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Very interesting. (Reply to this comment)
by dad-daughters
My daughter just finished getting her California teaching credential, and the pure BS busy-work they made her go through (including preparation of a 75 page (single spaced) mini doctoral thesis which was based on *one* single in-class teaching event) is rediculous. This is some new type of experimental credential program here.
You mention the declining behavior of children now in Kansas, but in California, with so many non-english speaking (and extremely low income) in the classroom, it's almost a lost cause. ADD type behavior is the norm, not the exception. Many come from home environments that are beyond abuse. Her half year of in-class experience at the Kindergarten level almost made her decide against this career. Fortunately, she had a much better time with third grade for the second half.
But the worst part was her observation of the caliber of the master teachers and potential new teachers taking the program. She said many came to class drunk or smelling of it, did little or no preparation, ripped off others for their work product, cheated on tests, ....need I go on? The master teacher was mean the to the children, would not consider any constructive new ideas for teaching, would not allow my daughter to try out any of the new things she learned in school, and so forth.
I can only hope that her crop of new teachers is not indicative of the norm today, but of the 6 master teachers she came in contact with, only one was exceptional, and three were well below par. And, it goes without saying that she has graduated into the worst job market for teachers in the last 20 years.
Best regards, Dan (dad-daughters)
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Jun 19 '09
10:12 am PDT
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Re: two second update (Reply to this comment)
by talyseon
Dang, girl...
I know now why you haven't been writing anything. Do not forget the first rule of beaurocratic self defense; figure out how to leave a paper trail. Have you been documenting all the requests for aid with these students? I don't know about your state, but most have laws that say the school will provide whatever is needed to meet a child's needs. If you ask for help, in writing, and are then ignored, you can take the matter up with the Department of Human Services. It is an extreme measure, but often, one of the way to handle teachers who INSIST on actually teaching is to get rid of them. Assume that that is what they are doing, and move to thwart them.
It is sad when teaching sounds like warfare, but I seriously doubt that you are trained in how to deal with that kid's level of emotional disturbance. And the other children in the class have a right to be protected from the detrimental effects of his disruption. This kid needs one on one. The school should provide it. And make sure it is NOT you.
Good luck, and our prayers are with you.
Talyseon.
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Feb 15 '09
2:46 am PST
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There's a solution (if you can't fight the system) (Reply to this comment)
by frazzledspice
Teaching Catholic school. If you want to be an advocate for how badly the public school system in Kansas is working, you can do it in your spare time--at your local school board meetings, with your legislators--but at least you won't have to live with it day in, day out.
Yes, it's a little less money, but a lot less stress.
BTW, my middle son has been teaching in South Korea for a few years because of his frustration with the educational system here. He doesn't find things perfect there either (72 hours a week of school for middle and high schools? Lots of adolescent stress. He's also doing great financially (with some side jobs.) In a week or two he'll be going to Shanghai with his gf.
Of course, options for the young and single aren't there for those of us with families.
Good luck, Bridgette.
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Feb 14 '09
6:20 am PST
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two second update (Reply to this comment)
by jnbmoore
I had the results of my last informal observations. The principal is still not happy with anything I do. She says I'm still not taking responsibility for my students and I'm blaming them for not progressing. She asked me to choose my two students who haven't progressed much and explain why. I explained that my one student has major behavior problems.and is absent/suspended alot. She said I was blaming him for not progressing. In the last week he's taken to self mutilation to get out of reading groups. The clawing at his arms and face until he bled we could ignore (social worker's advice). We ignored him kicking the wall and hitting the wall with his head. The other two students couldn't ignore when he broke lead from a mechanical pencil and was sticking it into his arm so he had a nice line of lead sticking in his arm.
My other little girl can read 90 words a minute but has no comprehension. You can ask her "what holiday am I describing if I say pumpkins, trick or treaters, candy, and cobwebs" == she'll say "Christmas". She's in special education and lately has been driving me crazy. I've been working with her group on sequencing events from the books we read since they really need help retelling and that's the easiest thing to do first. She'll write 1, 2, 3, 4, and say she's done. (Which means that if we have recess that day, she'll have to redo it then). I told her the other day that I didn't want her to write 1, 2, 3, 4. I wanted her to read and think and she could do this. Three minutes later she turns it in. She didn't go 1, 2, 3, 4 --- she wrote 8. 7. 6. 5...... Is this when I hit my head against the wall? We'll see how the formal goes.
