Questions for Schools

Cell Phones and School

2009-08-15T12:52:00.002-04:00

We opened the school year at Shelby East Middle School with a longish faculty meeting a few days ago, and it amazes me that cell phone policy didn't come up.
We all know that cell phones have inundated society. In third world countries, cell phone technology will greatly benefit education. After all, many phones are essentially mini laptops. Is there a place for responsible cell phone use in US schools? Kate Sullivan, a classmate of mine this summer at the Bread Loaf School of English, created this interesting documentary about cell phone policies and possibilities in our schools. The issue isn't going away!

The National Math Standards Movement

2009-08-07T10:59:00.002-04:00

In Brief

The CCSSO’s July 16, 2009 draft of College and Career Readiness Standards for Mathematics is fewer, clearer, and more concise that most existing sets of state content standards or the NCTM’s Principles and Standards. Writing a set of standards with these goals in mind has not addressed issues relevant to improving schools and American society; although these standards will receive high marks in terms of statistical measurability and meeting current economic demand, they score low against the criteria of prizing diversity, professional innovation, and 21^st century needs.

This isn’t a question of “who developed them” but of focus. The CCSSO chose to focus on content standards instead of “process standards”, which combined with their ostensible desire to develop standards that are easily measurable, has resulted in a set of “explanatory problems” that are procedurally focused and lacking connections within and outside of mathematics.

If the primary evaluative criteria are educational and developmental then this set of standards should be completely scrapped. The NCTM has already written a set of process standards that will prepare our students to responsibly lead American society through the 21^st century.

The Mockery of Revised Standards

Anyone who thinks developing a set of fewer, clearer, and more concise national math standards (in comparison to existing state standards or the NCTM’s Principles and Standards??) would be troublesome, fear not; the CCSSO has done just that with their July 16, 2009 draft of College and Career Readiness Standards for Mathematics.

Making a set relatively fewer is probably the easiest task because a small group (like the one that wrote these standards, composed of Achieve, the College Board, and ACT…notice the exclusion of the NCTM or NEA) focused on statistic validity and reliability and current market forces simply has to identify which standards hold little economic utility or are difficult to measure quantitatively and then toss those out of the existing set.

Clearer and concise standards aren’t difficult to write either, simply get rid of any profession-specific language in existing sets and restrict any latitude of interpretation, which will likely reduce innovation in the educational experiences of our diverse student population.

Fewer, clearer, and concise is easy. Achieving that goal while writing standards that encourage innovation in teaching, celebrate the diversity of the American experience, and maintain the creativity of the education profession is another story (and one that has already been captured within the NCTM’s process standards and principles).

Areas of Concern

If you believe as I do that diversity and innovation are two of the driving forces in our search for responsible solutions to today’s and tomorrow’s problems then a set of national content standards effectively hinders progress. This isn’t a matter of finding consensus among stakeholders or including (or excluding) certain parties. Anointing a set of content standards as national, no matter the process, should result in a more uniform knowledge base across America. This uniform knowledge base will help those primarily concerned with testing, measurement, and comparison among states; however, it should also reduce variations in individual and local perspectives to the detriment of improving society.

The shining star of NCTM’s Standards and Principles are its Process Standards (problem-solving, communication, reasoning and proof, connections, and representations), which the CCSSO calls Mathematical Practices (precision, reasoning, perseverance and sense-making, structure, finding patterns, technology use). Unlike the CCSSO’s document, which gives a paltry two pages to these “practices”, the NCTM devotes a substantial portion of its document to explaining what the “process” standards are and how to develop these capacities in our students. As economic and political winds change the knowledge and skills a citizenry needs should change as well, and in today’s world the forecast is anything but calm. Instead of focusing on content standards, students need to develop process standards, which in essence describe mathematical habits of mind.

Process standards are not as easy to measure on mass scales as content standards, which may be why the CCSSO didn’t stress them; however, teachers focused on the development of processes are much more likely to choose complex and engaging tasks for students in order to hone these mathematical habits of mind. Expecting all American students to have the same knowledge base is extremely short sighted and counterproductive; expecting our students to possess mathematical habits of mind that will allow them to adapt to changing winds is laudable. Obviously, content and skills provide a basis from which these processes will spring, but an educational lens (not a statistical or economic one though) would have a balanced focus on content, richness and complexity of the task, and its authenticity with respect to similar problems in real life.

