Fixing Education

“Either fix our schools or get used to failure”

News stands across the country will feature that statement top and center on the November 14 edition of Time magazine this week. To accompany the piece, its author, Fareed Zakaria, hosted a CNN GPS special “Fixing Education” on Sunday evening. In a sick economy, I suppose that another attack on education sells magazines and draws ratings at least, and lessens the economic downturn for someone. Of course in this case, that might be just fine. It turns out that the author has found the magic bullet for building an excellent system of education and turning the American economy around. Quite profound actually, here is the solution:

“work harder and get better teachers”

Why didn’t anyone think of that already? Well, according to the author the answer is very clear. Half of American teachers graduated in the bottom third of their college class. I guess there aren’t enough smart people in education to figure out the “work hard and get better teachers” formula. Mr. Zakaria arrived at this articulate solution to the education problem by looking overseas toward nations that seem to get education right.

He first points to South Korea. American school children spend less time in school than in South Korea (and many other Asian nations.) He uses the 10,000 hour rule described by Malcolm Gladwell in his book “Outliers” as proof-- 10,000 hours engaged in a task for one's skill set to reach 'expert' status. In a stroke of genius, he suggests that if American students just spent more time in school, we would see dramatic improvements in the system.

The second “global lesson” comes from Finland. These sneaky Scandinavians managed to stay under our radar while they built an education empire by selectively hiring the best and brightest as teachers. On top of that, they pay them well and treat them with the same professional respect as doctors and lawyers. They emphasize creative work and shun tests for most of the year according to Zakaria. That’s the second variable in our formula for excellent schools—find better teachers.

This article is so ground-breaking, its impact could spark a revolution. Why stop at education. Imagine the possibilities if this model were applied to other professions. The NFL- if we just find the best coaches and make them practice longer with the team we’ll win the super bowl every year. Investments- if we just find the best and smartest portfolio managers and make them work long hours we’ll get the best returns. Retail- if we just hire the best salespeople and have them put in lots of hours, our profits will skyrocket. Or what about industry- if we just hire the most productive workers and increase their hours, our profits will hit the roof. Maybe our government could even function better if we would just elect the best officials and make them spend more time in session.

I doubt I’ve been too successful in my attempt at humor, but honestly, this article had quite the opposite effect of making me laugh.

Further Reading on the burden
of schooling many children face.



Let’s look first at time. Most American school children spend thirteen years in school, one-hundred eighty days a year, at least six hours a day. Over 14,000 hours in class (not counting homework). This far surpasses the 10,000 hour rule. Personally, my children are involved in athletics that probably account for between 3-5 hours per week averaged over the year. My middle school son just began a weekly commitment to Destination Imagination and I’m sure that as he and my elementary aged daughter get older, their athletic and extra-curricular involvement will increase. They also have church related commitments that equal 3-5 hours a week. My family values each of these commitments as much as education and I don’t expect my children’s “earning potential” to suffer because they don’t spend enough time in school. I would actually think that my children would suffer from requirements that they spend additional time in school beyond what is currently required.

Then what about these “exceptional teachers.” In other contexts, just take sports for example, an exceptional athlete may never reach their potential until placed in the proper situation. Teaching doesn’t take place in a bubble. Current systems for measuring teacher quality focus almost entirely on how well they affect student achievement on standardized tests. Looking to Finland without addressing the fact that children in Finland are taken care of in a near socialist fashion fails to recognize that the highly qualified teachers of the nation are dealing with students who are highly prepared for school by a government system that fully addresses issues of poverty, health care, and safety that are left to the schools to deal with in the United States. In the United States, we’re labeling effective teachers by student test scores. In Finland, they are labeling effective teachers by their training and efforts.

Putting the two together, Zakaria interviewed Bill Gates for the article and news special. Gates and others assert that experience doesn’t have an impact on teacher quality. It would seem that if Gladwell’s 10,000 hour rule was so strict, a teacher would have to practice for ten years before making it to “expert” status.

Mr. Zakaria, I appreciate that you are concerned about the public education system in the United States, but I worry that articles and news broadcasts such as yours do more damage than good. You have limited exposure to the reality of day-to-day education in the United States and your simplistic view of what we can do to fix it reveals the danger of the “arm-chair” administrator to our system.

I teach in a school district with average SAT scores of 556/554/544 (Reading/Math/Verbal). Eighty-Three percent of our graduates pursue higher education. Ninety-three percent of our students graduate on time. The College Board recently recognized us for efforts at increasing access to the AP curriculum while increasing the percentage of students scoring a three or higher on the exams. (81%) Of those, I taught AP to nearly 150 students last year with 90% scoring a three or higher. As an individual teacher and a district, we're doing pretty well.  We also recognize that status quo is not an option and consistently work to improve our effort on behalf of students.

