Educated to Death

0176: On the necessity of summer for #teachers

#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.

0161: A few tools missing from my teacher toolbox…and how to get them

#education #SOSchat #advocacy

When I first stepped into a classroom I had an incomplete box of tools. I had your basic tools. I knew a bit about planning lessons. I had taught a few myself during practicums and student teaching. I knew a bit about literacy. How to write rules. How to teach the basics. On top of that I had some knowledge of language and linguistics, and other content/social knowledge. I also had experience teaching some dance forms. I had tools but not enough. None of us do when we enter. That should be expected. There’s always stuff to learn once you get on a job. But, you have to know that you need to know more. And, the people with whom you’ll be working should know the same. Schools should be a learning environment for both students and teachers. Experience helps you build tools, but which ones? How could teachers enter the classroom with a few more tools?

The tools that I have developed over the years, and the ones I deem most important are advocacy, communication, and organization (of resources and people) skills. As teachers we must learn to advocate both for our students and ourselves. We must know (through critical questioning) what is important, ethical, and right, and be damn determined to stand by that, whatever the cost. Advocacy has many forms and can be linked strongly to the communication and organization skills mentioned above. Advocacy can be as simple as providing support to a fellow teacher in order to help them embrace a new idea that can revolutionize or slightly change their practice. Or, it can involve working with outside organizations to affect legislation relating to education. Communication and organization skills correlate beautifully with the advocacy tool. As thoughtful, aware, radical teachers we have the opportunity to unite the faculties for which we work and create a powerful force of educator-advocates. We have the power to lovingly communicate ideas as we build relationships with students, fellow teachers, principals, government officials, and so forth. Small conversations lead to lasting relationships that can empower you to make changes possible. We win more through building relationship than slashing red tape with a sword.

I’ve had the opportunity to develop these tools over my career through work with non-profit advocacy groups, experienced teachers, professors, government workers, and stubbornness. I get a little better, a little quicker each time I use them. Even better if I help someone else develop their toolbox. We learn what tools we need as we wander along the path that reveals itself just as we take the next step. The important thing is to commit to developing your toolbox and knowing it was never full to begin with.

What can we do to help our fellow teachers develop their toolboxes? Could teacher education programs offer some training in some of these other areas such as advocacy? I think it would be beneficial.(?). What is a good first step? How are you an advocate? Do you see yourself as one? Is there anymore information I can help you find?

Rules for Radical #Teachers: Rule 5

#education #activism

If you get fired don’t quit. Tell your story to whoever will listen. Tell the story of what good you did as a teacher. Share the ways you taught. Become an advocate for students and good teaching. Turn your blog or website into a tool for activism. Continue to show your value, but kick it up a bit. Show what students have lost. Talk to people. Write. Read. Go back to school if you must. Take a break, but for God’s sake try to do whatever you can to progress education.

Rules for Radical #Teachers: Rule 4

#education #activism

Be flexible. Excellent teaching involves risk. By not teaching to the test your students may not make the gains on the tests that are required. The test doesn’t necessarily measure learning. It measures score differentials. So, you may lose your job anyway. The school could just let you go for other reasons. If you have followed the first rules, then you should scream bloody murder—in a collected and professional manner, of course. You already have your case built. If you’re a member of a union or professional organization contact them before you sign or agree to anything. Use their counsel. If it doesn’t work out move on. Your peace of mind matters. You taught to the best of your ability. If you did right by your students, then you should rest well. Find another job (that’s tough right now).

Rules for Radical #Teachers: Rule 3

#education #activism

Keep your nose clean. Be on time. Do your job. Be professional. Turn in lesson plans, etc., etc. Don’t give them extra reasons to dismiss you.

Rules for Radical #Teachers: Rule 2

#education #activism

Teach excellently, not to the test. If you’re teaching, then students are learning. When you teach, and then share your practice with the world you are building a case for real teaching. Testing aside, you must show the world what good teaching looks like. That’s why, referring to the first rule, you must be visible. Students need an opportunity to learn without being bound by mindless teaching or training. They need to think, create, solve problems (real problems), collaborate, and so forth. Teaching to the test does not allow for this.