To their credit, the CCSSO has included “explanatory problems” in their standards; however, these problems elucidate the kinds of thinking ostensibly valued by this group: typical 20^th century content standards. In staying true to their focus on statistics and measurability these problems are procedurally focused, lack connections to other strands of mathematical knowledge, and are typically written in a contrived context lacking the complexity and richness of authentic real life challenges.

Digital Story

2009-07-27T20:58:00.004-04:00

One of my classmates this summer recently created a great digital story about how some kids envision using technology to help change the world. Check it out.

On my mind...

2009-07-25T14:26:00.000-04:00

Digital and media literacy is on my mind this summer...below is an excerpt from an Op-Ed piece I'm working on.

“If we judged students’ ability to interpret and gather information solely based on print media, like books, we’d be doing ourselves—and society—a huge disservice. Oh wait, we already do just that. No Child Left Behind and standardized state curriculums, coupled with frequent assessments, are stuck on a notion of literacy that does not reflect the reality of our time. Schools are accountable to report how well students read, but we’re testing students on print media only. It’s time the accountability movement demands that schools teach and foster responsible student use of new literacy forms.

Redefining literacy standards does not mean throwing away measures to assess whether or not a student comprehends the main idea of a fiction passage or the purpose of a how-to feature article Redefining literacy standards includes an acknowledgment that our students are reading, interpreting, and creating new forms or media that require as much attention as books.”

Google Tips

2009-07-14T20:21:00.000-04:00

This is a Google page designed for educators, to help both us and students become more media literate.

Students on Homework

2009-07-12T17:12:00.000-04:00

Students on Homework
8th grade students at Shelby East Middle School offer the following advice and opinions about homework.

As if about seven hours a day aren’t enough, we have to go home to more of the same work. Kids need alone time, family time, some mingling time, and just some “do nothing” time. Kids need some time to watch TV. Even though they say TV is bad for you, it helps kids cool down. It helps relax us and takes away our worries and stress.
-Ashlyn Harmon

I’m tired of hearing students being yelled at for not having their homework. That wouldn’t be a problem if teachers would just quit giving homework. All homework does is cause problems. If kids don’t finish work at school it shouldn’t be taken home to finish. I think that school and home should be separated. Kids spend about eight hours at school and they do not need to spend more time on school at home. There is no need for homework. Teachers shouldn’t hesitate to forsake homework in schools.
-Kassidy Ramey

So why do we do homework? Many people will agree that the average homework assignments don’t educate them anymore than the in-school assignments. If people aren’t helped by homework, then why should we have to do it? Many teachers reason is that it keeps the students focused on the subject they’re teaching. But in all reality, many students cannot wait till they’re done with their homework. So it isn’t really focusing on the subject the homework is about, it’s about focusing on getting the homework over with. So, if kids aren’t really focused on the homework when they do it, and if the in-school assignments educate you more, then homework really doesn’t help students.
There are lots of things to do at home, chores, recreational activities, and also spend time with family. If you have a huge report to finish, then how can you make free time at home? Maybe homework is too time-consuming. Even the average homework assignment can take thirty minutes. If one homework assignment is on average thirty minutes of work and if you have homework in four classes, then it takes two hours to do homework! Many kids don’t get off the bus until five o’clock after school. So theoretically, the only free time they have is from seven o’clock until they go to bed. Homework is extremely time-consuming.
-Hunter Jennings

Home is for the students to rest. Going to school seven hours a day, five days a week is really stressful for students. Students diligently do a variety of work in six different classes every single day. They look forward to going home and releasing they’re stress and doing homework will only make the stress worse. Teachers need to acknowledge the fact that students need rest.
School is for books, work, and learning. So why isn’t home for relaxing and cooling down?
-Miranda Douthitt

I do believe that homework is necessary, but not all of the time. And sometimes, it isn’t even given in a way that’s fair. I’ve seen homework given as a punishment. If the students weren’t getting homework from the star, and if the students only got it because they acted up, then we must not have needed it in the first place. Why do we need to be given another load of work if we don’t need it? Homework should not be a punishment, it should be given as a way to stay good in school and be able to learn as much as possible. Despite the fact that students may act up every now and then, it’s not right to give them work as a punishment for that. Homework is not a need, definitely not a want, but it is a privilege. It is not demanded to be given out, so unless the teacher feels that the class does really need the extra work, homework should not be given out. Students have found a solution that they like, and that’s to not give out any more homework. But that won’t work for many people, so homework needs to be given out only when it is needed, not just to give it out. Homework may help every now and then, but daily homework will not help when you are doing the same thing, whether you know how to do it or not. Homework does not need to be given out unless it is needed. That could help people all over the country, less homework to worry about, and more time to worry about other things.
-Tyler Eades

2009-07-08T11:05:00.000-04:00

What is happening with NCLB? Is it being dismantled?