The constant fixation on aggregate numbers paired with stories of great success and great failure at the expense of the commonplace paints an entirely unrealistic picture of what goes on in our nation’s schools every day. It also creates an unnecessary urgency for uniform dramatic change that will kill the success of systems such as mine while attempting to fix the problem of underperforming urban districts. The tagline on the cover of Time—fix our schools or get used to failure—unfairly labels a school such as mine, already demonstrating success and consistently moving toward improvement, as a problem. Instead of recognizing our efforts, we’re scapegoated as the primary obstacle to our nation’s recovery from an economic crisis.

Thanks for the quick fix, we’ll get started on it tomorrow and tell you how it goes. Unless of course you’d like to open real dialogue and acknowledge the diversity of the education systems in the United States and figure out how we target the areas that are failing, develop innovative solutions to consistent problems, and sustain and nurture the systems and teachers who continue to effectively prepare the next generation for a productive life in a global society.

Best and Brightest

My colleague and I write a lot about education reform here on the TU.  It may seem like we oppose much of the current reform. We do.  Not because we are obstructionists.  In fact it is obvious that our nation's education system needs continual improvement and we welcome positive changes.  Less obvious is which if any of these reforms have merit.  The one size fits all systemic changes that are being pushed by major players will do little to affect positive change in the average classroom.  They may in fact do the opposite.  What is certain is that the focus of many of the ideas and measures is the quality of the teacher.   Many profess that an influx of the nations “Best and Brightest” to the teaching profession will do much to fix all that is wrong.
 
Of course there are bad teachers out there and a growing number of initiatives seem focused on identifying and then purging them from the profession.  I have no problem when bad teachers leave.  I have a problem when good teachers leave.  That is happening with greater frequency.  I also have a problem with how these efforts to root out bad teachers affect what I do in the classroom.  Some cite the lack of teacher dismissals as evidence that bad teachers are protected by tenure and that it seems anyone can keep a teaching job. But they forget that many self select and quit. They also underestimate the complexity of judging quality teaching.  It is true anyone CAN teach under ideal conditions.  But there is much facing schools and done by today’s students in those classrooms to prevent such ideal conditions from materializing.  When people realize how hard it can be many there including these Best and Brightest will say in effect “I’m out”, and head for the door.  Knocking many of us regular teachers over as they rush past. But people teaching for the right reasons stick it out.  That should matter.   They find ways to improve or ask for help.  They do a lot more for kids than what happens between the bells. To me it is far more important WHO a teacher is as opposed to WHAT they are. 


As the focus shifts to those actually doing the instruction efforts are made to ensure all students have access to quality teachers.  How could anyone oppose such a thing?  But these efforts to identify bad teachers and standardize curriculum hurt me in a variety of ways.   Couple that with the promotion of common techniques from the edgurus or edupreneurs of the day and you’ve got a tangle of adverse affects. These hurt quality teachers.  Those that have control over what I do see teaching as a science.  Where a variable can be altered and it will reproduce a desired outcome. Those who teach know it is an art.  This disjoint lies at the heart of many issues and is in part a reason why we created this Teaching Underground.  Those who have survived the first few purgatory like years that weed out people in teaching for the wrong reasons or those who do not possess the necessary skills know there are no shortcuts and there are no easy years.

Those promoting B and B talk miss many key points.  Chief among them is the fact you can have all the degrees in the world and still suck.  Drop a Harvard law grad or Wall Street CEO in some of the classes I’ve taught and the kids will sniff them out and eat them for breakfast. Educational success is not a guarantee of success in life.  Especially not the life of a teacher.  I’m proof of the opposite since I am still working despite my unimpressive academic record.    A review of this might lead one to conclude I am unfit for every job. But there is no substitute for experience.  I learned much from mine.  Lessons I will not soon forget.  Lessons that I use daily.  One of those is that even smart people can be dumb and lazy.  Nothing against smart folks joining up, just cautioning that they do so for the right reasons.  That they understand there is no playbook or model for what happens every day.  They better be child-centered and not self-centered or they won’t make it.   Three years does not an expert make.  And to think they’ll remedy everything might be short sighted. 

So take for example Mr. Mortimer Zuckerman.  A bright fella who says in part “America has to rethink how to attract, employ, retain, and reward outstanding teaching talent.”   What Mr. Zuckerman forgets while he pounds away in one of his 4 houses or his 100+ ft yacht, is that teaching at Harvard and Yale and publishing magazines differs a great deal from teaching in a public school.      Teaching is a human endeavor.   What people say does in fact matter.  Calling for more Best and Brightest hurts.   A  Race to the Top and No Child Left Behind continue to have unintended consequences. Throughout, one constant is that we are not all motivated to work harder and longer solely by money.

What else he does in the article does is tougher to discern.  I’m surprised I even picked up on it given I am just a teacher.  He starts with pointing out the “Educational Crisis”…then moves on to criticize tenure and I think the overall nature of our educational workforce lowering the crosshairs directly on teachers. (Allow me to return fire)  Catch phrases like digital learning and concepts like having kids learn by watching DVDs of top teachers reveal that the view from the top is not what I see everyday.   Will it work?  Maybe with a small percentage of our kids who are self motivated.  “In fact, the new methods could reduce the longer-term need for mass teaching manpower”  Really?   Over-reliance on technology is dangerous.  It shouldn't replace teachers, it should empower them.   As good as it sounds having a kid in California watch a teacher from North Carolina using technology ain’t exactly gonna work for a lot of kids, and it doesn’t work for teachers either.  You can’t simply watch a good teacher and then repeat what they do.  Authentic assessment is what many of us do every day.   Intentional or not Zuckerman’s ideas further erode understanding of what good teaching really is and how valuable those people are.  It is not teaching to the test, it is teaching the kid.   There's no rubric for good teaching. 

