Educated to Death

#education #revolution #occupyedu

I’ve devoted much of the past decade either preparing to teach or teaching. Never once have I been interested in being called a teacher. My sole interest, though often disrupted, has been to interact with other humans and share my love of learning—my love of becoming more and more human. I took my first job as an algebra teacher even though I was less than qualified with the subject matter in a relatively dangerous school just so I could share what had been shared with me through the years. I’ve taught different subjects, but have found the same joy of sharing with people. I teach what I know. They teach what they know. Each party grows a little. To Hell with the curriculum; education lies in the interaction.

Anything useful I have taught has been through honest interaction. In these moments I didn’t act as a pious sage. I was simply human. It never came from a book, although it often directed learners or myself to some source. Lessons aren’t prepared, they develop. My education on how to education was far different from what I am asked to enforce by administrators and evaluators. I’m asked to control kids and numb them with useless talk and practice that can be tested. The system of which I am a part is bunk and harmful to children and humanity. I am less convinced each day that there is any reform that can fix mess of a system—this beast of a machine. There are countless caring and well meaning educators whose efforts are thwarted by a brilliantly vile system. Cheers to you all. I need to make a step in a direction for the sake of myself and those around me. I want to share this life with thoughtful humans not mauled by a machine. What to do friends?

#education @coopcatalyst #occupyedu

Suppose we looked at teacher accountability in a new way? I propose we trust teachers—a little laissez-faire education if you will. This might require higher pay and a serious look at teacher education and quality, but it’ll balance itself out. With less money thrown at testing and corporate remediation materials plus the slew of highway robbers and scripted consultants there would be billions leftover for real improvement.

Let’s start by looking at real professional learning communities like tumblr education or Cooperative Catalyst (http://coopcatalyst.wordpress.com/). These are communities of educators who engage in constant self-assessment and community growth. They are teachers who challenge each other to be better teachers. There is constant debate and discourse. The collective knowledge and understanding of the teaching practice is ever growing and changing—it’s a lovely organism.

Teachers can be professionals. We are. Put it in our laps. We’ll make the changes. Hell, give us a politician to answer to, just see to it that we’re making the decisions. Many of us do anyway. The education revolution begins with us. It’s our ability to engage and organize—not politically, but intellectually, dialectically, and professionally?— that enables us to make tremendous changes with or without the support of our beloved bureaucrats.

Change occurs in our classrooms. It is spawned from our learning communities. Let’s keep pulling others in. You have made all the difference in my career.

#education #ccss #occupyedu

I was asked to sit on a panel of teachers to represent my school district during the accreditation process. I assume I was chosen because I am eager to speak in meetings and apparently speak well. This makes me think my administration has only enjoyed the sound of my voice and not the content of my O so bold oration.

I noticed quickly that I was in a room full of yes men and women who teach in the more affluent schools in our district. They all smiled and sat nicely. They were there to be slaughtered like good little lambs. The team of teachers surrounding me, my co-teachers, were, not unlike me worse for wear and doubting. Lips pursed, eyebrows cocked, notepads out. We were prepared for whatever we were going to he expected to swallow without question. Of course, my group did not act in complete accord. One just parroted off whatever was expected. Another would nod in agreement with the rest of the flock.

This accreditation team is from Advanced Ed, a voluntary “quality assurance” company that comes in for a hefty price and helps ensure that schools are quantitatively meeting standards. They provide services ranging from professional development to teacher evaluations to curriculum development to brainwashing desperate administration. The people on the teams I have met are high paid zealots who offer instruction in best practices from corporate research done in schools far different from the ones they are currently serving. This is no shock. I’ve been impressed with their ability to stick to their script even when challenged. They utilize a method similar to Bill O’Reilly’s when challenged. They simply repeat their original point in a different tone and then say “well we don’t have time to continue this” or “for the sake of time we have to move on”. But they’re generally nice people.

Back to the meeting and the flock.

We were asked general questions regarding the state of our facilities, safety on campus, professional development related to Common Core, whether or not the professional development was useful, and many more. Most people nodded along in agreement with the flock.

And then we were asked if we thought our kids were prepared for college and/or the “real world” when they left or high school. The flocked bleated, “Yes”. They provided examples, “I am a product of this district and I was more than ready.” Several referenced themselves as examples.

I asked the “accreditors” who were superintendents from other states if they thought the students leaving their districts were prepared. They paused and looked at one another. I continued, “is it possible with the way things are segmented, and the focus on testing and extreme standardization for anyone to leave a school completely prepared?” The other teachers in the room began speaking. One shouted out, “I teach at the community college in the summers. Our students almost always have to enter remedial reading courses.” Another offered her child as an example stating how his first year of college was devoted to college prep courses.

The accreditors said we had to move on, but first he said: “off the record, we’re all in trouble.” And was back to the agenda. It was an interesting moment to see a stone face break for a moment. It was a nice moment of breaking from the flock for the teachers around me. It’s nice to see a Yes Man say no.

Are schools and our educational system intended to benefit children and communities? #edchat

#education #ATL #testing

The current testing cheating scandal in Atlanta makes a strong statement, not about the integrity of those involved in cheating, but about the system that puts such pressure on teachers and administrators to produce results that they are pushed to ethical limits.

Cheating is quite the temptation in schools and districts that serve low SES populations—not all. They’re often down or behind from the start. Resources aren’t always available or as available. Teaching staff often has troubles. Students don’t always have a consistent education as kids with other resources/different SES levels might. Of course, problems with cheating aren’t limited to the poorest schools. But, if anyone will be caught it will be among these.

This will certainly be used to further demonize educators and administrators. This is a scandal that is not isolated. It happens all over. The culture testing has created is terrible. I’ve heard people tattle on others and themselves. I’ve known people to lose their license for cheating. I’ve seen teachers go before tribunals because vomit was on a test booklet. The whole thing is a farce. Testing and accountability are one thing but this is a culture of madness. It’s some creepy fascist society.

Who benefits from putting these people in prison or prosecuting them? They were trying to survive. Desperate times often force bad ethical decisions. The tests certainly don’t benefit the kids. We neglect them educationally, socially, emotionally, etc. just to keep our own heads above water.

There are myriad things wrong with our system. It would be nice if this spectacle would do something besides sully the name of educators further. Unfortunately the money and power to defame is not in our favor.

#education #ATL #testing

The current testing cheating scandal in Atlanta makes a strong statement, not about the integrity of those involved in cheating, but about the system that puts such pressure on teachers and administrators to produce results that they are pushed to ethical limits.

