Learning Not Lecturing

As teachers and professors move back to in-person classes and distance learning becomes a last resort for special circumstances and snow days, we will see what no video chat camera could really show. We will see firsthand how much students have been struggling and families have been in crisis. We must not avert our eyes and pretend that the pandemic never happened. It will be hard work, but if we do not do it, our students will pay the price. So it is incumbent on anyone in a classroom to really reflect on learning strategies that worked and didn’t work during our time apart and before. 

One strategy that needs revision is the lecture. I love this piece from Math With Bad Drawings. It is an “origin fable” about how lectures came to be. Lectures were the way that professors and other instructors conveyed their ideas to their students before there were any other means of doing so. When it was too difficult to produce material to read or enough copies for the class before any form of recording could be made when the students were wealthy white men who going to run the world anyway. In fact, lecturing may be the oldest teaching strategy we have! 

As I researched the effectiveness of lectures, I found many articles discussed how to deliver an effective lecture. The advice was almost always the same: have meaningful slides, using engaging questions, speak in an entertaining and dynamic manner, and so on. In other words, lecture is effective when it is accompanied by other effective techniques. Look at this website from Iowa State!

This article from Edtopia and this one from the Washington Post cite research that should make any educator reconsider the lecture. NPR reported about physics professors at Harvard and other colleges who realized that all they were doing was repeating what their teachers did and their students did not really understand the concepts. All they did was parrot back the lecture! 

The NPR article is an extension of a fascinating radio documentary by American Radio Works called “Don’t Lecture Me” about college lecturing and a college that decided not to use them. If your hackles are up and you are feeling defensive about the lecture, I urge you to listen to this. 

There is a place for lecture in education. Lectures, done well and done for brief amounts of time, can be a good teaching tool. As with many other areas, all generalizations are false: lectures are not universally problematic. 

However, I will argue that the vast majority of lectures are ineffective because the lecturer is not using dynamic teaching techniques. According to research cited in the radio documentary referenced above, only about 10% of students will learn well from a lecture, and it is likely that those students would teach themselves the material no matter how it was presented. Is it possible that the people who most benefit from lectures are the lecturers (and perhaps the institutions they work for)? 

The traditional college lecture in an enormous hall with hundreds of students feels like mass education gone horribly wrong. Let’s not even talk about the tuition cost to the students for such an experience. What is the rationale for not simply recording these lectures and allowing students to view them online? In fact, why not get all these lectures recorded and then allow the teachers to really teach or go do research? 

Maybe there is something else going on here. Many students might love lecturing because it asks so little of them. They don’t have to do anything but listen – and sometimes not even that. I have had many students who prefer not to think, but to just repeat what the teacher said. It is easier. 

If you visit a crowded lecture hall, you might see many students taking notes. You might see others surfing the web, texting, or doing other things. You might also see some who were sleeping. For many of these students, attending the lecture is performative anyway. The professor is only reading from a Powerpoint, which they later publish. Perhaps they even include notes. Students fully understand that they don’t need to see the show, they can just read the script. Is this a good use of their time and tuition dollars? 

Lecturing does make teachers and professors feel professorial. It is great to get up before an audience and show off. It feels good to have children praise and adore you for your knowledge and wit. Of course, they also expect that you will pay them for their worship with grades, preferably good ones. It is fun to have fans, but let’s be honest, impressing children for ego gratification feels low indeed. 

While brief and focused lectures may be necessary once in a while, teachers and students would be far better served if the classroom were a place where learning was interactive and engaging. We used to sit in a little red schoolhouse and write down our lessons with chalk on slates. We don’t do that anymore. Students now have access to every piece of information on the planet. Reciting it to them is far less useful than teaching them how to evaluate and create it. 

Come down from your stage, teacher, and help kids to make their own meaning, forge their own education: more than that special 10% will benefit  - and your lessons will have far-reaching impact.

Reading for Treasure: Dealing with the Unvaccinated

Reading for Treasure is my list of articles (and other readings) that are worth your attention. Click here for an introduction.