This simplistic approach to educational issues reveals the divide between those that teach and those that “know” about teaching. Among the most asinine of ideas are many coming from  “reputable” educational researchers who hide behind mountains of data.  Too many of whom inexcusably fail to even talk to teachers in any of what they do.  The Best and Brightest should follow the same path to the profession as the rest of us, not get short tracked.   I frown upon alternative licensure not because I am threatened by it but because it makes a mockery of the requirements and processes in place as part of preparation to become a teacher. Not the least of which is the professional semester or student teaching.  Forgo it and you have no idea what the job is really like.    Kinda like many writing on education reform.

Those who seek to break down some of these regulations and “judge” teachers objectively put all of us who care about quality teaching in peril. Would we do the same for doctors and pilots?  They often blend anti-union and anti-tenure ideas and propose annual contracts.  Remember the origins of tenure.  Without tenure I might be less likely to take risks, take on a student teacher, share ideas, be innovative or take on some of our more challenged kids.  You cannot on one hand stress the importance and impact a great teachers then totally discount everything they say.  We do not choose our “clients” and we are subject to a slow erosion of our autonomy within our workplace  But still many teachers endure.

Best and Brightest talk does much to demean those of us who labor every day to help kids learn.   I know many great teachers whose SAT scores eliminated them from the most prestigious learning institutions.  But they know their craft well and in front of kids they transform into the most brilliant professional you’ll ever see. These three simple words subtlety imply we who are teaching are not smart  Sure I was just happy to get into college and I work with some of the folks who taught me when I was in High School.    I can only imagine what they think of me and purposefully avoid asking what I was like in High School.  But I do ask them how I can do better on occasion.   I am not the best at much of anything and I am smart enough to know I am far from bright.  Still I know a good teacher when I see one.

I’ll even admit I might be counted among the bad teachers by some measures.   Some of what I say here may sound a bit "holier than thou" but it is only meant to awaken the common sense among us.  I don't give much advise on investing or campaign strategy.  But I’d advise people who don’t face 14 year olds each day listen none the less.  Let’s not get hypnotized by the sheepskin shingle on someone’s wall and instead measure WHO people are as much as WHAT they are.  Listen to the professionals in the job when they say things are bad ideas.  Absolutely look for the best teachers we can but do not exclude those who can excel at the job because they didn't end up at an Ivy League.  Let’s remember that these efforts here to identify and remove those who are not good teachers do much to impede and frustrate good teachers.   As a result I have seen too many join those exiting on their way out the door.  In part since they can no longer excel and enjoy the profession and teach the kids the as they once did.  Ultimately this Best and Brightest approach might leave us worse off than we were are now.   Making the job of those of us who are crazy enough to endure for the right reasons harder.  Whatever the case it doesn’t help us teach the kids we’ve got much.

Mr. High School Goes to Elementary

This year I teach a Leadership class made up of mostly freshmen.  For most of the second semester I've traveled with my class to a local elementary school to provide assistance in the classrooms.  My own children have been in elementary school for five years, but this experience has provided a different perspective for me on elementary education.  I've seen many things go on at this elementary school that I would love to see transfer to the high school level.  I'm sure not every school is the same, but these are the things that I've loved watching at Hollymead Elementary school in Albemarle County.

1) The building is filled with adults who all seem to have a role to fill hands on with students.  If I sit in the lobby for more than ten minutes I will see three to five people walking down the hall with anywhere from one to six children.  When I walk down the k-3 hallways, every classroom has at least one other adult than the teacher.  I haven't figured out how many are volunteers and how many are staff, but the impact on the climate of the school is quite notable.

2) The building is filled with color.  Most newer high schools I've visited are colorful places as well.  My high school has several additions that feature natural lighting and lighter colors, but the older wings are still quite dark and cavernous.  It is easy to underestimate the impact that environment has on attitude and behavior and I would like to see even older facilities kept up to better reflect this.

3) The building is filled with sound but not noise.  I rarely passed a classroom without some sort of interaction going on.  Students have so much opportunity to interact.  This can quickly turn into non-productive chatter, but having so many available adults helps keep the activity directed.  For the most part, teachers seem to work with this sound without letting it reach the level of distraction.

4) The building is filled with students working actively.  Whether moving about in the hallway, or quietly producing something at their tables (not desks, I noticed very few desks at the school) students were continually engaged in learning.  My first day at the school I witnessed one class working on paintings of leprechauns and rainbows. (It was close to St. Patrick's Day).  It was a nice activity, but when the teacher reinforced the pattern of colors in the rainbow using ROY G BIV, I knew this was more than just a fun holiday exercise.