Cheating is quite the temptation in schools and districts that serve low SES populations—not all. They’re often down or behind from the start. Resources aren’t always available or as available. Teaching staff often has troubles. Students don’t always have a consistent education as kids with other resources/different SES levels might. Of course, problems with cheating aren’t limited to the poorest schools. But, if anyone will be caught it will be among these.

This will certainly be used to further demonize educators and administrators. This is a scandal that is not isolated. It happens all over. The culture testing has created is terrible. I’ve heard people tattle on others and themselves. I’ve known people to lose their license for cheating. I’ve seen teachers go before tribunals because vomit was on a test booklet. The whole thing is a farce. Testing and accountability are one thing but this is a culture of madness. It’s some creepy fascist society.

Who benefits from putting these people in prison or prosecuting them? They were trying to survive. Desperate times often force bad ethical decisions. The tests certainly don’t benefit the kids. We neglect them educationally, socially, emotionally, etc. just to keep our own heads above water.

There are myriad things wrong with our system. It would be nice if this spectacle would do something besides sully the name of educators further. Unfortunately the money and power to defame is not in our favor.

We’re thrilled about a test for our own benefit. We pump up the kids to do well so we can keep our jobs. This is necessary. Harm their minds. Invite them into the cult of ignorance because my job—my well-being depends on it. Damn.

#CCSS #education

In a propaganda meeting for the upcoming roll out of Common Core

It’s odd. Feels dangerous. It’s tense in here. Zealots are on the stage spouting rhetoric from a computer screen.

I’ve had some conversations with these zealots. They manage to never allow a word against the CC, or even a doubt. This is the new way!

(I must note, the ideas behind this seem to have merit—it’s supposed to, of course. It’s the putting sheep, or pigs in front of our skeptical crowd, and repeating sloganized facts until we baa in unison).

#education #learning #resistance #CCSS

I’ve not stopped teaching subversive things. I’ve not stopped teaching purposeful defiance—civil disobedience. Classes revolve around revolutionary actions of the past and how they’re relevant today. Through this we work to develop language and thinking skills to make action possible if the learner deems it necessary. We build foundations. Topics are selected, analyzed, possible action is discussed. I’m teaching my students. We’re also learning proper technique, comprehension skills, analysis of new media, and lots of other thing CCSS claims to have invented.

However, I’m failing by being silent in meetings—sometimes not even attending them. They’re funneling in more and more complicated ways to evaluate us. They’re demanding things be done that have no research base. They simply demand our conformity. I’ve made my class an island. I lie low and am making no waves. By the way, the “they” is the 3rd party reform company that is colonializing the school district. Our little piece of rttt.

Everything has become a crisis. They’re demanding constant group work, learning centers that be in constant use, even though most of these secondary teachers have no training in developing them. They want lecture to end entirely. Students should construct their own knowledge, but their has to be a foundation. Our students lack a lot of foundation. Years of testing has eliminated that foundation or never built it. Higher order thinking skills aren’t entirely observable on a four minute pass either. There are demands being made with no presented research, or corporate research with no correlation to our students. I’ve kept my mouth shut during meetings for the first time in my career. I’m tired of fighting a losing battle, but not speaking is doing harm. It’s allowing harm to be done with only a few being aware. Perhaps I’m silent because I’m changing locations next year. I have a senioritis of sorts. I’ve been copping out to avoid the headache.

I’ve not written out of shame. It’s time I open my mouth again. I have no purpose in this terrible business if I’m not going to challenge those who make it terrible.

#education #zerotolerance #discipline

As I was leaving school yesterday, driving through the neighborhood I saw 3 cop cars pulled over, lights flashing. I drove slowly by only to see one of my students and another student from school sitting in a driveway heads down hands cuffed behind their backs. I pulled over and asked a lingering student what had just gone down. “They were fighting” he told me, “over something stupid.”

I arrived at school this morning and was told to watch for them, they were to be sent to the office upon arrival. For fighting they will be suspended for 10 days. It’s the protocol adopted by the district. Zero tolerance. The fight was over something that had supposed transpired on Facebook.

The suspension is no surprise. Again, it’s protocol. However, as many of you know these students will now be out of school for 2 weeks which will only lead to more problems. They’ll be behind. They are home with little to know supervision. It will be nearly impossible to catch up. They’ll lose motivation. The student I teach comes from a less than joyful home environment and has been working on her anger. This is a major setback.

There must be another alternative. Surely, we could spend time working to improve their ability to communicate or solve problems or something useful besides worrying about test scores so much that we okay zero tolerance policies that deny students education when they slip up. And, 3 cop cars was a little excessive.

The result will not equate to kids who have learned to deal with problems or function better in society. The arrest and suspension will only add to a list of recidivists who are more than acquainted with the damning nature of our punitive systems.

#arts #equality #teaching

I have two dreams that I have been able to articulate in my life. One is for me and the other is seemingly more benevolent. As I get older I see they can be intertwined. The first is to work as a performer. I want to be a musician, a dancer, and an actor. I love being on stage. I do it a lot. So that dream can happen. Daily I work with a great group of artists.

My second dream is to ensure others who want these opportunities have access. I want to see equal access to the arts and quality education. I want to see kids learning to read, write, and create—never domesticated. Empowered. Literacy through the arts is deeply empowering. It isn’t the sort of literacy that involves just calling words or even gleaning meaning from a textbook. It is a new and wider literacy that can encompass those things, but it reaches far beyond that. It leaves children, humans, empowered to do what makes them happy. It gives them the power to see what is important. It gives them the ability to choose their path instead of leaving the choice in the hands of another. It is empowering to create. It’s equally beneficial to learn the discipline and perseverance required to master and art form. Arts puts power and responsibility in the hand of the creator. The internal discipline required spreads to every area of life. It allows a drive that otherwise would not exist to develop, and it’s self-reinforcing.

From time to time I forget why I do what I do. I remembered this morning.

#ccss #education

It’s time to start writing again. First, the third party lords of our schools are back at work. And, I’m getting more and more spam from sites that want me to call upon my inner seventh grader.

Yesterday we had a meeting about questioning and shifting to a more constructivist style of teaching. Of course, the explanation was very vague and condensed. The presenter did a fabulous job of saying: “you [the faculty] teach in an antiquated manner. You must replace your broken teaching style with this new one, and then figure out how to also prepare your students for the test that measures the old way…and while we’re at it, we will be evaluating you with this new form.”

