Students who attended live performances of the play also scored higher on the study's tolerance measure than the control group by a moderately large margin and were better able to recognize and appreciate what other people think and feel.” 

I am currently reading The City We Became by N.K. Jemisin 

Twenty Years Ago: June 2003

January may be the official beginning of the calendar, but for a teacher, it really starts in August and ends in June. Teaching is a profession that has clear cycles. As a young parent and teacher in June of 2003, cycle was the operative word.  

As we get to the end of the school year, all of the conflicts and issues of the semester move to the foreground. I hate grades. I hate the effect they have on students, their families, and what they do to relationships. It is one of the reasons why I have never used an averaged grading system. 

In 2003, I was using a portfolio grading system. Students would demonstrate their growth by analyzing their work throughout the semester and evaluating it on our skill-based rubrics. Of course, this meant that they had to complete that work. 

There was one student in particular who had failed to turn in so many assignments that demonstrating growth was nearly impossible because there was so little to see. I met with him almost every day on his free period and helped him with missing work. My goal was not a “good” grade by a passing one! I noted in my journal, “It is amazing that this boy is not sick of me yet nor has he become mad at me. It is clear that he needs attention. I have given him opportunities to tell me to stop supervising him so closely but he does not say it. He wants this kind of close attention.” Throughout my career, I met many students like this young man. 

Grades weigh heavily on me. I err on the side of the higher grade if a student is on a bubble. Students used my evaluations and their own and their work to demonstrate what grade they thought they deserved. Most students are surprisingly accurate. Many are harder on themselves than I am. 

For some students, grades are critically important – but not for all. But they were ALL important to me, “I am spending too much time thinking about these kids’ grades and what they want, and how they’ll feel and react. I need to move to a grading system that takes it out of their and my hands more – a more objective system. That will be helpful.” That is why so many teachers use a purely numeric system: it is easier when it is cut and dry. It is also inaccurate and unfair. So, for my entire teaching career, grading was a process, conversation, and a pain in the mind.

If you are related to a teacher, you know that the end of the year is the busiest and most stressful time of the year. That spills into all parts of my life. I developed another cold. I had to close down websites so people would not think we were in school to reply to their requests. At the time, in addition to my own teacher website, I was also “webmaster” for the English Department, the Counseling Department, Peer Helping, StageWrite, and recommended reading websites. I was also putting together a new website for my new class: Humanities. 

June is also a time to say goodbye to retiring colleagues. I have attended every retirement celebration that the school has thrown while I worked there. At the time, the school retirement party was held after graduation. Thus, it was never particularly well attended. People from the retirees’ departments and older teachers would attend, but many people had just spent a day teaching, an afternoon at graduation, and needed to get home to their families. It was certainly one of our most challenging daycare days. Thankfully, my parents had our kids and we celebrated three wonderful careers. 

I was delighted at how our principal talked about each of the three retirees warmly and in great detail with few notes. There was a stark contrast between the two classroom teachers, one of whom was in my department, and the retiring department chair. I wrote about how narrow the teachers’ scope of influence. Neither had sponsored clubs or coached sports. Neither was that involved in building committees or projects. They were very focused on their classrooms, kids, and courses. This was not the case for the department chair, whose influence was far-reaching.

If the year ends in June and starts again in August, then the time in-between is not a “break,” it is project season. Every year I taught I had a list of things that got pushed into summer. I start trying to hit this list as soon as the last bell rings: everyone has their yearly doctor and dentist appointments, all home improvement projects are scheduled, and preparations begin for the next school year. 

My kids were keeping doctors in business that spring. I worked on my new course preparation a few hours every day. We had a new roof and siding put on the house and remodeled a bathroom. Summer was a blur! I wrote, “I don’t feel like I am on break. I worked at the building most of the day yesterday. I straightened out the English website. I think I have a handle on that now. I worked on putting my computer back in order and doing a few other bits and pieces.” I even served on an interview team to fill a spot in our department. 

Speaking of cycles, my son learned to ride a bicycle without training wheels! My brother and aunt visited and it was good to see them. The kids started day camps. We had workmen at the house six days a week! I had a planning session with the Sunday School faculty. Each day was very busy and I noted that I was falling asleep quickly and sleeping soundly. Consequently, my journal entries were often short. I talked about a great deal -but briefly.  

I was planning a summer vacation; my wife and I always took an “annual honeymoon” and the kids stayed with my parents. It was almost always in July. I took a school workshop learning to use Adobe Illustrator. I used it to improve graphics on my websites and to create some functional and fun posters for my classrooms. 

In the wider world, a new musical called Wicked premiered. The Mars rover was launched. I put our car phone, cell phone, and home numbers in the brand-new National Do Not Call List from the Federal Trade Commission. 