If I have the opportunity next year I plan to continue this involvement with elementary school, hopefully playing a more active role myself in the classrooms with my students.  It has been an excellent professional development opportunity for me.  Perhaps greater interaction among teachers actively engaged in the work of instructing students could serve all educators better if the time and opportunities existed.

How to Make Us All Great

Greatness is a relative term and there is a growing effort focused on making the teachers we have across this country better. But there's a simple solution. Hire more crappy teachers and voila. That will effectively increase the relative quality of those currently employed. Obviously that was a joke but so are some of the suggestions currently gaining favor.

Here's a serious one, actually pay educators for what they do. One way to do that would be to pay higher ups less. Keep the money in the schools with the people who work with kids in them, nowhere else. Don't allow yourself to be naive to the degree that you fail to recognize how influential companies are slowly leeching money away from actual instruction in schools and into management and testing. Let's use that money to do what was suggested in a bad 2008 Time Article reward teachers so that "the most competent, caring and compelling—remain in a profession known for low pay, low status and soul-crushing bureaucracy". If you use student scores and similar measures to rank us some of us are going to be bad. If you must tie this information in use it appropriately and rate, do not rank. Similarly be very careful about how you choose to reward educators. It is pretty important. Why not increase teacher pay across the board?

Great teachers know their subject, they communicate well, they inspire and connect with young people, they motivate, they understand kids and their emotional needs, they have the intangibles, they are creative, dependable, organized, work hard, are patient and resilient(My English teacher would run out of red ink on that sentence). Good luck getting all that from everyone. As some yolk the momentum for change in campaign season the finger can get pointed at teacher preparation. In other professions it seems what you did in college matters, but it seems OK to have graduated and underperformed before you got a job. Each year you work what you did and learned before you were hired matters less. Not so in education. Truth is the best preparation for teaching is actually teaching, the other stuff helps but learning about teaching and actually teaching are very different. Why does this even get pointed out as a big reason our students under-perform? Many kids I know only excel when their performance affects others, when it really maters. Teachers can be much the same. Imagine 25 faces staring back at you wondering what is about to happen when you don't know either. That would suck huh? Thus it'd be great to stop implying what you learned in college makes you a great teacher.

My favorite analogy came from Katy Farber who wrote Why Great Teachers Quit: And How We Might Stop the Exodus . She said that teaching is like treading water and then being handed more and more bricks. I feel that way almost daily. The more bricks we are handed, the less great we are. To offset the increasing demands some propose raising pay but that won't make the day any longer.

Many efforts to increase pay require that increase be tied to student performance on standardized tests(see previous post). Some are calling for experience to play a reduced role compensation or even be removed all together. Would that approach make sense for doctors, pilots, police officers, or any other job? News flash: EXPERIENCE MATTERS IN TEACHING. Tenure allows teachers to take risks and improve. To have piece of mind that they will have a job and focus on developing their craft free of the burdens of probationary supervision. Opponents of tenure argue it serves to keep bad teachers around but there are far more pros to cons.

Other ways to make us all great are to allow and protect the time teachers need for effective and meaningful collaboration. Squeezing it in the schedule here and there with a shoehorn doesn't cut it. That will allow for relevant sharing of resources and ideas along with professional development among peers so they can actually support each other. This enables them to successfully navigate the maelstrom of public education. Collaboration instead of competition.

Force everyone who wants input on educational decisions to sub in schools so they'll gain understanding on how tough this job can be when working with unmotivated or disrespectful kids.

Actually go back to where the kid was the one being held accountable. The are you working to engage johnny and what have you done to reach this kid stuff goes away when a kid acts like an idiot.

Respect the profession of teaching. Foster more autonomy and individual control, allow for advancement and leadership without leaving teaching. Excellence suffers when pressures from efficiency and output are applied to the classroom.

Simplify things. Teachers need time built into the day to settle the chaos. That would allow them to model a much calmer nature and be more understanding. Schedules need to be constructed in a way to allow this. Having full time subs would be a classic example of ways to help teachers be great with simplicity.

Recognize the limitations on digital and online learning, use it to supplement instruction, not just replace it. It has a growing and important role but has limits. Just as virtual human exchanges are useful but fall short of sitting down face to face. One of the lessons of John Henry is that technology is not always better. So much of what teachers do are those more subtle things or actions that have a formative impact of kids. Online classes should maintain similar student teacher ratios to brick and mortar learning. Kids can learn content from a book or a computer but the dynamic between a teacher and student can never be replicated virtually, period.

Keep teaching authentic not out of the box top down. Let teachers use their passion to instruct and do not extinguish that trait with minutia of pupil management.

Understand that teaching is a struggle. Every day is different and presents its own unique challenges. Support teachers accordingly.

Alleviate the student load to a level that allows more one on one attention and focus. This goes for all educators, teachers, counselors on down the list.

Just do what Jeb suggests...I mean he is obviously an education expert.
http://www.journalgazette.net/article/20110401/EDIT05/304019996/1021/EDIT No don't...the seismic shift referenced on that link will be good teachers leaving the job.