I am not opposed to a style of education that is more liberating. Students actively constructing their own knowledge and understanding optimizing their personal skill sets and developing new ones is marvelous. I strive for that in my classroom…when it’s possible. There is no doubt that I have some hang ups with this cavalier attempt to reform this school and district.

For starters, I’m concerned that teachers here will be evaluated with a corporate instrument that is designed to measure a teacher’s implementation of practices that very few understand. I gather the instrument will seek to quantify something that isn’t terribly quantifiable unless heavily deconstructed.

Further, teachers around me already smell the next best thing. Utterances of “this too shall pass” were audible in the meeting. There will be little to no training beyond the simple “here are some strategies we will be looking to see you use.” An entire philosophical construct will be reduced to mere strategies.

Finally, they recommended teaching less content in order to allow the students develop their own understanding. Help them learn deeper. A fantastic idea, but will the test change? Are we going to have time to help learners adjust? Will teachers have a chance to adjust?

Is this a trap or permission to really teach?

I have spent the year in a virtual haze due in part to my choice not to say no. I used to say I lacked the ability to say no. It’s a choice, often a difficult choice for whatever reason. My choice today, to say no to non-priority activity that would be taking my time, energy, and more was difficult but necessary. I will be better for it. I feel better. I will write again tomorrow I expect.

#education #teaching #life #humanity @CletisStump @dloitz

It’s Christmas Eve, or the start of it at least, and I can’t seem to stay asleep. I haven’t been able to really write for the past few months—not consistently. Things have been topsy turvy at best personally and professionally. As a teacher, I’ve been in a haze, as a human I’ve been more awake then ever before. And to avoid being completely obtuse I’ll be flat out truthful. We almost lost my mother-in-law a few months ago, my focus shifted to supporting my wife. She’s still recovering, but doing so nicely. Then, after that seemed to be clearing up, my wife was in a head on collision. She called my from the accident when she came to, before or after calling for help. She told me “I’ve been in a head on collision, and I can’t move.” I was on lunch duty. I walked out grabbed my things, and told my principal I had to go. He took care of things that day and the next. My wife is still recovering, by the way, and back at work. Not paralyzed. Still struggling though.

A week or so later, the school shootings. A colleague shared with me that one of her grown personal children had been attacked by their spouse. Attempted murder. Just blow after blow. And, of course, the punches keep on coming. Out of it all, the adage, “Any day above ground is a good one.” comes to mind. A bar tender in college told me that. That bit of wisdom passed to me through a most perfect human interaction has brought me such joy; rather, it has made me aware of the joyous things right before me in such a seemingly bleak time.

And this moment of joy reminds me of why I teach. Teaching is one of those jobs that allows for, demands even, that we connect with our fellow human being. We are not teachers to meet some quota, or make test scores happen, or discipline people, or train automatons, or even happily keep our jobs. We exist to help make possible the awakening of a consciousness from this dismal world of subsidized slumber. We hope beyond hope to be a part of the humanization of another and to join in the mutual benefit from that moment.

I’ve tried to revive my hope in my chosen profession, to much avail, through philosophical ponderings and pontification. And it is bleak. It’s the system and its trappings that are bleak, not us. We are human beings. We teach human beings. If ever I have had reason to write a Hallelujah, this is it. Cheers dear friends.

I was giving my students a stern talking to this afternoon, what my grandmother would have called a “come to Jesus meeting”. An evaluator walked in in the middle of our “meeting”. I continued as usual. The kids have given up, or have just decided they’re finished trying until after the holiday break. I understand. These things happen. Sometimes we all need a little motivation, even if it’s a little stern, a little loving, and a little not in line with the chosen objective that’s on the lesson plan on the board. I will hurry to my box in the morning to see what charming remarks my dear friend left me. We have to teach. I have to teach. Nothing happens if I keep jumping through their hoops.

#education #learning #k12 #piracy

I’ve written a series of depressing posts. Perhaps I’m in my blue period as a teacher. I certainly find the mess surrounding me depressing. My conversations with teachers at my school are similarly hopeless. But, we are not without hope. Before proceeding, the juxtaposition of my position, and the position of the students I serve and the educational bliss experienced by the kids and teachers across the railroad tracks is a bit disheartening at first glance.

What is “my” situation? Why is it so awful? Is it as awful as I perceive? What can I do?

To begin, I am not without hope or fight. I am greatly concerned for my students and the teachers with whom I share this sinking ship. Our vessel has been boarded by pirates who have the golden elixir that will systematically heal all that ails us. I could have called it a coup. Intervention is too benevolent of a term. You intervene when you care, not when you wish to take control. And that’s what’s happening here (and in many other places). Our “interventionists” are here to “organize” our already ineffective system into a smooth operating system that will close the achievement gap and heal the societal wrongs that can only be measured with a standardized test. How can this be done?, you may ask. You take an existing structure that is dying or in crisis (a created crisis, mind you) and you hire outsiders. Pay them at least three times as much as the teachers. It never hurts if they drive and wear their wealth. It makes it easier to distinguish the teachers from the saviors. These saviors will bring with them a plan to be implemented by the teachers and administration. It will involve a lot of paper work and extra meetings. In these meetings teachers should analyze every aspect of the school function, from finance to curriculum. The kicker is that you must ask the teachers for suggestions how to make improvements and then shoot them down kindly. Say something like, “that’s a really great idea, but it probably won’t work for us.” Do this until teachers understand that their voice will not be heard. Also, pit teachers against one another in meetings. Give then things to debate and use emotional topics to divide them. Or better yet, just frustrate them with opposing ideas that could never be mitigated. And so on so on so forth.

We have three outside organizations in our school working to help us “fix” the problem. That comes to approximately 3 evals a week with at least 4 more walk throughs. We have quality in house academic coaches by the way, but they’ve been deluged with even more paperwork. We’re under constant surveillance. We’re internalizing that and beginning to function as we are being watched constantly, and not to the betterment of our students. We’re following a simple algorithm for staying out of trouble, not teaching.

The answer? Conversation. We, as a faculty have to talk. We have to join forces. I’ve seen it work before. The faculty came together and agreed to teach regardless of the outside forces. We supported each other. We banded together. We talked. We became closer in and out of the work place. We made a huge impact on our students, each other, and not surprisingly test scores. We’re just a little further down the hole here. This faculty has been incredibly divided for some time now, but the other one was too. That’s the answer, we have to give voice to our problems. We have to wade through the never ending pile of papers and constant observations and observed meetings and really work together. I don’t know if I’m in a position to do this at this school, at least not overtly. We’ll see what happens.