Student Comments, on Grading

2009-06-28T22:52:00.000-04:00

Students on Grades
8th grade students at Shelby East Middle School offer the following advice to educators regarding how they perceive grading methods.

There are students that suffer from testophobia, which is the fear of taking tests. So a student maybe very smart, but once you put a test in front of them they freak and forget everything. Test grades are a big part in our grading system, so one bad test grade can take you down a whole letter grade. After you have had enough tests you would be failing. And that wouldn’t be your fault. Are tests that really important?

Another big part of our grading system is homework. Well, some students may have a chaotic home. They may have chores and other responsibilities. Instead, the students end up worrying about school all the time. Some students may do wonderful at school but just can’t concentrate at home, so is it fair that there grades start to fail just because of not finishing their homework?
If students are working on a project that interest them, those students wouldn’t be worried about the grade they get, they would be too interested in the project. So if the grades don’t matter to the students, why should it matter for the teachers?
-Ashley Riley

Some teachers grade us on how close our work is to theirs. In my opinion, this isn’t right. “Why do teachers grade us on how close our work is to theirs when they encourage us to be unique and different?!” says Remey. If we are supposed to be unique then why are we being judged on how alike we are, and how similar our stuff is? Will this bump our grade down? We have so many questions that nobody wants to answer. It doesn’t make sense to me really.

Did you know that 75% of students get low grades because they didn’t get all of the questions right? But they tried very hard. Some students will put twice as much effort into their work and still get lower grades than the people that copied. For instance, John goes home every night and studies for a test. Then while taking the test he freaks out (even though he did the best he could) and the outcome will be he gets a bad grade. But if Peter copied another person in the class and got a 100% that wouldn’t be fair. Justice should be served!

Instead of grades the teachers could write a report every few weeks about the progress made/ decrease in progress. So for example, when interims come out every three weeks we will receive a written report of how we are doing in our own work and our conduct. The teachers could write about whether we understand the concept or not, if we complete our work, or how obedient we are in class.
-Caitlin Rogers

Are you ever frustrated with different teachers having different grading methods? Well, there are multiple types of grading methods all over the state. How are students supposed to keep up with what method and what teacher is using which? There is so many times that students have received an assignment back with a smiley face, or a sticker, or a check mark on it, and still not know how well they’ve done. So how are students supposed to base that on how well they’ve done? Is the grade they received an, a, b, c, d? Wouldn’t it be nice to get an assignment back and know what grade you got?
-Jessie Wilson

I also propose that all parents and guardians must be able to look at their child’s grades by an online system or by mail, for those who do not have a computer. They can request for when they would like the grades to be mailed, and those with a computer can request a password. We have had online systems like Infinite Campus and STI, and hopefully we can create a newer and better system for those without the proper technology. Of course, we want to appease both parents and students with good grades.
-Lauren Greenwell

While some teachers are busy planning projects, others are off planning worksheets and other ways to cram more grades into the grade books. When teachers give fewer grades and focus on giving a project it gives students more time to make sure that that project is their best work. But, with fewer grades it also means that if a student does horrible on one thing, that one thing could really bring their overall grade down. More grades would give students a chance to make up for the one or two bad grades. I think that a combination of the two would be the best bet. Students need some time to be creative but we also need assignments to give us some grades and make up for any bad grades.

The difference in expectations can really be affecting some student’s overall grade. Teachers might believe that their teaching method is the best, but their opinion is influenced. When every teacher has the same expectations it would be less biased and hopefully more effective.
So if the problem is that there are too many different expectations, and if student’s grades are suffering significantly, then the obvious solution would be for all teachers to have all of the same expectations. I believe that if all teachers were to transfer to more strict expectations (word for word), that the quality of work that is expected and received from students would increase immensely. This would cause students to harder to earn their A, rather than just getting it with a very minimum effort, as many students do now. It would require students to think more on their own.
-Taylor Webb

Student Comments, Day One

2009-06-23T14:08:00.000-04:00

I will post student commentary on teaching and learning issues for the next few days. We all need to care more about what students feel and think about these relevant topics. For more student writing, visit this link off Questions for Schools.

Student Commentary on Motivation
8th grade students at Shelby East Middle School offer the following advice to educators regarding how--or how not--to motivate today's learners.