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Feb 07 '09
8:06 pm PST
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Dear Jnbmoore: (Reply to this comment)
by macresarf1
As I'm sure you know, education has generally been a matter left to the States, and in some states left to the counties, parishes, etc. I think, historically, your problem is that elementary schools have tended to be more numerous, feeding into middle or high schools. Until well after WWII, a majority of students never went beyond the tenth grade. They got work permits and left. That changed when the comprehensive model of education was introduced in the late 1950's, and "all" kids were kept in school whether they or their parents wanted it or not. Thus, counties in modern times have wanted to control the curriculum in elementary education so that students from different back grounds did not flood into middle and high schools with wildly different ways of exercising basic skills.
Most states had accommodated the growing season, which determined the length of the school year. In some states, young farmer programs were prominent. In other states, basic industrial skills were pushed. Boys were often thought to be more important than girls because girls would get married and become homemakers, etc. These decisions, like the choice of methods, have been local and political decisions because of the acceptance of the doctrine of "local control."
In most states, it has been a given that any child had as his/her potential goal that of going to college. Students who did not make progress toward that goal were considered by the community "slow" or "dumb." The idea that many ordinary students would simply like to be industrial workers, tradesmen, in practice, tended to be ignored. Amazingly, it is only in the last forty years or so, that conditions such as dyslexia, autism, ADD, bipolar conditions, etc, have been seriously considered. The recognition of each of these conditions has created a new cohort to be dealt with.
Since America has gone out in the World following WWII, and we have had to copel increasingly beyond our domestic markets, it has become obvious that our pioneer stake in public education is pretty unwieldy and inefficient in a society which as a whole has never valued knowledge much as an end in itself. And we have discovered that we are far down the line in the ranks of industrialized countries in regard to education. Only our pride and arrogance prevented us from seeing that, or doing much about it.
And of course, in the 1980's, American business looking about suddenly saw that Education -- like rest homes or prisons -- could become a great new market, in this case, catering to disgruntled parents, who wanted various scientific, religious, social or commercial concepts taught: THE CHARTER SCHOOL WAS BORN!
Now, ironically, a commission chaired jointly by Vice President George Herbert Walker Bush, Governor Bill Clinton, and Governor Buddy Roemer(sp) of Colorado came up with the plan which President George W. Bush pushed through as "Leave No Child Behind" on the Federal level. It's original purpose was to allow States to develop methods which appeased citizens who harbored various notions of what their children needed to know, while producing students who met National Goals in a World Economy. That is a new concept in America, accepted in most European educational systems for over 60 years.
My guess is that the seemingly strange method of teaching math you are mandated to use by your county department of education is an attempt to serve bodies of students who, by their various visions of reality, learn in different ways from "the norm." No doubt, these students are selected on the basis of test scores, counseling, parents wishes, financial restrictions, and how the janitor feels about what is going on. The whole conundrum is exacerbated by hundreds of parents in your district who vehemently support the new methods, violently oppose them, or don't have a clue.
[We forget, I think, that most kids grow up to be parents, no matter what their school experience was.]
It has been ever thus.
I would say, jmbmoore, that learning more about the history of American Education would not necessarily help you in a practical sense, but might make you more understanding of the underlying dynamics.
Now, just wait till the looting of the American Economy by Wall Street and the Bush Administration impacts state and county educational budgets. If you think you have problems today, wait until next year, or the year after, when you have ten more students in each of your classes and no chairs for them.
That's where I cam in in 1959.
Best of luck.
Alex -- Macresarf1
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Jan 24 '09
4:06 pm PST
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Wow... (Reply to this comment)
by jlava73
I remember when my husband once saw my daughter now in the 4th grade doing math this way. (He can be pretty stubborn but he is an educated man)
He insisted she was doing it wrong until she took out her book and showed him. He was so angry he nearly went through the roof.
Your essay brought back that memory.
Thankfully our daughter does very well in school. I can't give the school any credit for that, it seems she has her fathers genes.