And, then to tackle this on the systemic piracy.

#education #teaching #SOS

Over the past few weeks I’ve struggled with my problem with top down models of education. I attempted to allow the thought “this is for the greater good” into my mind. I tried to hold it in my mind and make it fit. It only made me sick the way the body rejects foreign objects. I’ve labored over the necessity of my concern. Will contemplation of this directly benefit my students? Will it benefit me? Or should I simply give in and follow orders in order to be at peace? If I can’t fall in like with the system perhaps I should quit? Is resistance futile?

I’ve also questioned the purpose of writing and publishing these internal quarrels. Do I write to benefit others? Am I simply an exhibitionist? Am I writing so someone, anyone, will hear my cry as my ship sinks slowly? Am I looking for a rescue? Support? Perhaps I’m planting a revolutionary seed that will grow beyond my imagination? I hope all of the above are true. That is for you who finds this message in a bottle to decide.

But, back to my original aim and/or question: should I resist or acquiesce? Certainly, if you are familiar with me or my rantings and raving you know that acquiescence is not an option. Compromise is a possibility and is best, but is not always possible. I have to also wonder if my rantings are spur me, or someone, on to action or am I merely bitching. If my reflection does not lead to action it is nothing more than mental and rhetorical masturbation which is the utmost waste of time and energy.

So, has my worry recently been of use to me? I think so. It’s helped me to understand where I am and what I’m doing professionally and personally. I’ve certainly lost sight of why I teach for a stint. My focus has shifted from the students to pleasing evaluators and jumping through hoops. I’ve tried to keep the devil off my back, and in doing so I’ve forgotten the world of which I’m a part. I’ve simply lost sight of anything. I can only compare to the panic that occurs when one believes they are drowning. The only fight is for life. I’ve been in that fight as a teacher. I’ve spoken of that fight theoretically, but no matter how much we practice or reaction to drowning there is no comparison to the real thing.

I’m fighting to regain footing to I can teach what I know is best. I am a mediator between curriculum that is prescribed, which is not necessarily to be rejected, the curriculum that is needed, and the human beings that are, or should be the recipients of what will be taught. I think I’ve found the life vest. It’s time to move forward. It’s time to teach, and resist, and voice my dissent. It’s time to reconnect. Thank you for your constant support, dear reader. May my confusion ever be of some benefit to someone.

I teach in a prison for kids. I try to see it differently, but I can’t. It’s a corporately monitored public prison for less than wealthy kids. Here’s to the top down managerial model of authoritarian education.

Bleak, I know, but this moment shall pass.

#education #occupyedu #revolution #teaching #surveillance

I have a bit of venom toward the system that employs me. It has been suggested that “if [I] don’t like it, then leave.” That suggestion discounts my reasons for staying, and indicates that I’m concerned namely with/for my own well-being. I can see how an outsider might see it that way. Alas, I am a teacher—misunderstood, angry, and often misinterpreted. Those things are constant, but I’d like to speak to ye naysayers and support those who understand because they’ve stood where I have.

To the common comment “if you don’t like it, then leave/find a new job/go to a better school/etc.” Statements such as this one seem to assume that I have dissatisfaction with the work I’m doing. Which would be true to an extent. I’m bothered greatly by the structure of the system, and the way it presents itself. School, public school, presents itself as a benevolent system aimed at making lives and communities better. This also is true to an extent. Certainly, we teachers strive for that goal. However, actions are being taken to measure our effectiveness. Also a good thing, but no one is sitting down and looking at the qualitative data to see how a child is succeeding because of her interactions throughout her schooling. The way she has developed as a human being is given no credence. The way she can read and comprehend and understand and then apply to make her world better is never considered. She is a piece of data presented by a 3rd party testing corporation that measures arbitrary bits of information to compare data set to data set. Legislation has been passed to ensure this practice continues. The data collected is required and the companies that have lobbied for such mandates profit and profit and profit. The statement that I began with assumes that what is being done with public education is actually for the benefit of the children. “If they score better on these tests, then their lives will be better, we’ll have proof.” Of course, there is no real concern for such trivial things as well being.

Yes we live in a world that equates everyone with a certain group of numbers and data. Our existence can be summed up in numbers, if we allow that to be. As teachers we must resist the pressure to dehumanize those with whom we share this world. As humans we must strive to interact as humans and not as divided beings. I will continue teaching in such a way that values the human above the test score. I cannot allow myself to see data instead of kids. This continued belief will be my professional undoing. I refuse the newly prescribed definition of teacher. Perhaps partner in humanity would be better. I’ll be a wrench in the cogs until I’m plucked from the machine.

I’m a good teacher now. I covered my walls with posters, and motivational phrases as I was told. I put colorful paper on my door so evaluators could tell I care about my students. I even put up the competitive sticker chart so my students can compete for the highest grade. I’ve even started implementing divisive tactics to turn them against one another. I planted the rumor that one student intended to get the top test score for herself. I’ve created this routine that involves students moving in a unified pattern at a unified pace into their desks. I consider this collaboration. And, it’s really quite amazing. They appear to be working together. I’ve trained them to appear that way, but beneath that is a brewing resentment. Each student is working hard to out do the other. I’ve shifted my focus from learning to achieving. Grades are now the most important thing. I’ve finally stopped deviating from my lesson plan to explore a related to the topic or our needs as human beings. I’ve scripted and timed my lesson plans. It’s brilliant. If I’m not present anyone who can read can come in and do my job. I’m still talking in meetings I’ve just started agreeing with the 3rd party evaluators. I used to question what they were telling us—for my sake, the sake of other teachers, and for students. But I was wrong. They’re right. They hold the evaluations. They are in the know. If students aren’t performing on tests then they’re not learning. It’s so clear to me. It’s important for testing and publishing companies to make money. After all, the corporation has a soul. It’s a person too. I’m a teacher and I care. So I will do as I’m told. Please join me. We can only be unified if we’re divided beneath.

And remember, it’s best to scrutinized constantly. It will help you cleanse your own soul.

#education #occupyedu #SOSchat #surveillance #rebellion

I’ve been quieter this year, more subdued. I’ve felt guilty. Today, I failed to attend a meeting that could have served as an opportunity to work for the better, or fight the worse. I can barely find time to write. My posts are fewer, and my involvement in social media is less. Why?

