The Carnival of Homeschooling is up at Embracing Destiny.
I was amused by The Boy from Jurassic Park’s College Application Essay by Julia Drake on McSweeney’s Internet Tendency.
Claws scrabbled at the door, each scratch a shock of fear to my heart. Inside the kitchen, my sister and I hid behind a stainless steel table, slick as the sweat that dripped from my brow. A creak of the door handle; a clicking of prehistoric toenails across the tile floor; and I looked at my sister, panic searing through me: the raptors had made it inside.
I never thought I would find myself in such a situation when I went to visit my grandfather on his remote island where he’d created a paradise of living dinosaurs. In fact, my face lit up with childlike joy upon seeing the place, my intellectual curiosity instantly piqued. I got my first taste of fieldwork examining an ailing triceratops with seasoned paleontologists, which instilled in me a passion for hands-on learning. That passion for learning is certainly something I would bring with me to a college classroom; it is also a feeling I have tried to impart to my fellow students in my work as French Peer Tutor.
Boy from Jurassic Park “overcame copious obstacles such as surviving a Tyrannosaurus rex attack, escaping from a treed car, and being electrocuted by a high-voltage fence,” he writes. “Indeed, the adult traits I acquired surviving dinosaurs will make me an enthusiastic and passionate member of a college community, whether I brave a Friday night dance or experiment in a new discipline, such as figure drawing.”
BJP learned from his grandfather that “learning never stops.” For example, as Senior Class Co-Treasurer he has to “learn how to share leadership and how to manage a budget.”
Thanks to his experiences on Isla Nublar, BJP feels “comfortable tackling the plethora of challenges that await me on campus, be they academic or physical, modern or prehistoric, quotidian or genetically engineered.”
Why Is American Teaching So Bad? asks education historian Jonathan Zimmerman in The New York Review of Books. Zimmerman reviews Dana Goldstein’s The Teacher Wars, Elizabeth Green’s Building a Better Teacher and Garret Keizer’s Getting Schooled.
Goldstein quotes Horace Mann’s praise for female teachers, whose low-cost labor had enabled Massachusetts to create a common school system.
“How divinely does she come,” he declared, extolling the female teacher, “her head encircled with a halo of heavenly light, her feet sweetening the earth on which she treads, and the celestial radiance of her benignity making vice begin its work of repentance through very envy of the beauty of virtue!”
For centuries, Americans have “lauded teachers’ moral virtue and deplored their lack of adequate knowledge and skills,” writes Zimmerman. Now, teachers are expected to ensure students do well on tests, not to mold their characters.
Who becomes a teacher in America? . . . In the first half of the twentieth century, as Goldstein notes, bookish urban immigrants used the profession to catapult themselves into the middle class. During the Great Depression, especially, teaching attracted people of outstanding academic achievement—including some with Ph.D.s—who couldn’t get work elsewhere.
Since the 1960s, however, the proportion of top college students who have entered the field has steadily declined. Part of the reason lay in the feminist movement, which created new occupational opportunities for women outside of teaching.
Most teachers get a little theory in ed school, writes Green. They’re expected to learn how to teach on the job, where they’ll work in isolation.
By contrast, many other advanced countries have institutionalized critical commentary by peers and also provide intellectual support to improve skills and learning as part of teachers’ professional practice. Japanese teachers . . . have designated periods to observe each other’s classes, study curriculum, and otherwise hone their craft. But they also learn a great deal in their pre-service training, which is both more rigorous and more demanding concerning particular subject matter than anything American teacher-education students are likely to encounter.
In Finland, would-be teachers study the subject they’ll teach and then “spend a full year apprenticing in a school, receiving regular feedback from several mentors.” Finally, they research and write an original thesis on a scholarly trend or controversy within their fields.
Many U.S. educators think teachers don’t have to be smart, writes Zimmerman.
