Posts Tagged ‘Art of teaching’

If We Can Conquer the FRESHMAN Fear of Failure, Why Not Conquer the KINDERGARTEN Fear of Failure

August 21, 2016 Leave a comment

David Kirp’s Fixes column in today’s NYTimes describes an intervention used at a college that halved the failure rate of Freshman “students from disadvantaged backgrounds”. As part of their orientation to college, these incoming students were asked to either read “…upperclassmen’s accounts of how they navigated the shoals of university life” or “…were introduced to research online showing that intelligence isn’t a static trait or the luck of the genetic draw, but can grow through hard work.”  My reaction: if this works for college freshmen who have been subjected to years of schooling, imagine how influential this might be for Kindergarten students whose parents struggled in school, parents who were repeatedly given the message that they were failures, and parents who unwittingly transferred that message to their children. And if these messages can’t be absorbed by Kindergartener’s through reading or self-directed study, maybe successful “graduates” from their elementary school could visit class and explain “…how they navigated the shoals of elementary school life” or a visit from a respected community member who would explain that “… intelligence isn’t a static trait or the luck of the genetic draw, but can grow through hard work.”  And maybe the teachers and administrators in the school would learn something from the show-and-tell activities like this as well.

NY Court Slams “Arbitrary and Capricious” VAM…

May 11, 2016 Leave a comment

In a victory for common sense over spreadsheets, Justice Roger D. McDonough of State Supreme Court in Albany vacated the value-added calculations that were the basis of NY teacher Sheri Lederman’s unfavorable rating “…in part because of the difficulty in measuring growth for students who already perform above grade level on state tests.” The NYTimes article explaining the court decision described the basis for Ms. Lederman’s “unfavorable” rating as follows:

For the 2012-13 school year, Sheri G. Lederman, a longtime teacher in the high-performing Great Neck public school district, on Long Island, received what was known as a growth score of 14 points out of a possible 20; the score was meant to calculate student progress over time. Her students scored substantially higher than the state average on annual standardized tests in English and math, and her score put her in the “effective” range.

The next year, her students scored a bit better on the math test than they had the year before, and slightly lower on the English exam. But her growth score plummeted to one out of 20, or “ineffective.”

This phenomenon results when a standardized test based on a bell curve is used since it is mathematically impossible for high performing students to “grow” on such a test due to the lack of “head room”. If one teacher’s class gets 48 out of 50 correct on a test in the baseline year and another teacher’s class gets 25 out of fifty correct that same year, in the subsequent year it is impossible for the high performing students to get 3 or more questions correct and, thus, impossible for them to show as much “growth” as the low performing students. Despite this inherent flaw, NYS, goaded on by Race-to-the-Top, decided to use “growth” as the primary metric for determining teacher performance. After all, test scores are an “objective” and “quantifiable” means of measuring the effectiveness of teachers. Fortunately for Ms. Lederman, the judge who heard her case— unlike the Board of Regents who adopted the evaluation system— understood basic statistics ad saw the flaw in the methodology.

While the judge limited his decision to only Ms. Lederman, as Carol Burris notes in Valerie Strauss’ Washington Post blog the decision was based on the evidence presented by academics who pointed out flaws in the system, evidence that could undermine the basis for all evaluations based on VAM. Here’s hoping other teachers in other States will follow Ms. Lederman’s lead and challenge their unfavorable ratings based on VAM and help drive a stake through the “testocracy” that drives public education today.

Done Well, Vermont’s Personalized Learning Plans Engage Students at Emotional Level

May 6, 2016 Leave a comment

Over the past week I read two articles that dovetail: “To Help Students Learn, Engage the Emotions“, Jessica Lahey’s NYTimes Well blog post; and “Student Planners in Vermont“, an editorial praising Vermont’s requirement that all rising 7th grade students develop Personalized Learning Plans to help them navigate their way through middle and high school.