I believe that schools do a very poor job with student motivation. Students are not near enough motivated when it comes to school. But I think the students are not fully to blame. I believe to a certain degree, a student’s motivation lies within the teacher’s hands. I mean, how are students expected to be motivated and try when the teachers themselves have no motivation? If you ask me, it seems unfair…you have a teacher that acts as if they would rather be somewhere else ,take their frustration on their students, and then, still expect the student to have any motivation what so ever. It’s not only unfair, but it is infuriatingly wrong!

There is one simple solution to student motivation problems. Teacher motivation. If teachers would try their hardest to show even the tiniest spark of enthusiasm in the classroom, then the student may take that spark a make a fire with it, so to speak. Students may not admit it, and the teachers may not realize it, but a student’s behavior has a lot to do with the teacher. If a teacher is constantly nagging a student and fussing at them, do you think the student is going to show them respectful behavior? They should, but the reality is they show the teacher the same disregard as teacher gives them. And it’s the same with student motivation. If a teacher has no motivation, than the student will do the same and show no motivation as well.
-Brooke Monroe

Here’s an interesting question: why does school have to be boring? Why can’t everyone have fun while learning? All we do in most classes is sit and listen to a teacher talk for 45 minutes, and then we do a handout for the remainder of the class period. I might not be the brightest crayon in the box, but it’s actually really hard to sit still and be expecting to learn when it’s so bland and vexing. It’s complicated to explain, but it’s hard to do, and it’s unbearable sometimes.
Here’s yet another question: why can’t lesson plans be fun? As I’ve been saying, school doesn’t have to be so mind-numbingly tedious that we can’t even remember the class within an hour; teachers could make school more fun. But there’s a catch, can’t students have to behave enough and earn the privilege of even more fun assignments rather than unexciting handouts. Teachers working together enough to make something good for everyone. Like the power of peanut. Butter and chocolate working together to make a Reese’s cup, everyone loves it and it was a tasty, brilliant idea.
-Izzy Hawkins

Trying to keep a level head after 7 hours of work is kind of mundane, boring and maddening. Being able to listen to music is a release for kids/teens so they can concentrate. I am writing this to give you, the reader, the gist of what I am saying. So if you keep reading and you will understand why we need to allow music players in schools.
Music is life and life is beautiful. Having music is having someone to calm you down and let you think quicker. Music gives people this even the smallest amount of creativity.
-Joseph Ruloph

Teachers, please show us that your subjects and topics are important. Show us that it relates to the real world! Teachers, you can help! With your motivation, your students can reach a level they didn’t think possible! Care about your student’s success! Maybe you can change some ones motivation to your teaching instead of sports teams or passing grades! As a teacher, you have a choice to make a difference in your students future, teachers mold young people; you could make them into the next president for all you know. Please help your students be the best they could be and motivate them!
-Blair Bors

Interacting and having fun like joking around (in a good way, like making jokes on the subject) while doing your lessons and making the lessons fun is another good skill. It will get students listening and they’ll want to do the work. You can talk different, like in funny voices or you can make up little funny games with your class
-Marleny Garcia

Some people think the “good old days” at school were a time when teachers barked at students and “If you don’t get your work done, it’s off to the principal’s office you go.” (Automatic detention). But really, that’s not what happened. Some teachers are actually nice, and they really do try their best to get students motivated. Here at East Middle, not all the teachers are boring. We love our teachers and we do get our work done, but some of our teachers just don’t exactly know what the term change means when it comes to motivating us. My idea is that if some teachers were to get to know their students better, we'd work harder for them.
-Bre Perry

"Fifty Instead of Zero Misses the Point"

2009-06-21T14:13:00.003-04:00

This blog post provides more good reasoning as to why endless debates about how to employ traditional grading can be counterproductive.

http://ascd.typepad.com/blog/2009/06/50-instead-of-a-zero-misses-the-point-1.html#more

Should Creative Writing Be Taught?

2009-06-14T17:12:00.000-04:00

I never questioned whether or not creative writing should be taught or not, until this recent article in The New Yorker. Food for thought.

Fundamental Attribution Error

2009-06-14T17:00:00.000-04:00

In Alfie Kohn's article "Why Self Discipline is Overrated," he mentions Fundamental Attribution Error, our human tendency to overvalue individual character traits over situational factors to explain human behavior. This theory is relatively new to social psychology, and this tendency keeps education and educators stuck to the status-quo, because a lack of academic success or self-discipline can be explained by an individual's shortcomings, rather than the system's or learning environment's weaknesses.

I think it might be fair to say that effective teachers are NOT as likely to fall prey to this line of thinking.