So Garret Keizer’s first supervisor worried that he might have too many grades of A on his college transcript to succeed as a high school teacher, and Elizabeth Green concludes her otherwise skeptical book with the much-heard platitude that teachers need to “love” their students.
Keizer is offended by comments like that, and he has every good reason to be. Do lawyers have to love their clients? Must doctors adore their patients? What American teachers need now is not love, but a capacity for deep and disciplined thinking that will reflect—and respect—the intellectual complexities of their job.
“The U.S. badly needs to design and develop an entirely different system of teacher education, stressing cognitive skills above all else,” Zimmerman concludes.
Why do teachers obsess about not being good enough? asks Ellie Herman on Gatsby in LA.
It starts with “pathetically inadequate” teacher training, she writes. A “hodgepodge of useless state-mandated courses” didn’t prepare her to deal “with large classes of students who were several years below grade level, many of whom had difficulty controlling their behavior in class.”
Furthermore, “once you’re in the classroom, you’re pretty much on your own.”
It’s not enough to recruit minority teachers, Neason writes. Turnover is high for blacks and Latinos. “Our schools are churning and burning teachers of color at unconscionably high rates.”
The number of non-white teachers entering the profession doubled in the 1980s in response to large-scale recruitment programs, says Richard Ingersoll, a Penn education professor. But minority teachers were 24 percent more likely to quit than their white colleagues from 1988 to 2008.
. . . minority teachers are more likely to work in high-poverty, low-performing schools where turnover rates are higher among teachers of all races and backgrounds. Working conditions in these schools can be more difficult given the challenge of teaching large populations of high-needs students with insufficient resources and chronic staff turnover. And many federal and local policies over the last two decades have aggravated these tensions — pushing out teachers and principals at “failing” schools or closing them outright, for instance.
On top of that, teachers of color often feel isolated or stereotyped, particularly in schools where most of the other teachers are white or come from a different background.
A few programs now work on keeping minority teachers in the classroom, writes Neason.
Teen alcohol and drug use declined in 2014, according to the 2014 Monitoring the Future study. The annual survey questions 40,000 students in 8th, 10th and 12th grade. “In 2014, a year when marijuana was all over the news and national attitudes toward the drug are relaxing, teen use actually trended downward,” notes the Washington Post.
“Cigarettes posted the sharpest drop in daily use, falling from nearly 25 percent of 12th graders in 1997 to about 7 percent in 2014,” reports the Post.
E-cigarettes — which made it on the survey for the first time — are more popular than tobacco cigarettes.
Frequent alcohol use has declined, though not as dramatically as smoking, while daily marijuana use has held steady or fallen since 2011.
“Both alcohol and cigarette use in 2014 are at their lowest points since the study began in 1975,” the study’s authors announced.
Kids think school is “boooring” compared to their video games, writes Washington Post columnist Esther Cepeda, a mother and former teacher.
Until you’ve put on a pair of headphones, grabbed your controller and strolled through the beautifully scored, eye-popping landscape of “Skyrim” for hours and hours that passed like minutes, you don’t can’t get it.
If you’ve never been engaged in a highly addictive three-dimensional lifelike murder mystery such as “L.A. Noire” or driven shiny, drop-dead gorgeous race cars across some of the world’s most storied autovistas with the feel of the engine rumbling in your hands and the sound of air whooshing past your face, you might not understand the appeal.
Teens play “in better-than-real worlds where you’re invincible and can make money with little effort,” while teachers desperately try to “entertain them into learning,” Cepeda writes.
She starts with an odd example of low-tech classroom fun:
Last week, my eighth-grader engaged in World War I-style trench warfare. It involved students in his classroom arrayed in ranks and a great many wadded paper balls. My school-hating son called it his best class ever.
In his mind, it’s just too bad that every day can’t involve something as fun.
Kids throwing paper balls at each other does not simulate trench warfare. Perhaps a very depressing video game could show the mud, the rats and the slaughter — but not the cold, the smells and the fear. I’d suggest reading All Quiet on the Western Front and Wilfred Owen’s Dulce Et Decorum Est.
