SEL for all or just for disruptive students?

Social-emotional learning (SEL) is the newest edu-fad, writes Katharine Beals on Out in Left Field. Believers say devoting time to SEL activities will raise academic achievement.

“Disruptive, distracting behavior imposes a tremendous drain on teaching/learning — for perpetrators and victims alike,” she writes. But, she wonders if SEL activities make sense for all students — or just those who are unable to behave properly in class.

Students participate in a SEL program run by the Holistic Life Foundation.

Students participate in a SEL program run by the Holistic Life Foundation.

She proposes splitting teaching and classroom management into two jobs with “highly qualified teachers up front, and highly qualified classroom managers in back.” Class sizes would be increased to pay for the extra adults.

In her scheme, the classroom manager would be able to remove disruptive students, temporarily or for the long term. The money that would have been spent on SEL instruction for the entire student body” would be spent to provide “special psychiatric and academic services for disruptive students.”

Can teachers develop students’ social-emotional strengths while teaching academics? Or will SEL inevitably be an add-on that competes with academics for time?

Teachers, what do you think?

No bells, many choices

In a Forensic Science class, students learn from police department forensic investigator Ryan Andrews how to calculate the angle of impact of individual bloodstains and use strings to determine the area the bloodstains would have originated.

Forensic investigator Ryan Andrews shows students how to calculate the angle of impact of bloodstains.

Salt Lake City’s Innovations Early College High School uses personalized learning to put teenagers in charge of their education, I discovered in a visit last fall. My story is now up on Education Next.

There are no bells at Salt Lake City’s Innovations Early College High School, and no traditional “classes.” Students show up when they like, putting in six and a half hours at school between 7 a.m. and 5 p.m. Working with a mentor teacher, students set their own goals and move through self-paced online lessons. They can take more time when they need it or move ahead quickly when they show mastery.

Innovations, a district school, not a charter, is located on a community college campus, so it’s easy for students who qualify to take college classes. It also shares space with the district’s career-tech center, so students can take vocational classes in subjects ranging from web design and emergency medicine to cosmetology.

It seems very loosey-goosey, but mentors monitor students’ progress closely to make sure they’re on track for graduation.

It’s math anxiety, not gender inequality

Math anxiety, not gender bias, explains why girls are less likely to pursue education and careers in STEM fields, according to a new study of student performance by 15-year-olds in more than 60 countries.

In less-developed countries, boys and girls fear math, the study found. The anxiety gap appears in developed countries with more gender equality, writes Rebecca Klein in the Huffington Post

Many believe that “as society became more gender equal, with more women in politics … and [science, technology, engineering, and mathematics] fields and so forth, this would provide more role models, and therefore the gender differences in math anxiety and math performance would disappear,” David Geary, a University of Missouri psychology professor told Klein. “We found the opposite.”

The study found no link between the proportion of women working in STEM fields and teenage girls’ math anxiety.

Even when researchers control for performance, girls “still have more math anxiety than they should,” he said.

The rich get more educated (and richer)

Americans are earning more bachelor’s degrees since 1970, but a larger share go to students from families in top half of the income spectrum, concludes a Pell study. In 2014, 77 percent of four-year graduates came from families in the top 50 percent. Students from the bottom 50 percent earned 23 percent of bachelor’s degrees, down from 28 percent in 1970.

Lower-income students tend to enroll in colleges with low graduation rates, such as community colleges and for-profit colleges, the report found. Middle-class and upper-income students are more likely to attend selective colleges with higher graduation rates.

Overall, only a third of students enroll in selective colleges and universities and only 14 percent in those rated “most,” “highly” and “very” competitive.

Rising college costs make it hard for lower-income students to stay in college, writes Stacey Teicher Khadaroo in the Christian Science Monitor. “There is good progress in high school graduation and college [entry] for low-income kids. Then these enormous financial barriers … just clobber them when they get to college,” says Tom Mortenson, a senior scholar at The Pell Institute for the Study of Opportunity in Higher Education.

Jane Sanders: Testing is a ‘disaster’

If Bernie Sanders is elected president, he’ll take education policy “in the exact opposite direction,” said his wife Jane in a Nation interview.

“We don’t really believe in standardized testing,” said the former college president. “I think the standardized tests that they say: do you know fourth-grade English or fourth-grade history? I think is a disaster and absolutely would not support that.”

Bernie and Jane Sanders campaign together.

Bernie and Jane Sanders campaign together.

“Schooling is meant to help people be creative, to have their curiosity stimulated, and have them be actively thinking whatever they’re thinking about — whether it’s the stars, the universe, climate change, anything,” she said. “Having them be able to feel they can explore anything, learn anything.”

A former social worker and political consultant, Jane Sanders earned a doctorate in leadership studies and became interim president of Goddard College and then president of tiny Burlington College, an alternative school with a 25 percent six-year graduation rate. (She left the latter school in deep financial trouble.)

She’s a big fan of progressive education, which she defined as “just having the students have more of a say in what it is they want to learn.”