My most recent blog post makes the metaphor that the unvaccinated are pissing in a pool in which all of us are swimming. It laments the current stalemate between those who want a COVID-19 free world and those who simply won’t get the vaccine. Here are some articles that further explore this topic. 

The Atlantic’s “Vaccine Refusers Don’t Get to Dictate Terms Anymore” This opinion piece makes a strong case that the unvaccinated should have to pay the price for their choice,  “Americans are entitled to make their own decisions, but their employers, health insurers, and fellow citizens are not required to accommodate them.” The time has come for vaccination mandates by schools, employers, agencies, and others or financial penalties as well as testing for the unvaccinated.  

John Banzhaf, a professor emeritus from George Washington University, goes one step further, “Vaccinated workers, students, airline passengers and others who go out in public should not have to bear the risks and huge financial costs that the unvaccinated are imposing on society.” In his opinion column for CNN,  “Make the unvaccinated pay out for their deadly decisions,” he argues that, “Vaccine refusers should pay more for life and health insurance,” as well as  “If the unvaccinated want to get hotel rooms or board cruise ships or fly on airplanes, they should have to pay more to cover the additional costs of thoroughly cleaning and sanitizing the places they may infect. They should also be charged more because of the added burdens associated with requiring all airlines, bus and train passengers to be masked.” Basically, if you don’t want to get vaccinated, you need to pay for the additional costs you are creating! Yes! 

Inverse provides a specific and highly scientific answer to the question, “How Immune Are You After Having COVID-19? Why You Still Need a Vaccine” The common sense answer is to get vaccinated no matter what. Doubt that. Read this! 

Here's an update to my blog post: CNN is reporting that, "New analysis estimates $5.7 billion price tag for treating unvaccinated Covid-19 patients in the last 3 months." That is a lot of money helping people, many of whom could have been vaccinated! 

Finally, a little hope from an older article from The Atlantic. In, “One Vaccine to Rule Them All,”  Dr. James Hamlin describes research to create a universal vaccine. May this research be successful! 

I am currently reading A Desolation Called Peace by Arkady Martine 

Pissing in the Pool: The Broken Social Contract

Recently, a doctor in Alabama stated he would not treat unvaccinated people. It was simply too painful to watch them die. Many of these people, says another doctor, ask for the vaccine as they are being put on the ventilator. 

It is appropriate to feel sorry for people who have made poor decisions like this. Certainly, there are people who, due to medical conditions or circumstances beyond their control, cannot get the vaccine. But what about the willfully and proudly unvaccinated? What about those who could and should be vaccinated, but won’t? 

What happens when people who have been hateful, hurtful, and horrible need help and those of us who have taken proper precautions pay the price of their poor choices? What is our obligation to the unvaccinated, unmasked, Clorox and Ivermectin taking folks? What happens when some people, who place their own desires, feelings, and “rights,” above the wellbeing of the entire community, fill hospitals to capacity so that there isn't even room for children with cancer?  Should we rush to Texas’s and Florida’s aid even if they are outlawing the very actions that would make their situation better?  

The idea of a social contract is  “(a)n implicit agreement among the members of a society to cooperate for social benefits, for example by sacrificing some individual freedom for state protection.” While you may never need the fire department, you pay taxes to have one because it helps the community as a whole – and if someday you should need it, it will be there for you. We all get this idea – or do we? 

“But I don’t trust the government,” someone replies. “It is my right not to wear a mask,” cries another. “You can’t make me get the vaccine,” says the third. Yet, people who have these views are treated in our hospitals like any other. Their children are going to school and potentially spreading COVID. They are making it impossible for children or teachers who are immunocompromised to return to school at all. 

At this point, arguing with them doesn’t seem like it is working. While loving responses and listening and acknowledging their fears may be a way to reach them, that does not address the current preventable crisis. And can that be scaled up to address all of them? They have made their choice clear: their individual choice (which they see as rights) are more important than the social good. Me first, us last. 