For example, if Johnny isn't doing well in class, an ineffective teacher--prone to F.A.E., will shrug it off and exclaim, "Johnny is a lazy bum."

However, a more reflective, effective teacher might notice a handful of students not doing well in class, and think about how the lesson or classroom is being structured. Perhaps the teacher and imposed situational factors have to do with the students' performance (or lack thereof).

"Practicing" Creativity and the Widget Effect

2009-06-10T14:28:00.000-04:00

My latest column from ASCD Express is about promoting creativity in a language arts classroom. Hope you'll find some of the ideas helpful!

On another note, www.widgeteffect.org is worth checking out if you want to read up about how teachers are seen as interchangeable parts in the greater education system, thus leading to horribly inflated teacher evaluations.

End of Year, Website Updates

2009-05-26T20:08:00.000-04:00

To all you educators out there, hopefully your year is winding down as smoothly as possible. It has been hectic in Shelbyville, Kentucky...

Questions for Schools has been updated with some exciting new student commentary. I invited my 8th grade writers to respond in editorial or essay form to many of the questions I pose on the website. Since students aren't normally asked about their opinions on grading, classroom motivation, and other relevant topics, they responded with zeal and wrote some great pieces. I've chosen some excerpts from all four of my classes to showcase some of their perspectives.

If any of their points-of-view resonate with you, please be in touch with me and I'll relay the message to the kids.

Student Motivation--from their perspective.

2009-04-27T12:13:00.000-04:00

In general, schools do not seek out student opinion enough. I'm trying to figure out effective methods of gathering student input on all school matters. What follows is a start:
I utilized Survey Monkey to test initial surveys to gather student opinions on discipline and motivation. Here are some results regarding motivation, from a survey of 100 8th grade students at Shelby County East Middle School (KY).

77% of students stated that teacher enthusiasm for subject was a major factor in their motivation.
43% of students stated that technology use motivated them.
10% stated that "grades a lot" motivated them to work hard.

Out of 10 class activities, these middle school students chose class or group discussion, partner work, and computer use as strategies that motivate them to participate/and or help them remember lessons most effectively.

Major Assessment Changes Ahead...

2009-03-15T10:16:00.000-04:00

The Kentucky House and Senate just passed Senate Bill 1, legislation that should result in positive changes for Kentucky's students as the "system" learns to gauge teaching and learning more effectively. Surprisingly, the bill dismantles many elements of the current Kentucky Commonwealth Assessment and Testing System (CATS test). I believe some core tenants of this legislation are sound. Main provisions of the bill:

Starting in 2011-2012, state testing will attempt measure individual progress---yes!!!
Writing portfolios will be required in certain grades, but not be part of an accountability index.
Criterion and norm-referenced testing will be used.
State curriculum standards will be revised to be more about mastery of subject. Not a "mile wide an inch deep" mentality.

Survey Monkey, Take One!

2009-03-10T20:49:00.000-04:00

At this point, I'm too cheap to pay for an upgraded version of Survey Monkey, so I'm going to create a series of small 10-question surveys on various teaching issues. Please encourage your students to participate in this one. I will be writing about and sharing the results.

The first is for students about motivation and how they perceive their learning experiences. I will post some results soon.

Bananagrams

2009-03-03T19:43:00.000-05:00

Bananagrams is the most addicting word game to hit the market in a long while. At times, I've used it in my classroom to get reluctant readers and writers to engage with words. Hey, it's a start.

Where is the Student Feedback?

2009-02-28T21:00:00.000-05:00

Student feedback seems to be completely overlooked as a viable tool in assessing teaching and learning. Does anybody know of a school district that revises its pedagogy, based on what kids have to say? Traditional educators, whether they will admit it or not, cling to a strong distrust of kids. It's more about compliance than community and collaboration. No wonder it's so tough to find student voices as a positive force in curriculum and other matters.

I'm thinking about the best way to start a blog or wiki that invites students to provide useful feedback to educators...not sure yet about this one.

HB 322

2009-02-27T18:22:00.000-05:00

Kentucky has been hit unusually hard by storms the past school year. The state legislature looks to be on the verge of passing a bill to allow districts to apply to to waive up to 10 missed school days. Kentucky's KEA teacher union is in support of the measure.
I oppose this bill, as it reveals major flaws in the high-stakes testing philosophy and school calendar.

Bashing Progressive Education...ABSURD!