Ms. Lahey’s article cites research by neuroscientist Dr. Immordino-Yang whose findings led her to this  conclusion: “It is literally neurobiologically impossible to think deeply about things that you don’t care about“… and this applies to ALL subjects:…”Even…in subjects that are traditionally considered unemotional, such as physics, engineering or math, deep understanding depends on making emotional connections between concepts.” Ms. Lahey explains how is is possible to make students care:

Creating this emotional connection might sound like a daunting task, but research has shown that the investment reaps huge dividends in the form of increased learning and better grades. When teachers take the time to learn about their students’ likes, dislikes and personal interests, whether it’s racial issues brewing at their school, their after-school job, or their dreams and goals, learning improves.

The emotional connection that can result when teachers make learning personally relevant to students is what differentiates superficial, rote, topical assimilation of material from a superlative education marked by deep mastery and durable learning. While there are no silver bullets in education, emotional engagement and personal relevance is the tool that has the potential to improve the educational experience of every child, in every school in America.

This is no surprise to me. As a high school administrator for six years I found that students who knew what they wanted after high school were far more engaged in the life of the school and far more successful in each and every class… and this applied to vocational education students as well as college bound students. Given this bias, I was pleased to see that Vermont passed legislation that requires students entering 7th grade to work with their parents and school staff to develop Personalized Learning Plans as described concisely in the Valley News editorial:

With the help of families and teachers, students will be encouraged to identify what careers or areas they are interested in, and to seek “pathways’’ that would help them prepare. In addition to traditional high school courses, they might look at online courses, cooperative work experiences, part-time college courses, or even attending college full-time in their senior year of high school.

The editorial doesn’t mention a key reform measure that Vermont instituted simultaneously: the abandonment of graduation standards based on “seat time” and “course completion”. Instead, students in Vermont must demonstrate competencies in broadly defined areas that will equip them for life as well as careers and/or college. The closing paragraph of the Valley News editorial echoes the findings Ms. Lahey identified in her blog post:

To the extent that schools can encourage students to be more fully engaged in their education by setting goals and joining in planning, rather than being passive participants, young people will be developing a life skill that will serve them well. That is a tall order for teenagers — given that many adults never master it — but it’s encouraging that educators are seeing the big picture and the challenges ahead. Here’s one reform that seems to have students in mind.

The taller order will be getting parents, the public, and— yes— teachers to adopt the shift away from the factory model of schooling implicit in seat time and collecting “credits” and moving in a more wholistic direction, one that will require that “teachers take the time to learn about their students’ likes, dislikes and personal interests, whether it’s racial issues brewing at their school, their after-school job, or their dreams and goals”…. and when that happens, as Ms. Lahey notes, learning will improve.


School Counselors Role Under-appreciated In ALL Public Schools

April 11, 2016 Leave a comment

NYTimes reporter Jessica Lahey recent column, “Three Things School Counselors Want You to Know About Their Jobs”, describes the shift in thinking about their roles in schools, a shift that, unfortunately, is not reflected in the overall mission of education. To offer insights on what counselors want to share with the general public, Ms. Lahey drew from in depth interviews she conducted with partitioners, one of whom wanted to make sure that we called them by the right name:

Phyllis Fagell, a licensed clinical professional counselor and school counselor in Bethesda, Md., told me: Don’t call them “guidance counselors.” The proper title is “school counselor,” she explained in an email. “School counselors chafe at the outdated term ‘guidance counselor,’ a relic from the past that no longer reflects our role,” she wrote. The profession was vocationally oriented and counselors had inconsistent educational backgrounds and levels of certification until the American School Counselor Association published “The ASCA National Model: A Foundation for School Counseling Programs” in 2003 in an effort to standardize the field. (emphasis added)

I wish schools Ms. Fagell’s belief that school counselors role was no longer vocationally oriented was correct. But, alas, as long as the mission of K-12 schooling is to prepare students for work or college counselors will be expected first and foremost to prepare students for entry into college or to help students secure employment after they graduation. Ms. Lahey goes on to elaborate on the expanded role of counseling drawing from quotes of other counselors before returning to the email referenced above, where Ms. Fagell concludes:

Ms. Fagell emphasized the role school counselors play in teaching “soft skills,” like negotiation, compromise and planning. “School counselors care deeply about educating children to be whole, happy people with the social-emotional skills needed to navigate life. It’s not enough to be good at math or history. Students need to be problem solvers and innovators. They need to be able to work in teams, to manage change, to take risks and to lead.”

