August 2, 2010
I don’t think so.
Last year, our school’s student newspaper ran an article about the prevalence of cheating among our students, and it left me feeling a bit overwhelmed and overmatched. It’s clear I’m in no position to throw down with the likes of Ken Lay, R Kelly, the Postmaster General, or Bernard Madoff when it comes to influencing teenagers; mass media’s power and pervasiveness puts me at the disadvantage. There is no way I can vie with it for the attention of the teenage brain, much less aspire to actually influence that teen no matter how great a role model I might be.
And why should I even try? Some studies question whether a teacher with “good character” actually has any positive influence on a high school student’s character (Osguthorpe), so why should I bother? But that still leaves the very real issue of cheating and our desire to do something about it. The statistics the article’s authors cite are depressing and raise questions about the morality of our society in general, not just our school’s community. With numbers like 97%, 90%, 83%, 74%, we’re talking veto-override territory here. Maybe there’s some solace in seeing that our high school is little different from the rest of the world; what a relief to know that studies show our experience is consistent with the rest of the country (McCabe). So – without debating the ethics of cheating or the motives for it, the advantages gained, or the penalties and costs of being caught, or who’s doing it and why shouldn’t I – what can we do? More
July 29, 2010
A recent dialogue between Washington Post blogger Jay Mathews and T.C. Williams High School English teacher Patrick Welsh raises important questions about the value of college and the mission high schools push on students, teachers, and parents. Early this month, Welsh, a frequent op-ed contributor to the Post and other national publications, questioned the validity of the focus of traditional, four-year college as the sole path to success in a piece in USA Today (“Is college overrated?”). Mathews countered with a passionate, but mostly emotional argument for the intrinsic value of not only a college education, but the college experience itself (“Patrick Welsh is wrong about too many going to college”).
Here is my “≤3000 character” comment (which for some bizarre reason failed the Post‘s Comment submission process, so I emailed it), supporting Welsh.
Jay, you seem to argue for the four-year college path from what appears to be primarily an emotional perspective — with which I can sympathize — without really supplying any hard facts to back up your position. Mr. Welsh, on the other hand, acknowledges a background which could support a similar bias, but steps objectively back and questions the status quo while citing research. And Patrick Welsh is absolutely right to question the value of traditional college, especially when spending thousands of dollars and hours at college has become for Washington area families “as instinctual as taking an August vacation.”
Mr. Welsh makes an excellent case that four-year-college should be just one option among many on the path to fulfillment and success. If we’re going to dismiss this position, we should at least match Welsh’s rational approach. Ironically, Trinity’s Pat McGuire, while supporting your position, references a statistic which could vitiate her and your argument (depending on the source and context): she says, “40% of students in higher education today are over age 25,” which makes me wonder what those old-kids were doing right after high school graduation. President McGuire’s emphasis on “continuous learning” is laudable, but we’re wearing blinders to believe that the traditional, four-year college experience is the only path through and to learning.
June 29, 2010
Last week I participated in a conference focused on using smartboard technology in the classroom. It was sponsored by my school district and Promethean, and presenters were drawn from the teacher ranks of the 60-plus schools in our system. The conference’s purpose was to share ideas for creative use of the electronic boards, providing teachers with the opportunity to show off resourcefulness, ingenuity, and creativity.
And show off they did.
Of the dozens of sessions from which to choose, I was able to attend six during the single-day event. I came away with some good information, mostly in the area of applications and websites that could be useful in the classroom presented via the electronic whiteboard. What struck me most during the day, however, were three things:
- Teachers do not good presenters make;
- How surprisingly many of the web resources presented are blocked by our school system’s Internet filter;
- And, most troubling of all, how absent the student was from the presentations.
May 21, 2010
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The public education culture excels at insolating itself from the outside world. Like a Chinese puzzle box, the teacher’s desk is nestled inside the classroom, which is nestled neatly inside the complex of hallways,
School violated student’s privacy in ‘sexting’ case, lawsuit says
More to come…
May 17, 2010
Author and Washington Post education blogger Jay Mathews recently featured Doug Lemov’s book, Teaching Like a Champion, in a column. I’m not as high on its publication as he and so many others are (such as The New York Times), however.
A few of Lemov’s 49 techniques: No. 15 Circulate — Move around the classroom to engage and hold students accountable. You should be strategically moving around the room during all parts of the lesson; No. 12 The Hook — When necessary, use a short, engaging introduction to excite students about learning. This introductory story, analogy, prop, media, status or challenge is meant to capture what’s interesting about the material and put it out front; No. 42 No Warnings — Warnings tell students that there is a certain amount of disobedience that is allowable and that it is not only tolerable but expected. Effective teachers act early, reliably and proportionately.
Don’t get me wrong about its content: I suspect that Mr. Lemov and I are very much alike and we will have an interesting and fruitful discussion if we ever meet. You see, I base much of my delivery of learning activities inside and outside the classroom on similar “performance behaviors” (or “artistic procedures”* as Madeline Hunter describes them), using them to establish a positive relationship with my students (especially focused on SEL tenets).
It is the publication, not the content, I have a serious issue with. Or, more specifically, how the publication is received and used. In the hands of an experienced and fully metacognitive professional Mr. Lemov’s techniques can be easily employed by the reader with little or no coaching (although having critical feedback during practice and implementation is desirable). However, new and relatively inexperienced teachers will likely see these techniques as ends in themselves, rather than means at the interface between audience and the educator’s tactical and strategic context. In fact, they will likely be presented with these 49 techniques as such.
Let’s call it the inappropriate and counter-productive commodification of teaching techniques.