2009-02-23T17:18:00.000-05:00

Alfie Kohn's article on progressive education makes a great point--you can't blame any current shortfalls of our education system on progressive teaching and learning because, unfortunately, it's so hard to find:

If progressive schooling is actually quite uncommon, then it’s hard to blame our problems (real or alleged) on this model. Indeed, the facts have the effect of turning the argument on its head: If students aren’t learning effectively, it may be because of the persistence of traditional beliefs and practices in our nation’s schools.

Let's recognize that sacred cows in education might be doing less good than we thought. We need more examples of innovative teaching and learning practice at all levels of education.

Stimulus Bill and Education

2009-02-17T20:44:00.000-05:00

Due to the recent passing of the Economic Stimulus bill, a large chunk of federal money will be used to fund education. From what I can gather, the number is around $100 billion dollars. This New York Times piece hints at how Education Secretary Arne Duncan might wield his power. I worry that huge chunks of this money will go to bail out state funding shortfalls, instead of stimulating reform. What is the best way to spend $100 billion dollars wisely in schools? How would you allocate it?

Practicing Creativity

2009-02-11T20:04:00.000-05:00

Check out these doodles...I got this idea from a book about injecting laughter and creativity in the classroom. I present the templates to students and ask them to either explain what each image represents, or add to the images to make sense of them. It's hard to "teach" creativity, but there are many ways to practice. You might have to stray a bit from a strict adherence to content standards, but let's not abandon teaching creativity. There are plenty of brain exercises that are fun and worthwhile. Below are some samples of what the above doodles could become:

Green Dots

2009-02-07T10:06:00.000-05:00

For many classroom assignments I consider it useless to collect papers at the end of class, then wait a day or two to grade and return to students. I want to know now if students are understanding formative material, ideas, and tasks. In addition, students also want immediate feedback.

One of the most effective methods I use for immediate feedback is the Green Dot. This means I will quickly assess work and put a green dot at the top of student work if it is on track. If the student is not right on, I will mark with a red marker what needs work. At first, I was surprised how quickly 8th grade students pushed to successfully complete classwork and receive instant feedback. As an added bonus, I can leave school at the end of the day with no papers to grade.

Let me give an example of this practice in context: students in my 8th grade language arts class are currently working on annotating song lyrics and will soon be writing short analysis papers. Before annotating, the green dot task was a creative review of poetic devices. I insisted that students get a "green dot" and they understood why. A simple, yet effective method, especially if you're more about gauging learning than hammering students with grades.

NCLB Funding/Reauthorization Coming?

2009-02-04T20:55:00.000-05:00

It'll be interesting to see what happens with the new administration when it comes to federal involvement in education. The general consensus was that NCLB has some positive elements, but it is far too punitive. At least the current debate over economic stimulus plans does not leave out education and potentially massive funding increases. Hopefully we aren't funding flawed initiatives.

Either way, I hope the NCLB is significantly revised. I "voiced" my opinion by creating a sound essay last summer. Check it out. While it is an admirable goal to close the achievement gap, NCLB's policies are not the best means to get the job done.

Curriculum that Matters

2009-02-03T18:47:00.000-05:00

There are many current educational catchphrases--always going in and out of style, of course--but ensuring that students are competitive in the 21st Century Economy has been tossed around a lot. I agree that students need more technology access and more courses geared towards creativity, innovation, and information accessing and manipulation. Oh yeah, can't forget science and technology.

In addition to implementing this 21st Century skills mantra, state and national curriculums need to be reshaped to teach more things that matter. Traditional teaching required experts (teachers) who facilitated access to knowledge. This paradigm has shifted drastically, because everybody has access to almost unlimited knowledge and resources through the Internet. So if a basic access to knowledge is now available, we don't need teachers as much to "deliver" knowledge to students.

If curriculums changed to start promoting more civic engagment, service-learning, "green" problem solving, authentic student technology use, it could be incredible to see how young people reshape the world. After all, they have the same access to knowledge as us adults do nowadays.

I'm not feeling particularly coherent. Does this make sense?

Hybrid "Teachministrators"

2009-01-29T15:01:00.000-05:00

Having administrators who remain part-time classroom teachers should be the norm, not the exception.

I will concede that some administrators are good at their jobs, but not meant to be in the classroom. But with so many top-down instructional mandates from Central Offices to Principals to Teachers, it makes more sense to have those demanding results and changes try to do it themselves too have a better understanding of what works and what doesn't. To stay abreast of what it's like to be in the classroom, what the students are really like, etc., can't hurt either.

Some administrators are so far removed from teaching. Is this right? Would schools be better off with a couple more administrators, each of whom still maintains an active role in the classroom?