Last year, the folks making these claims said that COVID deaths were an acceptable cost for reopening businesses and that we should “sacrifice the weak.” More recently, a woman at a Trump rally compared this situation to “separating the sheep from the goats” which is a reference to a parable from the Gospel of Matthew. Ironically, the sheep are saved and the goats are lost. The unvaccinated woman identified herself correctly as a goat. 

Yet, we are paying for and cleaning up their messes – and it is quite expensive! We are spending billions of dollars to treat unvaccinated people and their choices may mean higher insurance premiums for all of us. Should we endorse their logic and put these goats out to pasture?  

We are an interdependent society; our choices significantly affect far more people than ourselves. We are not living in isolation. Regardless of whether you accept the social contract, we are still all swimming in the same pool.  

Why withhold help from those who need it? Why persist in holding a grudge against unfortunate and misinformed people? What good comes out of hurting those already in pain? Is the suffering of COVID a reasonable consequence for being arrogant and super selfish? 

I don’t think hospitals will stop treating willfully unvaccinated people. It is unlikely that large numbers of doctors will refuse to treat them. But there is an exodus of healthcare professionals leaving the field, and that will affect everyone. 

Here’s the issue: Should the willfully unvaccinated get care despite their disregard for the chaos they create or do we back off and let them suffer the consequences of their choices, even though that, too, could be deadly. 

If you run a red light, you get a ticket. If you leave your child in a hot car, that’s child abuse. If you drive under the influence…There are consequences when people flagrantly break the social contract. Defying mask mandates is against the law and prohibiting them is certainly a breach of contract. What about vaccination? 

It’s a lose-lose scenario if there ever was one. Thanks, assholes. 

Reading for Treasure: Looking for a Book to Read?

Reading for Treasure is my list of articles (and other readings) that are worth your attention. Click here for an introduction!

What book should I read? I often use award nominees and journalist recommendations as a way to find good books. So here several lists of books you could read. Many, but not all, are genre lists (my favorite catagory). Many, but not all, come from Tor.com (which is a great source for genre-based information). 

Of course, you could also look at my list of favorite books, but most of these lists are of books written more recently. 

The Hugo Awards are nominated and voted on by the science fiction and fantasy fans through the World Science Fiction Convention. I have found Hugo nominees to be one of the best sources of new authors and works to read. 

The Atlantic has a variety of book lists. Here is their summer reading list. 

The Nebula Awards are given by the Science Fiction and Fantasy Writers of America. These are the awards given by  (and to) the writers themselves. 

The African Speculative Fiction Society’s Nommo Awards recognizes science fiction, fantasy, and horror authors and editors who are “part of the African diaspora.” This is their long list. 

Locus Magazine focuses on the profession of science fiction, fantasy, and horror writing. They have their own awards and provide a very inclusive reading list of books written each year. These lists are wonderful shopping lists for your next book! 

President Obama is a voracious reader. Here is what he recommends. 

Here are the nominees for the World Fantasy Awards. 

The LA Times Ray Bradbury Prize “honors and extends Bradbury’s literary legacy by celebrating and elevating the writers working in his field today.” And, of course, Bradbury is from Waukegan, Illinois! 

The Philadelphia Science Fiction Society along with the Phillip K. Dick Trust give the Philip K. Dick Award to ““distinguished science fiction published in paperback original form in the United States during the previous calendar year…” This article lists the nominees. 

Finalists for the Lambda Literary Awards which are for the best LGBTQ science fiction, fantasy, and horror literature. 

The Shirley Jackson Awards are for  “outstanding achievement in the literature of psychological suspense, horror, and the dark fantastic…”

NPR published this article on "Your 50 Favorite Science Fiction and Fantasy Books of the Past Decade" on the same day I published this list!  

Of course, there are many other awards - and awards in many genres! There’s a lot to choose from! Pick one and READ! 

I am currently reading Ring Shout by P. Djèlí Clark 

Advice for New Teachers

As another pandemic school year begins, I am concerned about those who are new to teaching. I worry about the first year and young teachers, our pre-service teachers, and newcomers to schools and communities. 