It must be very frustrating to you indeed!
It's sad to think that our future rests in the hands of those who appear not to give a damn about what that means.
I guess as parents the responsibility rests with us to make sure our kids don't all end up working at McDonalds or worse as trash pickers.
You have expressed yourself very well here even if there little else you can do to exact change.
Take Care!
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Jan 06 '09
5:52 pm PST
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Guess I'll Restrain Myself (Reply to this comment)
by le_domaine
Amen... I teach 4th grade English/Science/Social Studies. The first 2 six weeks I taught ELA; the last and next six weeks, it's Science/Social Studies. It's what the administration wants. The parents are not so enthusiastic. The Science/Social Studies teacher and I just comply. It seems admin and others not classroom teachers have very liberal creative ideas about teaching.
May God [I'm whispering here since religion is one of the many taboos and not allowed] help us all.
Happy holidays...and be sure to take some much needed time to rest and for yourself this holiday season.
Rouchelle
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Dec 24 '08
10:20 pm PST
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Counting (Reply to this comment)
by texas-swede
I learned the hard way that counting can be tricky business at an early age for other reasons than just the ability to count. My middle son knew how to count to 100 when he was 3-4 years old but his speech was not fully developed. The way he counted sounded like eleven, twelve, firteen, fourteen, fifteen,
I remember a teacher who asked him to count. She liked that he could count at an early age but kept insisting that he had counted fourteen twice and skipped thirteen, so she interrupted him and asked him to start over, and this happened over and over. I had to explain to her that he couldn't say "th" and that firteen was thirteen and that he actually didn't skip thirteen. Then she let him go to a hundred.
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Nov 21 '08
2:55 pm PST
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More Info (Reply to this comment)
by imprimis2
Just as a little aside....I don't remember if it was Sesame Street or some other program I used to watch as a kid, but I learned that the number "15" is one of the most forgotten numbers in the numerical sequence of those learning to count. I'm not sure why myself--but it has been proven.
I would drill that number into those kids heads, even if they had to memorize that "15" comes after "14" and before "16." They have to do something to REMEMBER it, or they'll forget it the next time they come to a problem that requires that particular number for cogitational problem-solving.
=Aaron=
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Nov 20 '08
1:21 am PST
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A Bit Confused (Reply to this comment)
by imprimis2
Some of the acronyms you've used here are ones that I'm not familiar of. Do you care to, at least once in the actual review body, explain what those acronyms stand for? Like SIT? I'll understand if you can't because they might be confidential, but childhood learning is definitely interesting to me, and this article/editorial/review has interested me enough to want to learn more.
In any case, it sounds like whoever/whatever is dictating these learning "programs" doesn't know exactly themselves what they want and need from the next generation (the generation that will shape and mold our world in 20 years.)
After reading all of this, I'm a little more than simply "a bit concerned."
=Aaron=
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Nov 20 '08
1:12 am PST
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Strange math (Reply to this comment)
by texas-swede
Wow what a strange way to teach math. I think all those methods are fine to help the student get different perspectives but to replace it with borrowing, and not allow it that is strange. Discovering it for your self? Efficient methods for doing multiple digit subtraction took thousands of years to discover. What do they expect will happen? It seems they are doing too many experiments with the kids.
We taught our kids multiple digit addition and multiple digit subtraction with borrowing before first grade and they understood the concept just fine, and they knew what they were doing. My wife was a second grade teacher (now she is home) and it is a tough job. Discipline has to be there or teaching is not possible, and teachers have the right to feel safe.
Good luck to you, you are doing the most important work there is.
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Nov 04 '08
1:27 pm PST
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.... (Reply to this comment)
by befus
Bridgette, my honest reaction after reading this was that it breaks my heart. I can easily imagine how frustrating this must be for good teachers like yourself, and how much more frustrating for the kids themselves! That is definitely no way to learn math or have to teach it!
Forgive my naivete, but when you say you "can't" teach something a certain way...is this because the school is having to meet certain "standards" or say that they've taught something a certain way? It just makes no sense to me that anyone could think this was a remotely adequate way to teach math.