But like that list, June was a long parade of all the things that didn’t fit well during the school year. I suppose a teacher’s two seasons are not winter and road construction but the school year and everything else you need to get done! 

Reading For Treasure: Education Issues

Reading for Treasure is my list of articles that are worth your attention. Click here for an introduction!

Earlier this month, I spent two days back at school working with teachers and librarians and talking to kids about books. It was wonderful, rejuvenating, and exhausting! One of the reasons I started this list of articles was I didn’t want to keep sending my not-yet-retired colleagues articles that I thought they would find interesting or useful. So I post them here instead. My mind is on all the different aspects of education: grading, social and emotional health, classroom practices, athletics, safety, and many other topics. Since my list is long this month, I am limiting myself to a very short description of each article.  

First, some articles that focus on teaching and the teacher experience: 

“I No Longer Grade My Students’ Work — And I Wish I Had Stopped Sooner” in Blavity. “I’ve been teaching college English for more than 30 years. Four years ago, I stopped putting grades on written work, and it has transformed my teaching and my students’ learning. My only regret is that I didn’t do it sooner.” 

“The Case Against Zeros in Grading” in Edutopia. I am shocked that some teachers still need to hear this argument. This article and the accompanying video make it clear: zeros demotivate students and count more than their successes! 

“Why So Many Teachers Are Leaving, and Why Others Stay” in Cult of Pedagogy.. Jennifer Gonzalez shares eight teachers’ stories: four who are leaving and four who are not. These are critically important voices that need to be heard.  

“Stress, Hypervigilance, and Decision Fatigue: Teaching During Omicron And, no, “self care” isn’t the answer” in Education Week. Katy Faber paints a vivid picture of what it is like to teach during this difficult time in America. 

"Why is America the Only Country in the World With Regular School Shootings?" in Eudaimonia and Co via Medium. Umair Haque has gone to school all over the world and shares how American schools are horribly unique. The issues we are having are not functions of adolescent development but of American culture. 

"Pandemic Shadow Syllabus" in Sonya Hubor's blog. This is a short and wonderful teacher struggling with the pandemic point of view piece. Teachers – if you read only one of these, let it be this one. 

A few articles that deal with education’s social context: 

“Young people need power.' Southern students on safety, accountability, and what they need from adults” in Scalawag.  This is a series of statements from young people about what it is like to be in school now. Read what the kids say about their experiences! 

"Is Your Child Too Popular for Their Own Good?" in Lifehaker. While some parents are clueless and others are ruthless, there are many kinds of popular in school and this article explores what some studies say about how popularity in middle and high school translates into adulthood. 

“OP-ED: When It Comes To Book Bans, America Could Learn From Apartheid South Africa” in NewsOne. The comparison is eerie and frightening – and right on the money: book challenges in America today are frighteningly similar to those in South Africa during Apartheid. 

Two pieces that focus on equity in college admissions from The Atlantic: 

"College Admissions Are Still Unfair" Colleges are eliminating legacy admissions, but this will not make things much better. At Amherst, there is a greater percentage of white athletes than in the general student body – and many play sports like crew and squash. Sounds like white affirmative action to me. 

"Colleges Can Fix the Broken Admissions Process They Created" This is a great list of ways colleges could improve the admission process to benefit everyone! 

Two very different focuses on kids and youth sports: 

“Do youth sports really build character? What kids gain from sports depends on adults”  in KQED Mindshift. The benefits of sports participation for kids are entirely dependent on coaches and contexts. This article spells out clearly the nature of adult’s influence, for better or worse, on children. 

“Guys, I Swear I’m Only Transitioning So I Can Cheat at Girls’ Sports” in McSweeny's. This older McSweeny’s satire makes the point well: the controversy over trans students in sports is an invented issue that fans the flames of hate at the expense of kids who really need to be part of the team!  

I am currently reading House of Suns by Alastair Reynolds 

Thank Goodness for Teachers!

The school year is starting. Some of us welcome the “back to school” sales, while others see them as the death knell of summer’s freedom. And even though they are not paid during the summer, schoolteachers have spent an unfair and disproportionate part of it getting ready to receive our children. 

Professors, teachers, and especially public school faculty have become political punching bags recently. Not only is it disgusting and unfair, but it is also sharper than a serpent’s tooth! Public schoolteachers are the masons of success and, as we continue to learn from the pandemic, the foundation of our economy. When the schools stopped, the great machinery of business and industry stalled and sputtered. 

So let us give thanks for those wonderful souls who teach our children. Let us give thanks to those who have earned enough education to join the upwardly mobile and the moneyed upper middle classes, but eschew just earning a living and instead choose a vocation of giving. 