It’s really quite brilliant from the vantage of the higher ups. I was a part of a rather lively staff. A staff with teeth who didn’t take shit from your common bureaucrat. The staff was not without its problems, but poking holes in arguments and scoffing at bureaucrats was not something from which we shied away. It seems the problem is being solved though. The State has been in our school this year, and they’re meeting us to death. We have several meetings a week. Meetings about meetings. Meetings about standards. Meetings about lesson plans. Meetings about what we write on our boards. Occasionally, meetings about students. But, who could tell. Paperwork has increased, and auditors are more common. They’re ever present. Always carrying their iPads with their checklists. Teaching is becoming a show, for many. Those of us who are teaching are being told that our boards are missing this, and our walls that. “Our kids are learning,” we protest. But they tell us we’re missing things on their checklists. It’s the same thing day in and out.

My fighting is turning to defense of my classroom. My new advocacy is the guarantee that I will teach no matter how much they pile on top of me. I’m still teaching—still standing, but I’m exhausted. I will rebel as long as I am breathing.

Hurrah! The State will be conducting an audit at my school today. More to come. #education #surveillance

Each day morning announcements at my school lasts at least 15 to 20 minutes each morning. That’s 45% of 1st period. Ridiculous.

#education #occupyedu #subversive #revolution

It’s sad to see educators so committed to their prescribed “job” that the question, “Am I really doing what I should be doing?” becomes impossible to ask. Unquestioning subservience is an easy trap. It’s required to an extent. If teachers are to hold onto their jobs, they must, at least, pay lip-service to their prescribed roles as test trainers. This sort of unwavering support for the dying and toxic system must be in place throughout the entire system. Dissidents are deemed insubordinates and will quickly find themselves without jobs. There is no need to seek out the verbal rebels, those who complain about the system. Most bend their actions to meet the requirement of the state. We’re evaluated, audited, and constantly watched. We turn in self-evaluations. We tell on ourselves, and trick ourselves into believing we are doing what is best by doing what we’re told. Eventually, we find ourselves resigned to the fact that we are powerless against such a powerful system. That or we become so cynical that we should leave the classroom.

Are our only options to submit or leave? Surely not. Our rebellions must be tactical and individual. Support often can be found outside of our schools, often on blogs, and throughout social media where subversive teachers gather and speak openly about the tactics they use to actually teach in a system that has replaced teaching with training.

I’ve minced my answers and comments with my own questions I’m seeking to answer. Have you, dear reader, found it as productive as I have, or necessary as a human, to foster discussions that lead to a discussion of the education system among students? The discussion often has begun with a student asking why we must bother with a test rather than actually learning.

I aim to be honest in my practice and allow some free drifting, though I’m subject to inserting my own bias.

We teach people not curriculum.

(I apologize for not opening comments on this blog. I write from a smartphone. I cannot figure it out. Please feel free to post questions or comments, or email me @ educatedtodeath@gmail.com and on twitter @educated to death. Thanks.)

#education #occupyedu #SOSchat #deleuze #revolution

We’ve had several meetings this year that have all had a similar message: “create a competitive environment in your classroom to motive your students”. We are told that they respond well to competition. They should always strive to do better than their neighbor. We are also expected to tell them that they are working toward a reward, even though we can’t decide what the reward will be, or even if it will exist at all. And, at the same meetings we are told to put students in groups to “work together”.

I understand what “we’re” shooting for at my school. We’re in trouble with the state—deep. Our goal, rather, our prescribed goal is to do anything we can to get the state of our asses. Administration is fumbling for any answer—little bits of 3rd hand research they’ve picked up at workshops and mashed together with whatever dung the consultants have passed down. Encouraging heavy competition between individuals and then asking for group collaboration is a bit contradictory. I understand this is an oversight. They’re worried. We fear for our jobs.

The collaboration side of this equation gets swept to the side fairly quickly unfortunately. It’s the unfed dog in the fight. Collaboration does not come naturally among my colleagues. We’ve been compared and divided by test scores, academic subject areas, grade levels, and meetings involve listening to one person ramble on about how we need to work together, but we never get the chance. So teaching collaboration is quite foreign for many—impossible for others. And, it cannot be ignored that the real goal for the higher-ups is to get the scores up to keep jobs and what-not, and I’m sure somewhere the really-higher-ups just want to keep everyone divided and on the never ending challenge of always outdoing thy neighbor (I’m sure this statement is just a mad raving of a cynical fool).

So what are we to do? What am I to do if I find encouraging brutal competition among my students unethical, cruel, counterproductive, and unfortunate? I’ve been reprimanded for not putting the sticker charts on the wall for my students to chart their progress against their neighbor. My learners happen to be working with each other—motivated as a group for the sake of the group and the learning.

Certainly, humanity first.

#education #SOSchat #teaching #fascism #rebellion

Teachers are having “Lesson Plan Counseling” sessions with administration to ensure that lesson plans meet the expectations of the evaluators. There seems to be less interest in the quality of the lesson than the structure of the lesson plan. Time is being spent rewriting plans that are not formatted correctly, rather than devoting time to gathering materials and really making sure lessons are accessible. Teaching in this district, we are not alone, is becoming a juggling act in a dog and pony show.

We have more meetings than usual. They’re all attended by the nicely dressed silent evaluators who sit and watch our principal utter something he barely understands which makes it even more difficult to understand. It’s like he’s talking with a gun in his back. It always takes away from the puppet show when you can see the puppet master.

This profession is feeling more and more eerie. There’s so much we do that has little to nothing to do with the well being of our students. Rather than teaching and planning so we can improve the quality of life for an individual or a community, we are jumping through hoops to meet the expectation of some silent goon who works for who-the-hell-knows.

We had a near 40% turnover in faculty last year. They left by choice. That kind of turnover isn’t great for kids in transition or communities. I expect the turnover will be the same.

I want a revolution. Schools should aid in enlightenment and liberation, not suppression and imprisonment of minds.

#education #SOSchat #follow @symphily #rebel

I am a big fan of planning for my classes. If I’m prepared, then I teach better— there’s no question about it. Having a plan keeps me on track; it also allows me to deviate from MY plan whenever I find it necessary. Essentially there’s a freedom in planning. However, my lesson plan is not a script to follow. I function more as an extemporaneous improv-er, than a heavily scripted actor (who is fined for deviating from the script).

It should be evident that I have some problem with the expectation of lesson plans. And, the problem is not with giving them to an administrator to know what I’m teaching. While I would like to be trusted as a teacher to do my job, I understand that there may be a need to monitor a bit. I also know that there are stacks of paperwork to be collected for documentation that goes up the ladder. I get it.