I wish I could go back in time and give myself the benefit of experience before I had any. I wish I could tell my younger self a few things that would have made my students’ and my experience far better. 

But I had to learn it on my own! 

I had mentors and guides who helped me along the way, and much of their wonderful wisdom stayed with me throughout my career. Sometimes I understood their advice and other times it took me years to realize what they were trying to teach me. I hope that, even with the problems of the pandemic, that our new teachers will find nurturing mentors, as I did. 

A little while ago, I was talking to some of my son’s friends who were either training to be teachers or just started teaching. I also had a long conversation with a man who is changing careers to become a teacher. I wanted to give them something practical they could use and straightforward strategies that could accelerate their growth as teachers. I wanted to help them avoid the mistakes I made early in my career. I am well aware they will make many mistakes, but I hoped they might not be the same ones I made. 

In the moment, it was difficult to prioritize – and not pontificate. Like our students, young teachers learn by doing, and words of advice have limited effect. With that limitation in mind, here are a few suggestions for those who are new to their roles in the classroom: 

It is all about relationships: building strong relationships takes time. It is easier to think about units, objectives, targets, tests, grades, and assignments. However, kids learn within the context of a social environment. Just as the presence of certain students can enhance or hinder learning, kids’ relationship with the teacher is the ground in which all learning grows. Like it or not, the kids’ feelings about their teacher are either moving learning forward or making it more difficult. There is no escaping this. We are not programming computers. 

This does not mean the teacher must be a namby-pamby pushover or a buddy-buddy friend. Nor do teachers need to manipulate their students by showing them how cool and connected they are. These are also traps that young teachers may fall into. There is a delicate balance between being a person and being a professional, between being distant and being close. While each teacher must navigate this on their own, they all must be aware that the creation of this relationship is crucial and the most powerful element in the classroom. 

The emotional environment teachers create in the classroom comes before any curriculum; it is the first curriculum. Without learning about the kids, the curriculum is handicapped. Teachers must create means of exploring each individual safely and simply. They might greet kids by name as they enter the room, learn their interests and hobbies, find out about their families and support networks, and look them in the eyes when they are speaking to them. Teachers must show students the respect they would want anyone to show a child anywhere – especially when the children least deserve it.  

Most of all, teachers must actively demonstrate to EVERY student that they like them – even (or especially) when they don’t. They must help EVERY student feel like they are the teacher’s secret favorite. Every student should see the teacher as an advocate and coach, a cheerleader and helper. This doesn’t mean we can’t disagree or discipline. A strong word from someone you respect has far more power than from someone who you think doesn’t like you anyway. 

The teacher must make it okay for kids to say, “I don’t understand,” “Please say that another way,” and “I need help with this.” Teachers should model those behaviors. Let kids teach and help the teacher, too! The classroom should be the safest of spaces and the place where it is okay to take off the teenage mask (even if retaining the one to prevent illness), if only for a few minutes. 

Which means the teacher must be their most authentic self: young teachers feel like they must establish their expertise and authority. Of course, they are unsure of themselves. They think they look weak if their students see them as less skilled than other teachers. The truth is that a new teacher is not as expert as a more experienced teacher. Trying to pretend to be one is a futile act that will certainly not fool students. Kids see through this kind of pretension and are eager to poke holes in the teacher’s false image – but they respect honesty. 

Instead, new teachers should lean into the fact that, like the students, they are learning as they go. They must be candid with kids when they are doing something new, scary, difficult, or complex. New teachers must embrace their neophyte status and enjoy it. I often encourage new staff members to use their “new kid” card as long as they can, “I was supposed to clear this with the assistant principal? I didn’t know that. I am new here,” “I have to call home? No one told me that. I’ll know better next time.” New kid permission goes away quickly. Enjoy it while it is still okay to make those errors. 