Try building teachers up instead of tearing the profession down. It is a human endeavor and the human spirit can accomplish some pretty amazing things when it is cut loose and kept healthy. Ask what they need and work to get it to them. Don't give them stuff then convince them to use it.

Whatever paths chosen locally, statewide and federally to encourage greatness among teachers they should be carefully chosen and well thought out to help us be great, or at least allow us to show that we are when allowed to be.
Just don't hand me more bricks.

Creativity and World Peace in Fourth Grade

I teach in the same school district as John Hunter, but I won't pretend to name drop, I have never met him so I can't pretend that we are any sort of colleague aside from shared geography and profession.  A documentary film (created by Charlottesville local, Chris Farina) features Mr. Hunter and a unique learning experience he created.  The film is titled World Peace and Other Fourth Grade Achievements.  I have not had a chance yet to view the film, but Mr. Hunter recently addressed the TED Conference in California and the response has been overwhelmingly positive.  I've embedded the video of his talk below, it is around twenty minutes long, but definitely worth the time.

This film and the creative work of John Hunter continues to draw praise from an increasingly wider audience.  Both the specific content and method of the game and the educational philosophy communicated by Mr. Hunter in his various appearances resonate with a variety of audiences; the public seems to really get him, and understand the value of his approach to education.  I would almost venture to say that most people (myself included) would identify him as an asset to public education and a quality teacher.  One only has to read the myriad comments that abound on the internet to conclude that he has made an impression.

Yet this impression comes without any reference to student performance or outcomes.  Our nation seems willing to judge positively this individual teacher based on the creation and implementation of a single (yet substantial) learning experience, statements about his educational philosophy, and observation of his classroom performance.  How is this not good enough for the rest of us?  In an era where teacher effectiveness is measured by student performance and proposals for teacher merit-pay are based on student achievement, we are willing to label Mr. Hunter an excellent teacher without any such evidence.

I believe I know the answer.  In this case, we meet an individual who interacts daily and pours his life into young minds.  We are not considering a massive pool of public employees expected to do a job.  We get a chance to hear the voice behind the instructional decisions and the intentions and motives that drive them.  We are not listening to a filtered mouth-piece trying to synthesize the diverse minds that collectively educate our young.  And finally, we're introduced to students and care about what type of people they grow into instead of worrying about what kind of data-points they're creating for evaluating teachers or schools.

Ultimately, the public is able to see the wonder of human interaction that can take place when adults who care about the future of our children meaningfully engage with them in individual classrooms across the nation.  Peeking through this window of the open classroom and witnessing real education transpire melts away the false illusion that somehow the quality of this experience can be captured and measured through simplistic mass-produced and mass-scored assessement.  World Peace and Other Fourth Grade Achievements has opened that window.  I hope that the American public will take the opportunity to peek inside and recognize this illusion.

Hear what John Hunter has to say and let us know if you agree. (or don't)

How to Not Be a Terrible Teacher

OK so that title apparently got your attention. The picture helps as well(this is too easy). In that sense we at the Underground are as traffic hungry as some media outlets but much more ethical in our quest to attract readers. Since you were unfortunate enough to find your way here you might as well read a bit.

When I was new to the job I should have been let go. In fact, I was...three separate times, when I received my reduction in force letter(RIF). For reasons I still cannot fully explain I kept coming back for more and was rehired each August. During that time a more experienced teacher once said to me "Get better or get out." OK...I made that line up but I wish someone had said it. Because that's kinda how I feel today. Despite what seems a coordinated and organized effort to demoralize America's teachers we stick around. And despite what you hear, many of the problems in our schools can't be just written off to "bad" teachers. Certainly a nebulous and political charged label in today's climate. The "good" teachers, the people I respect the most at my school, share a common trait, a continual desire to improve things and do better. So how does one go from surviving as a new teacher to really growing as a professional? Admitting I have much growing left to do, this is not a discussion of the growth-model value-added data driven edujargon reform currently proposed and supported by individuals who will never ask about what I have learned in teaching. Take it or leave it, here's some advice:

PERSONALITY MATTERS-A great deal of research tries to point out that in fact anyone can be a good teacher...and at least in principle I agree. I also believe strongly that as in any profession, when you expand the pool of people you hire, you also acquire those less able to perform. Like most places of employment, we've got those that work hard and make things better, and well, then we've got those that don't. One factor in that is personality. Teaching high school is unique. In how many other jobs do you interact with a hundred or more people(ones you see regularly) in more than just a minimal way? There are a few that come to mind and with them I know personality matters. Many other jobs involve very limited and simple interactions. In teaching you engage with many more folks in greater depth.

STEAL-The old re-inventing the wheel line still applies. While flashy PowerPoints and technology integration contribute, in most subjects it is still about content and basic lesson. White boards and markers work as well as a Promethean board. Why can't people get that? The digital age has ushered in many changes and as schools go 1 to 1with computers, I hope people recognize how that could potentially complicate what might otherwise be simple. Computers are great, until they start designing and building themselves. Yikes. I digress. Older teachers have more stuff, so steal from them! Resources, ideas, unit plans, etc. I did in fact have a more experienced teacher once tell me "teaching is sharing". That stuck with me. Remember to give and take.