While fighting the part of me that I’ve been taught is a lunatic, I can’t help but believe there is an insidious intend behind the heavy monitoring and regulation of lesson planning. There’s the constant recommendation, in teacher education programs and in faculty meetings, that we stick to the plan, and the requirement that we match each plan to a state provided objective. And then, each plan must provide enough detail that someone else could come in and teach my lesson (a script is preferred at some schools— not all). I’ve been in places where lessons are expected to be timed. And if there’s something not provided in the curriculum, even if you find it necessary to teach, you can’t teach it—or at least include it in your plan. If your caught deviating from the approved plan you might get a note in your box, or a reprimand, or worse.

It’s good to plan your lessons. It’s a problem when lesson plans become a tool of surveillance and panoptic disciplinary reinforcement.

Fight the insidious power. Deviate from your plan. Deviate from their plan. Teach to enrich lives. Teach a human curriculum. Get your “job” done so you can do your job.

#education #firstyear #occupyedu #SOSchat

I was talking to a few of the first year teachers, there are quite a few, the other day about their experience so far. Some are looking pretty haggard. I see some of the signs of dying idealism in their eyes. Others look as though they’ve been whipped. They’re all fighting the negativity that often comes with first years in rough schools. They’re all having trouble with the bureaucratic side.

One piped in during our discussion that he was always under the gun about his lessons plans. He feels like his students are engaged, and they are. Overall, his classroom management skills are in line, and he’s doing his job. But, the lesson plans are always a fail. Mind you, administration is asking for at least 3 pages per objective with at least 3 objectives taught per week times 3 different courses taught. That comes to a whopping 27 pages of lesson plans. They basically want them scripted, which is crazy. My colleague cannot see the logic in this either. He feels like an outline should do, and then he could fill in the rest of the information, or better, actually spend time prepping for class rather than producing a 27 page document to be criticized by administration and the dark lord evaluators. “What am I supposed to do?” he asked.

This teacher is motivated. He’s an alternate route certification teacher, who bleeds passion. He lacks the pedagogical jargon and is still quite green, but he’s intelligent and motivated. And he’s growing weary of trying to meet the demands of those who do not teach.

My response to his inquiry was simple, “Learn to maneuver through the bureaucracy. Figure out how to make them think you’re doing what they want you to, or what they’re requiring you too, and then do what is best for the children in your classroom.” He looked shocked. We discussed how the education system is not particularly logical in many areas, and the system in not necessarily designed to produce happy healthy citizens. The system in only benevolent in word, not deed. The good that is done takes place in the classrooms of teachers that are often deemed rebellious because they reject the corporate agenda. Rebellious teachers teach and support humans, not curriculums and agendas.

#education #teaching #educhat #discipline

My school implements the lovely practice of Saturday school as a punishment for various infractions. Students come to school on Saturday and do “busy work” to pass the time. It’s essentially a Saturday detention. The infractions are not clearly defined. I gather a student could be placed in Saturday school for something as simple as being tardy or making a smart remark to the wrong teacher. It’s a pretty arbitrary process. I’m not new to the school and I still don’t really understand how it works.

The kicker, or punchline, if you will, is this: If you don’t come to Saturday school you get out of school suspension. Which is really brilliant from a student perspective. If punished with extra meaningless school, all I have I do is skip the extra meaningless school, and then I don’t have to come to school at all.

Aren’t we doing a great job keeping our kids in school!

#education #SOSchat #teacher #evaluation
There is a constant stream of evaluators and academic “coaches” streaming through the classrooms at my school. They come in driving unreasonably nice cars, and always look like they just came from a designer boutique and then a full service salon. They look like blooming movie star hopefuls or just well kept wives of the wealthy, noses pointed to the heavens and all. They’re interactions with us lowly teachers come in the form of a note in our box or a message through the principal that we need more of this or that or to put our objectives on a certain part of our boards. These evaluators float through our classrooms on Jimmy Choo heels with iPads in hand. I’ve spoken before, to be polite, when one stepped into my room. She did not look up. She just made a note—perhaps that I’m a distracted teacher.

It’s uncomfortable to have a complete stranger walk in to your classroom and start taking notes with no introduction. Further, it’s disruptive. Kids don’t take strangers lightly always. They’re encroaching on our established safe space. And, I understand what they’re doing and why, many of my colleagues do not. The way they carry themselves is less than desirable, and the fact that I hear they’re “coaches” but they make no attempt to help us know who they are and why they’re with us is problematic. I don’t teach in a rich or even middle class school. We’re humble people of humble means. We have problems, many of which are caused by the segregation of students and allocation of finances in the district. Knowing the district is paying for these celestial snobs to walk through our crumbling building is bothersome and disturbing.

Just let us know why you’re here and who you are. What are you looking for? Are you here to help or screw us? Don’t be sneaky.

It’s bothersome that this is not a rare occurrence in our nations schools. We teachers are under the gun, but we will never know the gunner, nor the reason why they shot us.

#education #punishment #strange #SOSchat

I’ve written a bit in the past, long past, about a disciplinary practice my school implements called “Silence”. Basically, students are deemed to be too loud or “unruly” in the halls, or tardy, or whatever, and administration implements a sort of punitive silence. And, while I don’t like it, and notice that it causes more problems in the classroom, I can understand the logic of it—usually. An undesired behavior occurs, so a consequence is given. Makes sense.

Today’s “silence” is a bit unusual. An announcement was made that we would be “going on ‘silence’ to teach our new seventh graders about how things work here…and if [they] don’t obey, they will be placed in Saturday School…”. This seems a little out of line to me. It’s kind of like a playground bully punching you in the nose for the Hell of it just so you’ll know what it feels like—a preventative ass whooping if you will.

I may be out of touch, or out of line, but this seems innocently dystopian (whatever that means).

#education #teaching #revolution #SOSchat #student

I teach so my students will have the voice and the power to do what they think needs to be done. I’m passing the buck. I hope for the day when they rise up and demand equality. I hope I’m giving them the tools. I’d like to see a lot happen, but some of the things I want to see happen will not happen because of me. It’s no longer my job to change the world. It’s my job to help a few people (my students) create the tools themselves. If revolution is the outcome—good for them. If they decide I should be removed from this world during said revolution—good for them. If they choose to go in an entirely different direction that they deem worthy and fitting, then so be it.

I have my views. The kids I teach don’t get an equal portion of the pie. None of the kids I’ve worked with have. I’m a mite bit angry about it. It should be evident. That anger, as unscientific as it may be, drives my action. My passion aside, the world is theirs. My challenge is to offer the tools and get out of the way.