Charter schools with strict discipline policies provide learning opportunities for motivated students, wrote Mike Petrilli in a New York Times debate on school discipline. That’s why parents are choosing charters, he argued.
Accused of abandoning troubled students — and worse — he concedes that “pushing kids out of school and giving up on them too soon” is a problem.
There are too many schools with weak cultures, weaker leaders, ineffective discipline policies, and poorly trained staff that resort to punitive actions when other approaches would work better. And this has serious consequences for the kids who are suspended or expelled. Helping schools learn how to create positive school climates and develop alternative approaches is definitely worth doing.
But — you knew there’d be a but — eliminating suspensions and expulsions is “the educational equivalent of . . . letting windows stay broken,” argues Petrilli. “It elevates the rights of the disruptive students” above the needs of their classmates.
In high-poverty urban schools, the serious learners are low-income black or brown kids. Their parents can’t afford to move to the suburbs or pay private-school tuition.
Strong public schools have long had tools to deal with these moral dilemmas, including detentions, suspension, expulsion, and “alternative schools” for the most troubled students. Yet some on the left, including in Arne Duncan’s Office of Civil Rights, have been fighting to take these tools away.
“If you want traditional public schools to thrive, allow them to employ reasonable discipline policies that will create environments conducive to learning—including the responsible use of suspension, expulsion, and alternative schools,” writes Petrilli. Otherwise, competent parents will choose charter schools that are safe and orderly.
Critics say there are better ways to create safe, orderly schools, such as “restorative justice” approaches that try to mediate conflicts.
Here’s a video on a conflict-resolution program at an Oakland (California) middle school.
A new research paper from the Discipline Disparities Research-to-Practice Collaborative calls for educators to analyze discipline rates by race and ethnicity and look for alternatives to suspension. These include improving the “cultural responsiveness of instruction,” better classroom management, programs to build supportive relationships between teachers and students and high-quality instruction. “Efforts to increase academic rigor and to increase safe, predictable environments for young people” reduce conflict, the paper concludes.
That last bit seems chicken-and-eggish to me. If you create a safe, predictable environment, you’ll have a safer environment.
In I Learn America, five immigrant students at International High School in Brooklyn try to learn English and build a future.
When excellent math teachers use a “student-centered” approach, students are more engaged and do better on problem-solving tests, concludes a new AIR study.
“A traditional teacher might simply explain, for example, how to graph a line, step-by-step, using y-intercept and slope . . . .and give students a tool box of procedures to tackle any problem,” writes Jill Barshay on the Hechinger Report.
“A student-centered teacher might turn the classroom floor into a giant graph-paper grid and ask the students to become data points and walk to where they should be plotted.”
Researchers found 22 highly regarded high school math teachers in New York and New England. Half were traditional teachers and half used many student-centered approaches. “The more a teacher used student-centered approaches, the more his or her students learned, and the better they did on an exam of complex problem-solving that resembles the PISA international test for 15-year-olds,” reports Barshay.
However, student-centered teaching may not work well for all teachers or all students, said AIR researcher Kirk Walters.
“Student-centered approaches may hold promise,” he said. However, the study looked at excellent teachers with largely middle-class, high-performing students.
I’d guess that effective student-centered teaching requires more teaching skill.
U.S. teens spend more time on homework, but learn less than students in other developed countries, according to the Programme of International Scholastic Asessment (PISA).
American 15-year-olds do about six hours of homework per week. In most countries, students who spend more time doing homework also score higher on the math exam, reports Libby Nelson on Vox. But, in the U.S., “doing more homework correlated with slightly lower scores.”
I wonder if math homework is different in the U.S. than math homework in Hong Kong, Japan and Singapore, where math scores are high and doing more homework seems to pay off.
Are U.S. students more likely to exaggerate how much they actually study?
And why is the homework payoff so much lower in high-scoring Shanghai?