You have to keep your job, so teach the curriculum. Give your students the tools they need to pass the test. But, teach them the value of learning over testing. Help them build their identity as learners not test takers. If you don’t cover everything, but your learners really learn they will be able to at least improve their scores, and they will have learned. We are at a point that we may have to put our jobs at risk to give our students what they need. Worry not, by following the first rule we have a little more freedom. Your teaching is giving good PR. Your test scores don’t all come up, you’re still valuable. You’ve tilted the balance slightly.

Rules for Radical #Teachers: Rule 1

#education #activism

Make yourself a visible valuable asset to the school district. What this really means is to make yourself a PR liability. If they fire you, the school and district will look bad. Schools are struggling to maintain positive public images, the last thing they want is more bad publicity. To do this you must do things to get yourself noticed. Do a project with your students and invite the principal, superintendent, city officials, school PR, local news, parents, and anyone else you can think of to see what wonderful things your students are doing. Build a public case for your value. Positive publicity helps school/district image. The administrators will be praised for having such an active teacher, and this keeps you visible. Additionally, you will be benefitting your students with project-based critical learning with real outcomes. Publicity for good work is far better than a grade.

Keep a class website, keeping in mind district policies and confidentiality laws. This website or blog can function as a place for students to interact, if they have access to technology. If they don’t keep a website or blog anyway. Post their work. Show them in class. Email it to the administration. Again, it’s good PR. It helps your students. It helps you.

Participate in school board meetings when you can. Go to public forums. Speak positively about things that are happening in your classroom. Get on the docket at the school board or city council meeting and use your two minutes to brag on your students’ achievements. Show that they’re learning and you’re not teaching to the test. This is good PR for the school and the district. It’s also modeling best practices for teaching in a public forum.

Seek out partners for your classroom. You’re not looking for donations here; you’re looking for support. Invite a community member to teach your class. Maybe a bank president to teach students to balance a checkbook. A store manager to talk about leadership. An attorney to teach an English lesson. A carpenter to teach Pythagorean theorem. Have an artist teach the Golden mean. You get the idea. Get people in your class. This doesn’t need to be constant, just a few times.

Don’t forget to bring your colleagues along with you on the ride. Build participation and connections among faculty members. Break the silence.

It is of the utmost importance that you bring a positive light to your teaching practice. This will give you liberty to speak candidly against injustices (not the school or district) in other instances.
Positive, free PR is an invaluable resource for schools and districts. If you’re at the center of it, then you become a loss. They can’t afford to lose someone like you.

0090: Rules for Radical #Teachers

#education #activism Please RT

The goal of teaching is learning. There is no teaching without learning. Teaching to the test is not teaching. It’s training. Teachers are often bullied into unsavory practices that aim to keep teachers in line and students working only for the test. Teachers need to fight to teach. We must be able to advocate for our students and ourselves without fear of retribution, and there will be retribution. Don’t be a victim. Here’s how.

1. Make yourself a valuable asset to the school district.

2. Teach excellently, not to the test.

3. Keep your nose clean.

4. Be flexible.

5. If you’re fired don’t quit

Now let’s look a little deeper into each rule.

1. Make yourself a visible valuable asset to the school district. What this really means is to make yourself a PR liability. If they fire you, the school and district will look bad. Schools are struggling to maintain positive public images, the last thing they want is more bad publicity. To do this you must do things to get yourself noticed. Do a project with your students and invite the principal, superintendent, city officials, school PR, local news, parents, and anyone else you can think of to see what wonderful things your students are doing. Build a public case for your value. Positive publicity helps school/district image. The administrators will be praised for having such an active teacher, and this keeps you visible. Additionally, you will be benefitting your students with project-based critical learning with real outcomes. Publicity for good work is far better than a grade.

Keep a class website, keeping in mind district policies and confidentiality laws. This website or blog can function as a place for students to interact, if they have access to technology. If they don’t keep a website or blog anyway. Post their work. Show them in class. Email it to the administration. Again, it’s good PR. It helps your students. It helps you.