I didn't know whether to laugh or cry at the thought of you having to hide in the closet to teach them place value (which I've been steadily working on with my daughter in both K and 1st grade). I am thankful these kids have someone like you on their side, but what a terribly hand-tying system.
You have my prayers!
Beth
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Oct 19 '08
7:08 pm PDT
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Appalling. (Reply to this comment)
by disgruntlement
Utterly appalling. Is this part of "No Child Left Behind"? I can't imagine a worse way to teach.
Discovery method? Gah!
You just gave me so many more reasons to be disgruntled, it's not even funny. You have my commiserations, dear lady.
10 2-5*6 Regards,
GD
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Oct 11 '08
10:08 am PDT
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I was looking at our maps and globes yesterday (Reply to this comment)
by jnbmoore
They all have the USSR on them
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Oct 11 '08
7:36 am PDT
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Re: Your choice (Reply to this comment)
by jnbmoore
to be honest we have a teacher glut where we are. The district said they had 3000 applications for the 300 jobs. This was the district that hired me. .
Thanks for stopping by
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Oct 05 '08
12:22 am PDT
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Re: You, those kids, and the future.... (Reply to this comment)
by jnbmoore
Never thought about it that way, but you are absolutely correct
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Oct 05 '08
12:21 am PDT
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Re: I couldn't do what you do... (Reply to this comment)
by jnbmoore
Wow!
You do have lots of freedom... Your kids are lucky to have you.
I'd love a science lab with computers. We have two student computers in our room and they are some sort of Apples that are about 7 years old.... Can we say slooooooooooooow?
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Oct 05 '08
12:20 am PDT
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Re: Re: What sunangel722 said... (Reply to this comment)
by mql1208
Teacher salaries --- you all deserve as much as you can get, considering that you could choose to work in the private sector. Best of luck to you. Teachers can make such a difference, and I get the impression you will!
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Oct 04 '08
9:05 am PDT
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Re: My sympathies! (Reply to this comment)
by jnbmoore
Wow! Biology and English. You are unique! The kids are much poorer for your exit. I'm sorry you exited but I can understand why you did.
I do appreciate the encouragement
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Oct 04 '08
7:10 am PDT
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Re: What sunangel722 said... (Reply to this comment)
by jnbmoore
Last year I did in my student teaching in a suburban district in a school whose ethnic makeup, free and reduced lunch, and ESL students ratios mirrors the urban district where I'm at (just the school not the district). Those kids were so much higher I think because of the way they had been taught previously.
I think your sister and friends do have problems -- they are just different.
I don't even want to know the cost of living in an area where teachers get paid twice as much as I'm making.
Thanks for the comment
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Oct 04 '08
7:07 am PDT
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Re: That (Reply to this comment)
by jnbmoore
the kids don't even "feel good."
They are confused. They get upset if they can get the right answer they still have to prove it.
It makes the teachers angry. It makes the students upset. The only one who must be happy is the publisher.
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Oct 04 '08
7:02 am PDT
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That (Reply to this comment)
by George_Chabot
is some of the stupid stuff they are doing to make kids "feel good." They are going to make the USA third world in a couple years. Hope I'm dead before then.
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Oct 03 '08
4:38 pm PDT
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What sunangel722 said... (Reply to this comment)
by mql1208
and how frustrating for you AND those children. My sister and several of my friends teach in our school district, a suburban oasis. Average teacher salary is approximately 80K, and I'm happy to pay high taxes in exchange for the education which is provided. When I read your pieces, it reminds me how fortunate we are. Sometimes, I have to bite my tongue being present during "teacher talk" at social occasions. Many have never experienced anything different, to compare their present situation with the frustrations of teaching in an area where there are REAL problems. Regardless, they have my utmost respect for choosing a profession which is so crucial to shaping our children. I'm glad your kids have you in their corner.
Megan
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Oct 03 '08
7:02 am PDT
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My sympathies! (Reply to this comment)
by henry_thoreau
My final year as a (high school) teacher in Kansas was 1993-94. [BTW (when I wasn't moonlighting as a community college outreach instructor) I taught both English and biology classes, a curious combination.] At that time vaunted "new" (state-mandated) instructional approaches were being freshly foisted on all the besieged English and science 'marms. Shortly before then--after several years of experimentation--I'd finally devised my own classroom approaches that had not only somewhat enhanced student learning but had also (largely) eradicated "disciplinary" frustration (no small matter, the latter).