Children learn these skills best when teachers, counselors and parents work cooperatively. Ms. Fagell concluded her email to me with this very sentiment. “When parents openly share their child’s stories and struggles, counselors can be effective advocates, helping build teachers’ empathy and desire to engage in problem solving with the student and her family.”

Reading this a day after writing about Rebecca Mead’s New Yorker article on AltSchool, it struck me that in an ideal school their might not be any need for counselors, because in an ideal world teachers would teach soft skills like “…negotiation, compromise and planning” and teachers would be expected to work with parents to gain a deeper understanding of each student’s “…stories and struggles”. But as long as we envision schools as places where teachers are only expected to deposit knowledge into the minds of students we will need counselors to serve as intermediaries between students and teachers, students and administrators, and students and parents.

Teachers Opinions on Standardized Tests Unwelcome in NYC and “Unethical” According to NYS Commissioner

March 25, 2016 Leave a comment

Kate Taylor’s NYTimes article this morning reports on the unified effort to squelch public dissent by teachers, an effort supported by the NYC Superintendent, the NYS Commissioner, and the teacher’s union. This unlikely alliance is in place because 20% of the parents in NYS opted out of the standardized tests last year and changes at the Regents level and changes to the tests provide evidence that the politicians in Albany have been responsive to the outcry that resulted from the Governor and former Chancellor of the Regent’s overreach on the use of tests. Why did these changes compel public education leaders to squelch dissent? The short answer is “politics”.

In the case of Ms. Farina, NYC’s Superintendent, she wants to make certain the her schools continue to have a high participation rate so that her boss, Mayor de Blasio, can continue to assert that his administration is committed to the kind of “rigorous accountability” his predecessor, Michael Bloomberg, put in place. Last year NYC’s participation was 98% over all, and Ms. Farina wants to keep it that way.

In the case of the NYS Commissioner, the silencing is reflexive— but could help her retain her assignment despite the changing of the guard on the Regents. Long a supporter of test-based reform, Ms. Elia stated last year that is was “unethical” for teachers to speak out against the tests. But, as the Times notes, at that time she was parroting the Regent’s party line and now that the majority of Regents members are opposed to the over-emphasis on testing she may be ratcheting her language down a tone or two.

In the case of the unions, they believe the system has worked for them and want to make certain that the media gets the clear message that parents, not teachers, drove the opt out movement. While their position on this is politically astute, it is somewhat disappointing that they are supporting the suppression of free speech in the name of politics… but as teacher’s unions have become more and more politically wired they have become increasingly insensitive to their rank and file. (I offer the early endorsement of Hillary Clinton by the AFT and NEA as exhibit one in this argument!)

As one who is unalterably opposed to the use of standardized tests as the primary metric for measuring student, school, or teacher performance, I have a workaround for like-minded parents. Ask  your child’s teacher if the tests are helpful in gaining an understanding of what motivates your child to want to learn… because in the end public education should encourage each child with a desire to learn more and the skills to do so… and I doubt that preparing for a standardized test or poring over the results of a test will help a teacher gain any insights on a child’s thirst for knowledge.