KIDS BEFORE CONTENT- Remember you are teaching people, connect to them and make them matter. You never know when something you say can change the direction of a day or even a life. Smiley faces, positive comments, casual conversation before class all help create connections. Think about their lives and reach out(not on facebook), maybe even try to make their experience a positive one....

ARRIVE EARLY, LEAVE LATE-This is pretty much the norm but you need to put in the legwork to succeed. Yeah your family and relationship will suffer but hey you are a teacher...stop complaining. No one one in a position to do anything about it seems to care.

DO SOMETHING BESIDES SITTING IN THE CLASSROOM-Find other ways to get involved, sponsor stuff, coach, stand in the hall, volunteer. Speaking and Interacting with kids in a different setting can be as rewarding as anything else you do.

FIGURE OUT WAYS TO DO SOMETHING BETTER-Reflect and do things better in the future. You don't need data to accomplish this. I know for a fact that my 1st period classes might get short changed because it is the first time I attempt to do stuff. When 4th period rolls around my delivery is polished and fluid. I've worked out the kinks. Practice makes perfect.

ASK KIDS FOR FEEDBACK-They are brutally honest. If they all say you stink. You probably do. Consider appealing to their interests and changing up to something that works.

INVOLVE PARENTS-Parents are your best ally or worst enemy and sometimes both. Which would you prefer? E-mail updates about the class can go a long way in helping people feel connected. Include what the class has been doing, upcoming assignments and even some info about the school as a whole. It only takes a few minutes I get more thanks for this than just about anything else.

SOMETIMES YOU MIGHT HAVE TO PUNT-Don't be scared to use a movie once in a while. Use that time to grade or get ready. Just be sure you make the movie useful and relevant or the kids will see right through the effort. Another way of saying this is some teachers make the mistake of feeling like they need to be up in front "teaching" for things to get done. Mix it up.

RED DOTS MEAN SOMETHING-Grading is not always a science and there isn't a rubric for everything. When listening to a song you know within the first 10 secs whether something is good and student responses can be much the same. Once you realize its good...Use red dots. Provide the needed feedback and move on. Example: 1 essay x 140 students x 5 mins each essay = 11+ hours of grading. Good luck with that.

THERE ARE NO SHORTCUTS-You may work really hard and still not be any good. Welcome aboard!

TREAT STUDENTS LIKE THEY ARE YOUR KIDS-They are the most precious thing in the world to someone. Most young teachers don't yet have kids. Imagine entrusting your kid to someone else you barely know. You have to live up to that responsibility

BE A LEADER-Schools need competent, concerned and involved people or all the those that bash our schools will be proven right.

STAY MOTIVATED BY MOTIVATING OTHERS-There are few professions where each and every day so many depend on you. No you are not a pilot, nurse, surgeon, soldier or saint. But you are important. Find ways to make that mean something each and every day. Easier said than done. But fear not, for now most systems still have this thing called summer. :) Then you can just call your friends and gloat.

AVOID BURNOUT-Worry about and focus on one of the few things you can actually "control", your classroom, Don't worry about all the other stuff. If it deals with education don't watch too much news, read too much of the paper, attend too many meetings or read too many blogs(except this one).

In appreciation for our low morale we at the Teacher Underground are considering a series of posts to lighten the mood.

In the meantime share some of the tips those of you out there have picked up?

What's My Average?

In the debate over current school budgets the "average class size" statistic has become increasingly significant. The statistic is misused and covers some disturbing trends that directly affect the quality of what I am able to do.

Admittedly most concrete data and studies indicating benefits of smaller class sizes exists at the lower grade levels but class size matters( See: http://www.heros-inc.org/star.htm or http://www.heros-inc.org/factsheet.htm ). At higher grade levels class size clearly impacts instruction and learning as well. Yes kids can learn in a big lecture style class and they can also learn in a small hands on interactive class. But as a teacher it is more difficult, sometime impossible, to operate as effectively when student loads continue to grow. Am I complaining? Yes.

It is imperative that we work to keep classes with at risk, special education and similarly challenged students small. This is as much for behavioral reasons as it is academic. That means that core classes with "typical" kids are forced to grow. Not being a math teacher that simply means I must devote less attention to each student.

In an educational landscape dominated by hard choice decisions distanced from the classroom, increasing average class size seems an enticing way to increase efficiency. Having more students jeopardizes many of the more engaging and perhaps rigorous activities. Quality feedback and interaction with the teacher declines. This is not good. Can we still teach and kids still learn, yes. But simply put, one can only grade so many essays or homework effectively. That reality somehow gets lost between the desktop and the budget.

We all agree better teaching can mean better learning. While adding students might save money the true cost can never be measured in dollars.

Exceptionally Effective- Creativity

“Exceptionally Effective- showing the ability to go beyond the ordinary in producing desired results.”  