Let’s face it; those who teach could have been bankers, lawyers, doctors, scientists, artists, and all manner of professionals. Instead, they chose service to the children and our communities. They deserve our gratitude – and support! 

Get off their backs! If you don’t like the book, read your child another one. If you don’t like the ideas, discuss your beliefs with your children. While what happens in school certainly shapes children, it pales compared to what happens at home. If what you, as parents, are teaching your children can be so easily washed away by school lessons or activities, that speaks to what is going on at home far more than what is happening in the classroom. 

Consider this: teachers receive and welcome your children, even on the days when things have not gone well, even on the days when your kids were upset with you or you with them, even when you thought that maybe this whole parenting thing was a big mistake, even on the days when your children wondered if you still loved them. To whom did they turn? Their teachers. And their teachers reassured and supported them. You’re welcome. 

I have been concerned about using the term love here because it has been dirtied and maligned by those who cheat on their spouses, swindle their customers, lie to their constituents, and then tell you that you can’t trust teachers. It has been sexualized by those who pay hush money to sex workers and similarly would silence teachers who want to help our children make this a safer and saner society –for our kids and all of us. 

Because, like good parents, teachers love our children. They sacrifice for our children. They are not perfect. Like parents, they range from stellar to so-so. Like politicians, they make mistakes, even in service of larger goals. Yet, like good shepherds, they lead our children to find nourishment, comfort, community, and enlightenment. 

Stop beating up teachers and start extolling and exalting them. They hold our country together. They love our children even when we falter. 

And frankly, some of your children have questions they are afraid to ask you. Some of your children are curious about the books you have stolen from the library and destroyed. They want to talk to you about the concepts you want teachers to hide from them. Banning these ideas from the classroom will not prevent this exploration. It will not stop kids from thinking. It will change their view of their parents.  

Do you want your children to realize that, sometimes, their teachers have their best interests at heart even when their parents are silent and afraid? Thank goodness their teachers are there even when their parents want to shut down the conversation. In the age of the internet, banning books and forbidding discussion will never stop the ideas. Teachers know this. Some folks fear this. There is no stopping it. 

Teachers are the support structure and safety net of our society. As we send our children back to the classrooms, let us be grateful. 

Reading For Treasure: Gun Terrorism

Reading for Treasure is my list of articles that are worth your attention. Click here for an introduction!

Guns and their extremist worshippers are terrorizing our country. There are shootings so often that this entry will be out of date the moment it is posted. We have no regulated militia or anything when it comes to firearms of all types: hunting rifles and automatic weapons designed to rip people to shreds. It is far past the time that the majority of Americans who support common sense gun legislation insist that our lawmakers make our schools, malls, movie theaters, churches, synagogues, and communities safe from the terrorists who insist that their right to kill trumps everyone else’s right to life. Here is a selection of articles exploring this issue. 

While Uvalde and Highland Park have proven that the “good guy with a gun” will not stop loss of life from gun terrorists, there is another issue with school resource officers: they may make some students feel less safe and be more likely to arrested. The AP in The Grio’s article, “No. Placing more officers in schools will not make Black students feel safer in the wake of mass shootings” provides this perspective. 

Even though a "good guy with a gun" shot the terrorist in Indiana, this opinion piece from The Grio makes it clear that, "An Armed Bystander Is Not Your Savior."

The Highland Park, Uvalde, and Buffalo shooters acquired their guns legally! The New York Amsterdam News lists how the shooters from 22 recent acts of gun terrorism got their weapons: “22 mass shootings. 374 dead. Here’s where the guns came from” 

I love this idea even if I am skeptical that it would work. However, Gal Beckerman acknowledges all of this in his article “Students Should Refuse to Go Back to School” in The Atlantic. Could we mobilize in the next few months? 

Get ready to be frustrated by this second article from The Atlantic. In, “The Real Reason America Doesn’t Have Gun Control,” author Ronald Brownstein shows how a minority has “veto over national policy.” 

Scalawag Magazine shares powerful Southern student voices about guns, fear, and the need for student power: “'Young people need power.' Southern students on safety, school, and accountability.” 

Peter Bergen lays the case out succinctly and clearly in his article in CNN: “Opinion: This is how we stem America's mass shootings” 

Finally, arming teachers in school is so dangerous that only satire can do it justice. Read this school memo from McSweeny’s. I don’t want to tell you more, just read it: “Regarding the Recently Passed ‘Arm the Teachers” Bill.” 

I am currently reading Light From Uncommon Stars by Ryka Aoki and I love it! It is wonderful! If you are looking for a delightful and delicious book, read it and then talk to me about it!