While I am clearly advocating being highly authentic in the classroom, there is an exception to this rule. Kids in a classroom are emotional mirrors. If the teacher is angry, soon there will be dozens of angry people in the room. If the teacher is distracted, sad, or anxious, the students will unconsciously amplify and respond to the teacher’s affect. So like the coach going into the locker room to give a pep talk to the team, teachers must have a good game face. To a certain degree, this is pure and simple professionalism. There is nothing wrong with starting a class by saying, “I am struggling today and I need your help.” That is authentic. However, the teacher must then do their best to put those challenges aside and be the best professional they can. While teachers shouldn’t fake the content, they must do their utmost to even out their emotions and put them aside until the kids leave the room. The worst classes I have ever experienced are almost always terrible because of my emotional state before the kids even arrive. A new teacher must ask themselves, “Would I want a classroom full of me right now?” If the answer is no, the teacher must become the person the students should be, if only for the class period! 

Part of teacher self-care is realizing when this is not possible. If my feelings are so powerful that I cannot hold it together in class, that is an indicator that I need to put my own needs first. A teacher’s mental well-being is at least as important as their students’. It is critically important that we take care of our own mental health needs. Just as one would not spread germs if one has a fever (or COVID), one should not come to school if one is in emotional or mental distress.  

Finally, kids come first, grades come second. New teachers get a ton of messages about the importance of assessment, specifically the all-important semester grade. It is often parents’ number one issue. However, the student comes before the grade. Almost without exception, if a teacher is asking themself, “Should I change this grade?” the answer is yes. I have already written, several times, that if ever a teacher thinks or says, “If I do this for you, I will have to do this for everyone,” then it is something that should be done for everyone right away. Grades, too. Grades feel so weighty and laden with meaning and import – and the truth is, they aren’t that important –except in how they reflect that emotional environment. Always round up on grades. Always give kids the benefit of the doubt. Always do what you would want the teacher of your child to do for them! 

Let’s say that again: If my child were in this situation, what would I want their teacher to do? 

Just to make this list too long. Here is an earlier piece I wrote about some things I learned by teaching in the same school my children attended. Some of these items are particularly applicable for new teachers. Some may be for later. 

If a traveler in a blue box comes by and scoops me up to go exploring through time and space, I will request a brief stop at Deerfield High School in the fall of 1986 to whisper a few words in my own ear. I hope I would listen to myself. I think I would. It would then take me a while to figure out how to put my advice in action, but there is no shortcut for that.   

How about a Consumer Reports for Candidates?

Beyond their party affiliation, how much do you know about the candidates for whom you vote? Who is funding their campaigns? Have they been in trouble in the past? How do you assess candidates’ integrity and trustworthiness? 

For most of us, we have relied on various forms of media to help us make informed voting decisions. Groups like the League of Women Voters will sometimes provide candidate’s answers to basic questions and stands on issues. We see lawn signs and read newspaper articles and endorsements. Yet, we are swayed by commercials, social media, and simplistic sound bites. 

What if there was another way to assess candidates? What if an independent organization, unaffiliated with any political party (and not taking money from them), could provide us with a report card on a candidate that would let us know what the candidate has done in the past, things about the candidate’s character and background, thus serving as a neutral credentialing source? 

There are several models for this; The Better Business Bureau serves as a vehicle for consumers to assess the trustworthiness of local businesses. They state their mission and vision on their website: 

Similarly, Underwriters Laboratories, which I think now only goes by UL, tests products to ensure their safety. Companies pay UL to put their products through rigorous testing both to improve their design and assure customers of the safety and integrity of what they are purchasing. UL states its mission on its website: 

While one of these is non-for-profit and the other commercial, they have significant similarities. They are both credentialing entities. Their purpose is to give a seal of integrity to products and businesses. They do not compete against these organizations or advertise for them. Rather, they are an independent impartial entity whose sole job is to help consumers make good choices.

Another example: Consumer Reports magazine tests products and services to help consumers make educated buying decisions. Their magazine is entirely funded by subscriptions and takes no advertising. They are a trusted source of impartial information about almost everything on the market. 