This is part four of our series on the qualities that make an "exceptionally effective teacher."

  I learned very early in my career that teaching from another teacher's plan is not as easy as it sounds.  One thing that I have appreciated about the research study on effective teachers that we've been exploring is the emphasis on the importance of personality characteristics of teachers.  Because of our differing personalities and styles-- and those of our students-- very few resources can be used "as is."  Learning to integrate and adapt the ideas of others effectively rather than simply "stealing" and passing it off as your own is an essential skill for a teacher.

One of the most encouraging parts of our job comes when we create that unique and effective learning experience for our students that motivates and inspires them in their efforts.  Games and simulations that allow students to really experience the "aha!" moment or new technologies that enable students to engage the curriculum in novel and creative ways on their own demonstrates to us what good teaching looks like.  I've written before about the art of teaching in my post "Teaching and Donuts" and I find the creative element of teaching to be one of the most life giving aspects of the profession.

I would like to think that in the current era of standardization and reform that more people understood this.  Many teachers see active engagement, differentiated instruction, and technology integration as roadblocks and an extra burden on their time.  More and more, that seems to be the piece that we are missing as teachers-- time.

Consider the following story from author Nancy Beach's An Hour On Sunday:

        As an artist at Hallmark Cards, Gordon MacKenzie sought to preserve and protect his own creative spirit. Orbiting the Giant Hairball, one of my all-time favorite books, beautifully describes Gordon's journey.

       Gordon illustrates the tension between management and artists when it comes to production pace. He asks the reader to imagine a serene pasture where a dairy cow is quietly eating grass, chewing her cud, and swishing her tail.

       Outside the fence stands "a rotund gentleman in a $700, powder-blue, pinstripe suit." This gentleman is livid that the cow is not working hard. He doesn't understand that whatever milk the cow produces when placed on the milking machine is directly related to the time the cow spends out in the field—"seemingly idle, but, in fact, performing the alchemy of transforming grass into milk."

       Gordon skillfully compares the rotund gentleman to management leaders all over the country who have no patience for the "quiet time essential to profound creativity."

The classroom teacher must work diligently to find the opportunities to collaborate and communicate with colleagues, and most importantly, to reflect...
   ...quietly
       ...about what we're doing
          ... and why we do it
             ... and how we can do it better

I only wish that more people would recognize this and grant me the time to be creative for our children.  But until then I will strive to carve out as much time in my life as I can to reflect and consider the classroom, the canvas for my creativity.

With that, we would like to claim the next four days as holiday and let our minds and bodies rest, because the students we will meet on Monday morning deserve our best, not our leftovers.  May we all find peace and rest, Happy Thanksgiving.

Exceptionally Effective- Caring About Students

“Exceptionally Effective- showing the ability to go beyond the ordinary in producing desired results.”  

This is part three of our series on the qualities that make an "exceptionally effective teacher."

As a twenty-something taking Ed School classes to become a teacher, I grew tired of the cliché “students don’t care what you know until they know that you care.”  Fifteen years later, I cannot remind myself of that fact enough.  Rating in the top five qualities of the Exceptional Teacher study, “caring about your students” is an absolute prerequisite for a k-12 teacher.

Caring gets easier the longer you teach.  I have established many relationships with the parents and students in our community.  So when a brother, sister, even cousin or family friend of a former student enters my class for the first time we already have a little “history.”  Even when a student comes into the classroom unconnected with my life, I usually find something in their life with which I can relate:  a common friend, sport, community organizations, etc.  

Sometimes caring gets harder the longer you teach.  This might sound strange, but I keep a spreadsheet with the name of every student I’ve ever taught.  That number is approaching two-thousand now.  When you add over one-hundred to that every year, remembering names gets tough.   I would argue that a class should never start without students sharing their names.  On the first day of class this year I taught a senior coming into our school for the first time.  When I saw him in the hall the next day I called him by name.  I was taken aback the way his eyes lit up and he responded surprisingly, “you really remembered my name.”

We also show that we care by holding students accountable for their behavior and their academic performance.  It is easier to “go with the flow” and keep everyone happy than to hold students accountable.  A caring teacher knows that sometimes “caring” means consequences while other times it means forgiveness.

I’m not surprised that “caring” was near the top of the list of effective teacher qualities.  Several of my colleagues, Lindsay included, sat down to lunch today with a former student who came back to visit us.  A student who experiences a caring teacher does not learn from them for a year, they learn from them for life.  This is all the data I need to know the importance of caring about my students.

Exceptionally Effective-A Sense of Humor

“Exceptionally Effective- showing the ability to go beyond the ordinary in producing desired results.”  

This is part two of our series on the qualities that make an "exceptionally effective teacher."

It is essential to have a sense of humor if you are going to be a teacher. The job simply demands that you be able to sit back and laugh, especially at the variety of predicaments in which you will find yourself. Laughter is a survival skill. But exceptional teachers don’t just make themselves laugh; they can find ways to make their students laugh. They use humor in a way that is useful to learning and helps them teach.