Questioning Overzealous Math Requirements

2009-01-25T10:09:00.000-05:00

Sitting in a coffee shop on Sunday morning, the following crossed my mind: for most adults, how important is math, beyond Algebra, for real-world success? (I'm discounting those career paths which are obviously linked with high-level math studies, like computer programming, engineering, physics, etc.)

For me, a fairly competent guy, I never use advanced math. I remember no skills or applications from my days plodding through Algebra II or Pre-Calculus. I was able to renovate an old house using basic math facts and functions.

This line of thinking makes me question all initiatives that require all 8th grade students to take Algebra, or that you must have four years of math under your belt to graduate high school. For those students inclined to study advanced math, great, encourage them to go as far as possible!
Forcing American students to take years upon years of math classes, with hopes that this will translate into a more competitive American workforce, doesn't make much sense to me. Intrinsic motivation is, as usual, an overlooked factor in this equation.

Grammar Instruction--"I done did it!"

2009-01-17T16:57:00.000-05:00

I think just about all educators are in agreement that grammar skills must be taught. The problem is, there is plenty of evidence to suggest that traditional grammar skill and drill lessons, out of context, have a negligible effect on student learning. This is uncomfortable news for "old school" English teachers who swear by their methods.

The implication is that many of us, including myself, have to rethink how grammar is taught.

Check out this Powerpoint presentation from a NCTE workshop in Pittsburgh, PA, several years ago. (I just unearthed it from my school files.)

Never Work Harder Than Your Students...

2009-01-14T17:20:00.000-05:00

Never Work Harder Than Your Students...sounds like a book worth reading. If a teacher is controlling all facets of learning, frantically grading, writing notes on the overhead, lecturing for huge chunks of time, etc., then students probably aren't very active in class. And they probably aren't working--or at least, thinking--too hard. I'm going to order the book; I like the gist of it.

Public Montessori School...Boo Yah!

2009-01-04T13:55:00.000-05:00

While it is tough to challenge the establishment, S.D. Spady Elementary School in Palm Beach County, FL, successfully petitioned the Palm Beach school board several years back to create a public Montessori School. The school abolished traditional grades. Four other schools in the district have followed suit after seeing successful implementation of the Montessori philosophy at S.D. Spady.

Important reforms are few and far between. It's great to see an entity understand that the way it always has been isn't always the best way, and then do something about it!

Perspectives on Grading

2008-12-30T15:06:00.000-05:00

I'm constantly thinking about why and how I grade, and I believe these considerations have led me to make positive changes in my own classroom. Check out the latest issue of NEA Today and my column What's In An 'A'?

In addition, why do traditional grading practices still persist as the dominant paradigm?

Data, Now What?

2008-12-29T22:52:00.000-05:00

Perusing testing data has been a common experience for many of us educators over the past five years. It seems to get more intense every year. But do these efforts seem to be leading towards significant changes in teaching and learning, student and teacher attitudes, and other important factors? I'm not sure. Check out these questions in my recent column from ASCD Express...how else can we collect and use data. What other types of data and questions can, or should, we ask?

This Shouldn't Be Ingored.

2008-12-10T20:37:00.000-05:00

In one of the best Education Week commentary pieces I've seen in a while, Cal-Berkeley professor Heinrich Mintrop has stated what is an elephant in the room--in general, schools that score highly on test scores don't do anything differently than schools that perform poorly during testing season.

A telling excerpt:

"Both high- and low-performing schools get stuck in a mode of school improvement that searches for the most direct connections among content, teaching, and testing. Students’ motivation for learning, as well as instructional quality, fade from view beyond the “rigorous” alignment and a “razor sharp” focus on material that needs to be re-taught."

Education "reform" and improvement efforts represents anything but reform and improvement until we start rethinking the purpose of school. I agree with Professor Mintrop: the importance of student engagement, intrinsic motivation, and innovation instructional approaches are all overlooked aspects of teaching and learning.

21st Century Skills

2008-11-21T15:17:00.000-05:00

The Partnership for 21st Century Schools, an organization dedicating to infuse education with new skill sets for a new century, is one of many groups aware that current education policies aren't doing enough to prepare students in a changing world.

Outdated content standards and excessive testing aren't helping.

Creativity and innovation are marginalized in current public education discourse and practice, and it's harder to teach innovation and creativity than teach to the test or cover content-specific knowledge. The Partnership has established a nice database of links to sites promoting creativity and its growing importance.