#education #testing #teaching #SOSchat

I’m a teacher. I am required to prepare students for a test the neglects to recognize their humanity, and evens asks me to neglect their cognitive development. If I focus on the test, I’m doing my job. If I oppose the test, especially in a vocal manner, I am not only neglecting my “duties”, I am shirking my ethical obligations as a state employee. However, as a teacher I have a true ethical responsibility to engage (and enable) those in my care in learning and thoughtful reflection. My job is to increase and allow free thought and independence, but my “job” is defined by the narrowing curriculum before me that exists to prop up a huge industry.

If I do my “job” of training test taking automatons rather than teaching humans, even if I was doing my job, am I guilty of lending to the (intellectual, cultural, possibly spiritual) demise of a nation? Absolutely.

#education #SOSchat #blogging #k12chat #revolution

I can’t put a finger on the solitary reason I teach. I believe we all do it for a slew of reasons. I know there are certain beliefs and goals behind what I do. The theory affects the practice and vice-versa.

Sharing these inner workings of my practice may seem exhibitionistic, and it may well be. Much of my blogging revolves around me pushing the inner thought outward through writing so I can be better aware of why I do what I do. Doing it publicly allows an audience to possibly benefit from my own discoveries, but more important you, if you choose are able to participate in my transformation by commenting, discussing, and so forth. So that’s the ‘why’ of what I’m doing, or at least a part of it.

Back to the vague thesis: “why I teach”. I gather this could be extended to why I blog. Teaching is a form of communication, and the more interactive, the better.

At the root of the ‘why’ is the rather lofty goal and belief in cultural revolution. That could be translated into transformation, and that might be a better term. However, I like the power and perhaps even a bit I the aggression that is embodied in the word revolution. It evokes the concept of change for and by the People. Hopefully, by writing and teaching I can be a part of shaking something loose in someone, that may shake something loose somewhere else.

Or perhaps, I teach and write stir something that will expose the need to create the skill that will lead to personal transformation in another, or more likely, myself.

There is the stark possibility that I am an attention whore, accompanied with the deeply selfish hope that I will change the world. That sounds rather megalomaniacal when written, but hey.

The above ideas are aimed at ideals and idealism, and a bit of narcissism. But, there are more immediately rewarding factors. Smaller goals that are more quickly and obviously attainable and wonderful. For instance, getting to witness a moment of discovery in another human being. Teaching (and writing) are full of tiny miracles and transformation of minds and realizations of humanity. I like to be around when that stuff happens.

Flat out, I like to teach, write, communicate, show out, and so on so forth. I have fun. It’s difficult and grueling, but it’s wonderful. I get to fight for what I believe, and I get to help other learn to fight for themselves, and realize they’re worth the fight. Teaching is full of “I get to’s”.

I could write more, and I will, but this is enough for me today.

#education #SOSchat #occupyedu #equality

I have many gripes about public education, and education in general, and don’t worry, I will continue to gripe, and push, and fight. But, I met some of my new students today. They’re lovely and brilliant. They need more than a chance. I’m reminded why I gripe, push, and fight. It’s going to be a good year.

#education #SOSchat #occupyedu #equality

I have many gripes about public education, and education in general, and don’t worry, I will continue to gripe, and push, and fight. But, I met some of my new students today. They’re lovely and brilliant. They need more than a chance. I’m reminded why I gripe, push, and fight. It’s going to be a good year.

#education #occupyedu @dloitz #SOSchat

School is coming back into focus. This week, as many first weeks past, will be filled with assemblies and meetings—some useful, some not. Today was what would fall into the mostly useless category, while there were better moments. We got to meet the new teachers who would be joining our staff for instance (we had a big turn over last year).

Our district wide assembly was devoted to recognizing the schools that had done well on improving test scores. There was entertainment: choirs, skits, movie clips, and the like. Teachers proudly wore their school colors. It really was a nice pep rally. We cheered when we were told we’d made AYP. There were some somber faces in the crowd. Everyone didn’t make it. But alas, we can’t all win.

Our gathering was beautiful. We congratulated each other. We clapped, cheered, and chanted. We had a celebratory meal as a district. We worshipped out gilded cow. We fell prostrate to give thanks for the learning that had taken place, and the quantitative, corporate proof we had.

We took the host, never doubting it’s authenticity, but the host is false. The bits we nibbled were nothing more than crumbs of propaganda to keep our eyes on our graven image. We celebrate a form learning. A bastard form. We did not revel in the victory of liberating creativity, or even true productivity. We celebrated a scantron. What a beautiful day.

#education #SOSchat #testing

This afternoon I heard my principal explain something that I can only describe as the Carrot Derivative. It was exceptionally complicated and vague. Essentially, it boiled down to a bunch if acronyms being used to replace other acronyms such as AYP and NCLB. He didn’t have a grasp on it, but in his defense one would need a degree in philosophical mathematics with a minor in derivational calculus an basket weaving. He was struggling to explain to us how we made improvements in our test scores, but that the improvements don’t matter anymore, but had we not been changing the acronyms, then they would have counted. So, our results from 3 years ago do count, and that’s why we need to just keep at it for one more year. But, things are definitely looking up.

This all seems like the plight of Sisyphus all over again. Just a vague carrot on a new fangled string to keep us from actually building minds and investing in human beings. Here’s to one more year of praying to the test and worshipping the Carrot Derivative.

We’ll be okay as long as we don’t see what we’re really doing.

#edchat #teaching #SOSchat

I spend as much time as I can talking to teachers about there experiences. I’m a firm believer in the power of discourse for transformation. Sometimes the transformation is personal and sometimes it leads to systemic change. Either way, teachers must tell their stories, even if it’s to a journal or a friend.

I’ve grown increasingly concerned by my conversations with experienced teachers over the years. These teachers are full of excellent experience. They know the schools where the teach. They know the communities. Some of them have taught several generations within the community. These teachers have seen principals and policies come and go. Many of them started teaching when teachers pulled around $6000 a year. These are the tried and the true, the gluttons for punishment. They come back year after year. But, I’m not seeing them treated as the master teachers they are. I’m actually starting to see many of them really start to question why they are coming back. These experienced teachers in many places are being abused. I don’t have a statistic, but I’m running into more highly qualified, 25+ years experienced teachers being slapped with impossible improvement plans, and having excessive classroom observations that result in non-constructive criticism of their practice. For many teachers, classrooms are overcrowded and support doesn’t come when needed. Don’t get me wrong, some teachers are tired and burnt out and should retire. And, there are some teachers who don’t do there jobs. Some of them. But, there are so many who are truly professional teachers with advanced degrees, sticking it out in poor schools because they believe every child has a right to a quality education.