Participate in school board meetings when you can. Go to public forums. Speak positively about things that are happening in your classroom. Get on the docket at the school board or city council meeting and use your two minutes to brag on your students’ achievements. Show that they’re learning and you’re not teaching to the test. This is good PR for the school and the district. It’s also modeling best practices for teaching in a public forum.

Seek out partners for your classroom. You’re not looking for donations here; you’re looking for support. Invite a community member to teach your class. Maybe a bank president to teach students to balance a checkbook. A store manager to talk about leadership. An attorney to teach an English lesson. A carpenter to teach Pythagorean theorem. Have an artist teach the Golden mean. You get the idea. Get people in your class. This doesn’t need to be constant, just a few times.

Don’t forget to bring your colleagues along with you on the ride. Build participation and connections among faculty members. Break the silence.

It is of the utmost importance that you bring a positive light to your teaching practice. This will give you liberty to speak candidly against injustices (not the school or district) in other instances.
Positive, free PR is an invaluable resource for schools and districts. If you’re at the center of it, then you become a loss. They can’t afford to lose someone like you.

2. Teach excellently, not to the test. If you’re teaching, then students are learning. When you teach, and then share your practice with the world you are building a case for real teaching. Testing aside, you must show the world what good teaching looks like. That’s why, referring to the first rule, you must be visible. Students need an opportunity to learn without being bound by mindless teaching or training. They need to think, create, solve problems (real problems), collaborate, and so forth. Teaching to the test does not allow for this.

You have to keep your job, so teach the curriculum. Give your students the tools they need to pass the test. But, teach them the value of learning over testing. Help them build their identity as learners not test takers. If you don’t cover everything, but your learners really learn they will be able to at least improve their scores, and they will have learned. We are at a point that we may have to put our jobs at risk to give our students what they need. Worry not, by following the first rule we have a little more freedom. Your teaching is giving good PR. Your test scores don’t all come up, you’re still valuable. You’ve tilted the balance slightly.

3. Keep your nose clean. Be on time. Do your job. Be professional. Turn in lesson plans, etc., etc. Don’t give them extra reasons to dismiss you.

4. Be flexible. Excellent teaching involves risk. By not teaching to the test your students may not make the gains on the tests that are required. The test doesn’t necessarily measure learning. It measures score differentials. So, you may lose your job anyway. The school could just let you go for other reasons. If you have followed the first rules, then you should scream bloody murder—in a collected and professional manner, of course. You already have your case built. If you’re a member of a union or professional organization contact them before you sign or agree to anything. Use their counsel. If it doesn’t work out move on. Your peace of mind matters. You taught to the best of your ability. If you did right by your students, then you should rest well. Find another job (that’s tough right now).

5. If you get fired don’t quit. Tell your story to whoever will listen. Tell the story of what good you did as a teacher. Share the ways you taught. Become an advocate for students and good teaching. Turn your blog or website into a tool for activism. Continue to show your value, but kick it up a bit. Show what students have lost. Talk to people. Write. Read. Go back to school if you must. Take a break, but for God’s sake try to do whatever you can to progress education.

We’re losing valuable teachers to testing and other atrocities. Please don’t be a victim. Teach at all costs.

If you have something to add, please share at educatedtodeath@gmail.com

Note: Give Saul Alinsky’s ‘Rules for Radicals’ a look.

0078: On Teacher Education. In Opposition to Silence

#teaching #education #edreform

Teachers should enter the field with a working knowledge of pedagogy built from a strong understanding of theory and nurtured through actual practice. They should know how to engage students in dialogue, and properly mediate discussions. They should know how to reflect on their own practice, and make decisions based on their reflections. They should know how to collaborate, and engage other teachers in collaborative discussion, even if it is via social media, blogs, etc. They should have already been engaged in advocacy and education reform. Teachers need to be active in their profession. We’re all tired, but we have to take up for ourselves, and our students. Professional developments should work along these same lines.

This is not the reality of teacher education, so it is up to us to help nurture our fellow teachers in more productive paths. We, the teachers, have been silent victims for too long. We must use our voices.

There is more to this I know. Add to it.