But then those aloof denizens of the Ivory Towers were granted seemingly unlimited leeway to foist their pedagogical brainchildren upon us/you long-suffering, real-world practitioners, and (from what several of the latter have privately reported to me) little, if anything, has actually improved.
Forgive me for saying it, but I'm glad I made my discreet exit (from that particular stint) precisely when I did!
Anyway, hang in there. All one can do is her best. :-)
Mike
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Oct 03 '08
6:56 am PDT
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You, those kids, and the future.... (Reply to this comment)
by talyseon
...have my sympathies. You know, this system of yours reminds me of something; communism. Sounds great on paper, doesn't work in real life, but thousands of man years will be wasted in misery trying to put it into effect.
Learning by rote is boring. But it works. This c.r.a.p. is exactly that. I am so sorry you have to endure this.
Talyseon.
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Oct 03 '08
4:13 am PDT
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Your choice (Reply to this comment)
by sunangel722
of where you teach is very commendable. I'm sure those students are very lucky to have you.
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Oct 02 '08
10:09 pm PDT
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I couldn't do what you do... (Reply to this comment)
by kengland4
I work in Long Beach, the blah-blah-blah-blah Broad Prize Winner X many years in a row, blah-blah-blah, and in a neighboring district that is comparable. I've done lots of special ed, including a long-term stint (I'm a substitute) with mid-level ELD, "special ed geometry," and math support, simultaneously.
I don't accept that a student is not able to do something, unless they are severely disabled. What I do accept is that students and parents are lazy. In my other district, my understanding is that parents FIGHT to keep their kids in special ed, because they get money from the state! Said parents are usually at home collecting unemployment and welfare, and getting subsidized rent/Section 8!
When I started with that group, I had some (high school!) students that couldn't operate a calculator correctly. Three months later, they were solving quadratic equations. I drilled them like there was no tomorrow, and didn't create excuses for them. It was obvious to me that their parents and some other teachers simply didn't care enough.
What I like about special ed is that there are no standards (at least in California)--I can do whatever I want, as long as I show progress. What I don't like is all of the IEPs I have to follow, and legally-required meetings, every time a parent or case worker has a brain fart. I had one student who probably should have been sent to county, but I just could NOT get rid of! He made threats, was very manipulative and cunning, and the school was clearly hiding something he'd done in a previous school. It was like we were facing off every day. Special ed students can get away with murder!
Many years ago, I used to teach "overflow" classes. These were temporarily set up to take in late registrants for which there was no room for yet. One year, I taught them all subjects, asked them what foreign languages they were interested in, and worked on teaching them a different language at least twice a week, finally picking up a book on learning French I had purchased the previous summer. I devoted one period to our French study. I loaded up several computers with my "Learn 51 Languages" software, and we dove into it, with pleasure! Half of my students were bilingual, or Spanish-only, and I had them teach the others Spanish, while they learned English. My students were walking around the school speaking in French and Italian, and other students tried to make fun of their "Spanish." When I told them it was actually Italian, their mouths DROPPED! I had students in regular classes who wished they were in my overflow class!
In another overflow class, I lugged around a suitcase with books from my own personal library, and made them read in utter silence, writing summaries, each day for 45 minutes, with conversation and reports later. This was adult reading, for middle schoolers. I lost a book or 2, but it was worth it.
I often wonder what happened to those students...
That first overflow class was the most fun I've ever had. They gave me a huge science lab with computers, and left we well alone.
My approach is to adapt and show students that there's more than one way to do something, removing mental blocks. I told an honor's chemistry class today that was just starting "molar mass" that it was kindergarten, elementary chemistry. They were, like,"Waitaminnit! This is HONOR'S Chemistry! So I said,"Let me rephrase--this is so easy, even I can show you how to do it!" Their response was,"Ah, that's better!" They needed as much help, if not more, than the "regular" classes, and the teacher said it was one of his "needier" classes.
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Oct 02 '08
8:58 pm PDT
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