“The Myth of a Hero Teacher” Promotes Blame of ALL Teachers, Avoidance of REAL Problem: Poverty

February 28, 2016 Leave a comment

I just read “The Myth of the Hero Teacher“, the NYTImes article by John Leland that is a de facto book review of Ed Boland’s new memoir, “The Battle for Room 314: My Year of Hope and Despair in a New York City High School.” As I’ve written in previous posts, I began my career as a junior high school mathematics teacher at Shaw Junior High School in Philadelphia. One of the lowest performing schools in the city, Shaw was plagued with tensions that resulted from ongoing gang violence in the city in the early 1970s and by overcrowding that led to housing over 3000 students in a split shift plan in a school designed for 1200. In my initial year I floated into over 20 “classrooms” that included a cafeteria, adaptive PE space, a dilapidated science lab where I taught reading after receiving a crash course in the first few weeks of school, and rooms on all three floors of the school. In short, I know the world Mr. Boland inhabited during his first year— and envy him for having only ONE room to fight battles in!

The article describes Mr. Boland’s lack of training in classroom management as the primary problem he faced:

“Of all the hours I was at graduate school, I don’t think there was all together an hour devoted to classroom management,” he said. “We were developing beautifully crafted lesson plans that no one could use. I was learning esoteric phrases about test design. I spent two semesters doing a research project. I just wish somebody told me how to get a cellphone out of a kid’s hand.

My colleagues and I shared the same lament 45 years ago in the faculty room at Shaw Junior High School and I recall having a similar conversation with a colleague in the mid-1990s when we were discussing the need to expand our alternative education program. Like Mr. Boland, I struggled mightily in my first year… but unlike him I got on top of things after Christmas because I had some experience in “managing” students because I worked as a per diem substitute in my senior year in college in Philadelphia schools and because I had an early conference with an Assistant Principal who coached me on the need to set my priorities on classroom management first and the advice from several colleagues who coached me on the use of the overhead projector that enabled me to post work on the blackboard without turning my back on the class.

The ultimate solution advocated in the article, some kind of residency program, would be ideal. Even better would be early intervention to introduce children raised in poverty with the skills needed to engage in learning in the classroom. These ideas, like all of the ideas dealing with educating children raised in poverty, require money… and funding for schools in poor neighborhoods and communities is being slashed. Until we are willing to provide more funds to educate the kinds of students described in this article, the vicious cycle of poverty will continue.

When it Comes to the Climate Change, Science Doesn’t “Take Sides”

February 13, 2016 Leave a comment

The NYTimes was among many news outlets that published articles covering a recent report issued by the National Center for Science Education, who surveyed 1,500 teachers from high schools and middle schools in all 50 states on the way they approach the teaching of climate change… and the news was distressing. According to the study, as John Schwartz reported in his lead paragraph:

Most science teachers in the United States spend some time on climate change in their courses, but their insufficient grasp of the science as well as political factors “may hinder effective teaching,” according to a nationwide survey of the profession.

When those conducting the survey probed to determine the “political factors” that might “hinder effective teaching” here’s what they found:

Close to a third of the teachers also reported conveying messages that are contradictory, emphasizing the scientific consensus on human causation and the idea that many scientists believe the changes have natural causes.

The authors of the paper suggested that those teachers “may wish to teach ‘both sides’ to accommodate values and perspectives that students bring to the classroom.” The survey also found, however, that only 4.4 percent of teachers said that they had faced overt pressure from parents, school administrators or the community to teach about climate change.

While it is heartening to see that less than 5% of those surveyed “faced overt pressure” to teach about climate change, it is distressing to read that one third of the teachers essentially fail to report that climate change is settled science. There are not “two sides” to climate change any more than there are “two sides” to evolution or Einstein’s Laws of Relativity. But the most disheartening piece of information about the instruction of climate science was this paragraph:

Climate change is still not often part of a formal curriculum, so the instruction in one year rarely can add to the previous year’s work, Professor Plutzer added. And teachers feel pressured to focus more intensely on topics that appear on “high-stakes tests” that define much of today’s educational process, he said.

Clearly our priorities are skewed when we need to push climate change out of the classroom so that test scores can climb… along with the temperatures…