You might be studying philosophy, math, or English, but you’re learning about what your passion is. Instead of having there be a prescribed set of study — that has a person conveying that knowledge to you — the teacher, the professor is a facilitator to try to meet your needs and to get you thinking critically and writing clearly and communicating effectively.

What if thinking and writing aren’t the student’s passion? He can’t study philosophy or literature because he never learned “fourth-grade English.”

If poor kids are unteachable, why teach?

Do teachers think low-income students are hopeless? That’s the message Derrell Bradford gets from a Duluth News Tribune commentary and graphic that was retweeted by American Federation of Teachers leader Randi Weingarten.

In response to a lawsuit challenging Minnesota’s teacher tenure law, the cartoon shows a seating chart filled with losers.

“Weingarten’s retweet shows what she and perhaps many of her members believe about our kids — that their entire identities can be reduced to the challenges they bring to the classroom, and that those challenges obviate and absolve the teacher’s responsibility in the learning equation,” writes Bradford.

Poor kids from tough places are no longer the outlier in America’s schools — they’re the majority of students.
 . . . Teaching is at a crossroads in this country but the issue isn’t which way we proceed with value-added scores or licensure and certification. It’s whether you’re up to the challenge of teaching poor kids or you’re not. There are no “better kids” waiting in the wings.

Bradford grew up poor. He could have been have been trapped in a “below poverty line” square, but he rode buses to get to better schools where teachers worked hard to educate him.

At #ThisTeacher Sees, teachers are making their own seating charts:

Apparently, some teachers have nothing but victims in their classes and others don’t have a single kid who rates “royal pain,” “never shuts up” or “cellphone addict.”

Mapping achievement gaps

A fourth grader works with his teacher in Union City, N.J., a low-income Hispanic district where students perform above grade level. Photo: Karsten Moran, New York Times

Large achievement gaps separate students by race and family income, concludes a Stanford study based on a data set of 200 million test scores.

Sixth graders in the most advantaged districts are more than four grade levels ahead of students in the least advantaged districts, the study found.

  • Average test scores of black students are, on average, roughly two grade levels lower than those of white students in the same district; the Hispanic-white difference is roughly one- and-a-half grade levels.
  • The size of the gaps has little or no association with average class size, a district’s per capita student spending or charter school enrollment.

White-black achievement gaps are especially large in Atlanta, Oakland,  Charleston and Washington, D.C., reports the New York Times, which created an interactive map of the results. Gaps also are large in university towns such as Berkeley and Chapel Hill, apparently because white students are likely to come from highly educated families.

Detroit has no achievement gap: Whites, blacks and Hispanics in district schools all are more than two years below grade level. Buffalo is gap-free too, for the same reason. Nobody’s learning.

“Poverty is not destiny,” said Sean Reardon, the lead researcher. In Union City, N.J. which is 95 percent Hispanic and mostly low-income, “students consistently performed about a third of a grade level above the national average on math and reading tests,” reports the New York Times.

Union City schools used to be dreadful, writes David Kirp, a Berkeley ed professor. Improvement was “slow and steady.”

Donald T’s first report card

From The New Yorker, via Alexander Russo.

Sub fired for teaching ‘vagina’ art

Allison Wint

Allison Wint is job hunting.

In a lesson about controversial art, a substitute art teacher told eighth graders that some viewers see “vaginas” in Georgia O’Keeffe‘s paintings, reports the Detroit Free Press. Allison Wint was fired by Harper Creek Middle School for . . . Saying the word “vagina?”

Wint remembers saying: “Imagine walking into a gallery when (O’Keeffe) was first showing her pieces, and thinking, ‘Am I actually seeing vaginas here, am I a pervert?’ ”

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Through the course of the lecture, she went on to use the word vagina “maybe 10 times,” she said. “But it was never in a vulgar capacity.”

I thought if I used a euphemism, that would make it into a joke,” she said.

School officials initially said teachers must get approval before discussing reproductive health, reports WWMT-TV.

Then, Harper Creek Superintendent Rob Ridgeway told the Free Press that Wint was fired for deviating from the art curriculum and not warning the principal that she’d be discussing controversy in art. “She was not terminated due to uttering the word ‘vagina,’ ” he said.

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However, Principal Kim Thayer told the Free Press that Wint had used the word “vagina … without previous approval.”

Thayer fired Wint on Friday, giving her one hour to gather her things and leave the school.

“It now seems abundantly clear that, in spite of her vehement denials, O’Keeffe meant some of her paintings (not just the flowers) to look vaginal,” writes Randall Griffin, an art history professor who’s authored a book on the artist. “Works such as Abstraction Seaweed and Water – Maine and Flower Abstraction overtly allude to female genitalia.”

College encourages lively consensus

Trescott University encourages a lively exchange of one idea, president Kevin Abrams told The Onion.

“We recognize that it’s inevitable that certain contentious topics will come up from time to time, and when they do, we want to create an atmosphere where both students and faculty feel comfortable voicing a single homogeneous opinion,” said Abrams, adding that no matter the subject, anyone on campus is always welcome to add their support to the accepted consensus.

Counseling is available for any student made uncomfortable by the viewpoint.