My practice has been made better by these “burnt out and beat up” teachers. So why are they being abused? Are they just ineffective old people? Not at all. It seems, and I may be wrong, that these teachers cost too much to employ. It’s an economic decision. I’ve heard it from the mouth a superintendent that you could hire 2 new teachers for the price of an old one. And this is true. But, is it worth throwing the experience away? Is it worth destroying a quality teacher? Money is tight in districts, but don’t abuse your greatest resources. If you’re an abused and disenfranchised teacher, young, old, or in between please share your story.

Anonymity is important. And confidence is priceless. But, silence is deadly. Please share your story with me— here or at educatedtodeath@gmail.com

Please don’t be silent. Teachers should be valued.

#testingisnotteaching #edreform @arneduncan

I heard a veteran teacher, principal, and school board member (all the same person) speak yesterday. She entered public schools before segregation. She spoke passionately about her love of public schools. She, like many, expressed how she learned to read, write, think, speak, problem solve, cooperate, and collaborate in public schools. Her children did too. I did. I know many others who did too. What has happened? Why were we different? None of us were from the wealthy elite. I finished school just before testing became the end all be all. The school was large, mostly free lunch, and had problems, but people learned, left, became employed, went to college. This was in Mississippi by the way. The veteran educator who spoke was from an inner city district in Tennessee. Learning has happened for years. It seems to have suddenly ceased.

Did the learning stop because testing, that is the great high stakes standardized test? I couldn’t say, but then again maybe I could. Perhaps the test itself didn’t destroy the minds of a generation, but it required that it happen. Testing, as many know, has taken and continues to take every resource— mental, physical, and monetary— and put it toward some type of test preparation. Basic skills are neglected for the sake of a pacing guide. Kids aren’t able to fully learn to read or fully figure out multiplication because there is no time. Testing keeps the ball moving. Rarely can we go back and reteach. In fact, reteaching has been replaced with reviewing (the quick and shallow sibling of reteaching). The damage done from shallow, incomplete teaching is cumulative. Please be aware teachers don’t set out to teach shallowly. They/we are essentially tied to the pacing guide, or else. If a kid doesn’t fully develop as a reader in K-4, which isn’t the only focus of K-4, then other skills won’t develop. The foundation will not be there. K-4 has all sorts of testing rigors as well. Kids and teachers are stressed, learning is not allowed to be complete, and kids have to move forward without ever having built a proper foundation for learning. This lack of foundation snowballs into myriad other problems from academic deficiency, to behavior problems leading to in school arrests, and the school-to-prison pipeline continues.

The effects of testing are broad and can be summed up through the stories of those teachers, students, communities, and a nation affected by the attention deflected from actual education in the name of a test.

#education #SOSchat #occupyedu #occupy

Why teach critical thinking of not for revolution? Revolution is change, transformation, innovation. It’s a concept that is inevitable if people learn to think, learn to learn, learn that they are the creators of culture. Critical thinking embraces the individual power to create, collaborate, question, reinvent, and so forth. When we teach or help learners develop their critical thinking, we are not teaching revolution in the political or economic sense, though either of those may come; rather, we helping learners revolutionize their own consciousnesses. Revolution of consciousness is far more threatening than political or economic revolution because it is permanent, sustainable, decentralized, humanizing, and is multifactorial. As teachers, as humans we must strive for this sort of revolution. The world belongs to those who own their own minds.

#politics #healthcare #equality

I feel a strange uneasiness about the political climate of our country, and not just about the goings on in Washington. People are truly divided, and angry. There are strong and polarizing ideas and ideals on the plate before us. I don’t know where to go with this. I don’t have a point to make. Just that I’m uncomfortable. Sides are becoming clearer. Propaganda has influenced beliefs. Up is down and down is up. Somehow the poor have become the bad guys and the wealthy are the heroes. It’s strange. I’m hoping for a light. I’d like to see the people stand together on something. This is all a part of a political world, I know, but it feels different. Feelings aren’t scientific or quantifiable, and I’m straying a bit from my usual subject matter. My flag has been planted long ago. I just wanted to share, perhaps be comforted. Best. ETD.

#education #teaching #summer #SOSchat

I’ve never, in my time as a teacher, reflected on the necessity of summer beyond my typical “I’m taking a break!” Summer has always been an important time for me to disappear from the stresses of testing and somewhat forget that I’m a stressed out teacher at the end of the year who needs to hibernate for a few months before returning refreshed and ready to work peacefully until the post-X-mas testing rush. Save for the summers I worked on my masters degree I’ve not thought too deeply about why I was veg-ing out.

I have certainly spent my fair share of time in mindless lounging and pleasure reading this summer, but I’ve not been fully able to escape the feeling of urgency in getting back to the crisis at hand. Students need equitable education. They don’t have it. I work with an advocacy group in the south that works to ensure this. I have done so for the past few years alongside my teaching career. States have seen budget cuts that have done untold damage to the educational institutions in my vicinity. The school where I work, though in a different state has not gone unscathed either. Of course, we know the problem runs far deeper than money. Quality, equity, access, bureaucracy, testing, and so forth deeply affect all of our schools. I’ve grown more deeply aware of these problems this year, and finally have done a decent job of matching my action with my understanding (perhaps a self-righteous pat on the back). I digress, I think. I was commenting that I’ve not been able to fully escape the weight of what I should be doing, or the guilt that accompanies thoughts that begin with “I should”.

I have realized this summer the necessity for rest. Some revolutionaries I read often mention the necessity to disappear into the mountains, proverbial or not, in order to function in the world, and further the cause. And, as a note, I mention revolutionaries because I view teaching as a revolutionary act—glean from that what you wish. Anyone working to such an end as the advancement of the ability of one to better function end the world as a thoughtful individual, but dealing with the stresses and burdens of obstructions to this goal such as standardized testing, fear of measuring up to VAMs, and the general politically painful atmosphere that accompanies much of education, etc., etc. needs a blooming break (apologies for the unending nature of the above sentence). Said more succinctly, we’re tired and need a break. I’ve not met a teacher who didn’t need a break. It always seems the first month of summer, for the teachers I know, need the first month just to recover from and process the general craziness of the year that has passed. I certainly need it. The teachers with whom I share my space, physical and beyond, certainly deserve it.

Here’s to some much needed R & R, that we may give it our all when the time comes. Cheers.