One more: Charity Navigator uses a straightforward rating system based on a charity’s financial health and its accountability and transparency. From that, they determine an easy-to-understand star rating. When looking up a charity, they provide a clear explanation about why the charity received the rating it did. 

While there is no news source that everyone can agree upon, could a group of people whose political backgrounds span the range of our current landscape come together and find a way to evaluate all candidates? Could they create a rubric upon which candidates would be evaluated that might include: 

Where and how they have received money with which to run their campaigns and how they are spending it. 

Their educational, political, and job histories; their resumes. 

Prior scandals or other issues and their resolutions

If this new organization listed its mission, it might sound a little like the missions of the Better Business Bureau or UL: 

• Help create an ethical election where voters and candidates trust each other
• Set standards for election trust
• Encourage and support best practices by engaging with and educating voters and candidates
• Celebrate election role models
• Calling out and addressing substandard election behavior
• Creating a community of trustworthy candidates
• Promote safe, secure, and sustainable election process
• Support candidates who demonstrate integrity by demonstrating respect and ethical behavior, intent, and working toward a fair, inclusive, and equitable election process.
• Improve elections through research and investigation
• Make voting safer, easier, and more trustworthy
• Work with integrity and focus to enhance the trust conveyed by this certification 
• Be a good example of election ethics and evaluation. 

Our democratic process could benefit from this kind of organization. Yes, building trust would be challenging. Yes, getting buy-in from both candidates and voters would take time and persistence. But the payoff would be massive. 

Anyone up for the challenge? 

Reading For Treasure: We Still Need to Talk – and Read – About Race

 Reading for Treasure is my list of articles (and other readings) that are worth your attention. Click here for an introduction!

We need to keep race foremost on our minds as we confront the variety of issues facing us right now. While COVID, the economy, education, voting rights, and many other issues are critical; race is intertwined with all of them. So let’s keep reading, talking, and taking action. Here are a few articles to help you do that.  

The Bitter Southerner published a powerful piece that directly addresses tourists at southern plantations who don’t want to hear the history of slavery. “Dear Disgruntled White Plantation Visitors” by author, culinary historian, and historical interpreter, Michael Twitty tears down the stereotypes and asks readers (and visitors) to directly face the horrible truth about the past.   

The New York Times opinion piece,  “I Don’t Need ‘Love’ Texts from My White Friends”  asks white people to do far more than just send emails and texts, hold memorials, and reflect. Instead, writer Chad Sanders provides three specific actions that have more positive impact. 

LifeHacker describes the National Museum of African American History and Culture’s online portal that, “contains tools, online exercises, video instructions, articles, and more than 100 multimedia resources tailored for educators and parents…”  in the quick article, “Get Help Talking About Race With This Tool From The Smithsonian.” It links directly to parts of this resource that might be useful for opening a conversation with your family, colleagues, or neighbors.

Leonard Pitts, Jr. writes in the Chicago Tribune  that “The Right To Bear Arms Does Not Extend to Black People.” He explains that the second amendment was really intended to make sure that the south could put down slave rebellions and goes on to question the NRA’s silence at the deaths of John Crawford III and Tamir Rice. 

Beyond articles, NewsOne provides a list of “5 Books Addressing Race That Every Teen Should Read” that includes titles like Angel of Greenwood, A Song Below Water, and Dragon Hoops. All of the books were written in either 2020 or 2021. 

Finally, three articles dealing with Critical Race Theory. The first is from Blavity, “Everybody’s Talking About It: What is Critical Race Theory?” In it, writer David E. Kirkland lays out the tenets of Critical Race Theory. Professor Ibram X. Kendi, writing in The Atlantic argues that “There Is No Debate Over Critical Race Theory.” Instead, using specific evidence, he makes the case that the critics of CRT, “are arguing against themselves.” Finally, and sadly, Colorlines reports that, “ Critical Race Theory Battles are Driving Black Educators Out of Their Jobs.” Not a shock there, but another part of this very disturbing issue. 

I am currently reading, The Wizard’s Guide to Defensive Baking by T. Kingfisher.