Not all great teachers are funny but everyone can use humor to improve their instruction in a variety of ways. There is the simple use of the youtube clip, cleverly woven into the lesson and used to start discussion or illustrate a point. If nothing else it usually gets kids attention. But there is a fine line between funny and silly. A skillful instructor knows the latter does little to improve the learning environment.

In my class I have stumbled across several "tricks" that seem to keep the class engaged. One of my favorite is when someone enters my room they are politely applauded. I instruct my students to begin a soft golf clap when an outsider enters the room. Be it a student delivering a pass, a principal doing an observation, a teacher getting something off my printer, they are all met with a round of gentle applause. It is funny and welcoming. It alerts me to their presence, which is necessary when I do not notice their arrival. Rarely does a visitor merge seamlessly into the room so acknowledging them in a humorous fashion helps me remain in control of the disruption. Most visitors now have come to expect this.

Fun games can also be humorous. The internet is crowded with activities from teachers who have shared such resources ranging from simple jeopardy more complex creations. I have a template similar to the game Taboo, where students have their partner try to guess the vocab word. My colleague, Mr. Turner, has been known to play "Name of Drug or Metal Band" in his Psychology class. These less formal strategies can still produce learning and it doesn't hurt to laugh when things don't go as planned.

Another trick is to relate stories from your personal experience. Since you are "older" you have been where they are in life and can offer insights in a funny way. I usually clean these up as needed and occasionally embellish them to amplify the humorous effect. Experience has taught me to use self-deprecation in these and whenever possible. Maybe people relate easier to those they feel sorry for, I am not sure. I guess Charlie Brown would be a great teacher.

To some these may seem a waste of valuable instructional time. But being willing to take 5 minutes to make kids laugh in exchange for engaging them rest of the period is a trade-off well worth the effort. Students might even enjoy attending the class and on occasion even pay attention. Learning is generally more enjoyable when you are having fun.

Exceptionally Effective- High Expectations

“Exceptionally Effective- showing the ability to go beyond the ordinary in producing desired results.”  

This is part one of our series on the qualities that make an "exceptionally effective teacher."

Challenging/ Has Reasonably High Expectations

In my class, I strive to balance the fact that my students are in a twelfth grade college level class with the fact that they are still twelfth grade high school students.  They should leave my class able to take responsibility for their own learning, but while they are here, I must take my share of responsibility for their learning. 

This means that I must help them discover the expectations and outcomes that earlier in their education would have been clearly outlined for them.  I cannot be ambiguous and unclear, but my students must also learn self-direction and begin to set academic goals that balance their desired outcome with the expectations of the course.  By nature, this becomes an individual process with some students entering the course completely capable of taking full responsibility for their academic success and others requiring a greater level of teacher and parent involvement.

Earlier in my career I taught ninth and tenth grade students and this requires a different approach.  Indeed, this year I teach a predominantly ninth grade elective for the first time in several years and I am learning to readjust to their needs.

Personal experience informs this philosophy.  As a junior in high school, my AP U.S. History course was taught as a college class.  The teacher assigned reading and students were assessed periodically with tests.  I never read, but managed to remember enough from test to test to manage a B which weighted to an A.  By the time I took the AP test in May, I scored a 2.   Most of my other classes required homework, but I only completed it when I knew it would be graded. 

Neither approach served me well.  I did not learn the value of study and practice.  In college, I continued to only do the work required for a grade-- my learning and GPA suffered.

Having reasonably high expectations means that we set the bar high enough to reach, but this might be higher than the student believes he or she can reach.  It also means that if one must fully extend and balance on the tips of their toes to reach the goal, sometimes they will fall.  To set reasonably high expectations  for our students we also have to teach the value of failure and the resiliency to learn from failure instead of letting it define our futures.

The biggest challenge today is finding the time to set these challenges AND to stand behind each student as they strive to achieve.  As "factory schools" pile more and more bodies into the classroom the problem of effectively challenging students becomes greater and we fall back on setting the benchmark that we know everyone can achieve instead of pushing each individual to achieve every bit that they can.

Exceptionally Effective teacher- Enthusiasm

“Exceptionally Effective- showing the ability to go beyond the ordinary in producing desired results.”

This is the fifth and final post of our series on the qualities that make an "exceptionally effective teacher."

4 for 10. Great baseball players are lucky to manage that batting average. It means many great ones have days where they go without a hit. Many professions allow individuals to have such "off days" and still be successful. Not so with teachers. You have to "bring it" each and every day. Sports and teaching share a characteristic, to be exceptionally effective you must be enthusiastic and energetic. As a teacher be aware of your energy level and how you project that into your classroom. Teachers should be passionate about both the success of their students and their content. This trait will serve you well in the classroom.

Work to design lessons that allow you to draw energy from your students. Activities, review games, student movement and activity can create enthusiasm. Yoke and harness student energy instead of always expending your own energy. To remain energetic and enthusiastic you have to rest when you are able. Whenever possible leave your work at work. This helps you recharge and show up each day ready to do a little better than a great baseball player.