This is Painful

2008-11-08T10:08:00.000-05:00

There is a purpose for teacher-directed instruction...but what happens when we rely on this teaching model too much?

Dicourse Follow-Up...What Does Teacher Talk Sound Like?

2008-11-08T09:51:00.000-05:00

As a follow up to my Education Week commentary titled Can Changing the Discourse Change the School?, I wrote the following about acronym overload in school discourse (Spring 2008). This school year, more of our team and faculty meetings are focused on meaningful topics and, as a result, less bureaucratic language is saturating our discussions.

When you talk about school, what teaching and learning values does the language reflect?

Acronym Overload

A few weeks ago, I had to stay after school for a SILT meeting. SILT was established because of our school district's commitment to VPAT, with hopes of increasing NCLB and CATS indexes (from the KCCT) in an effort to meet AYP. Of course, SILT needs to remember to report to DILT, a strong instructional arm of SCPS. A focus on CC 4.1 and close examination of PC's should help, I am told. Same with a recommitment to teaching and modeling TRIBE.

It turns out SILT needs to meet more often, so does KYCID, and we focus on implementing initiatives from our CSIP and SISI document. Sitting in that meeting, I remembered to attend a SBDM meeting the following Monday. My thoughts were interrupted when the principal asked us to consider the TAG, LEP, ELL, KJHS, and STLP students. I was relieved when the meeting was over.

At first, I found myself laughing at and dismissing all the acronyms as just trite business to be dealt with, a nuisance that many of us public school educators have to endure. But language reflects values. And the more I think about it, the more I'm convinced that the language primarily used in public schools is moving further and further away from a humanistic language focused on honoring individual children and relationships. Let's stop accepting and actively participating in professional development sessions full of bureaucratic jargon without a second thought. I've tried to speak a different language this year, and it has paid off.

When I teach my class of 8th grade language arts students, I don't harp on acronyms relating to accountability testing or, for that matter, test-taking strategies. Instead, I'll try and converse, one on one, with as many students as I can per day, talking about everything from their upcoming math project, the latest Lil' Wayne album, the University of Kentucky basketball record, or brainstorming creative ideas for independent reading projects.

Focusing on students as people with diverse interests who want to be listened to and spoken to by a caring adult has done wonders this year. I believe this approach is one reason why I've made it through months at a time without ever having to kick a student out of class or write a discipline referral. If I played the game, so to speak, the way some politicians and administrators wanted it to be played, then I'd have a much harder time engaging and connecting with students.

So what to do when we feel bogged down by bureaucratic jargon and acroymns? Let's talk about specific kids in proactive ways.

Instead of spending tedious hours analyzing test scores of the TAG and ELL students, let's talk about how to motivate one of our 8th grade students named Brent. Let's talk about how to help him deal with his tendency to blurt out crude comments when substitute teachers take over, and discuss how to assist him in finding wilderness, adventure-based books, because we have taken the time to know he loves the outdoors, deer-hunting, and mud-runnin' in Kentucky fields.

Instead of talking to visiting professionals about what we are doing to close NCLB achievement gaps, let's talk about specific teaching strategies that might increase Jessie's interest in class-after all, she's a precocious reader who often finds herself staring at the ceiling, tapping her pencil, or distracting other students because the content isn't engaging her-after all, she is receiving few opportunities to make positive decisions about her learning.

Instead of debating the best way to grade ORQS, let's talk about Justin's penchant for wiggling around in his seat and bouncing around the room. WE know this hyper-kinetic child is remedied by authentic technology use, so let's talk about how Justin can produce a movie project about his latest independent reading book, incorporating some of his favorite music, images, and a narration he creates and records digitally.

Better yet, let's take time to talk with Brent, Jessie, and Justin in order to build solid relationships with students that can spurn transformative learning experiences inside and outside of the classroom. The language we choose to employ in the classroom, in hallway exchanges with colleagues, and professional meetings-among other places-reflects values and priorities. There is a time and place for discussion of data and test scores, but does the frequency of these discussion truly reflect what you believe as an educator?

Pressure to Reach Every Child, A Good Thing*

2008-11-02T18:35:00.000-05:00

Too often, the implementation of high-stakes testing and curriculum damages learning environments, student interest in school, and crushes teacher and staff morale, among other detrimental effects.

But this I will admit: despite all that is wrong with NCLB and state testing demands, I can't imagine that educators have ever been so cognizant of every student's academic performance. Caught up in trying to improve school test scores is making sure interventions and other programs are in place to bring students up to grade level. Unfortunately, traditional school and testing models aren't often effective for struggling students, and I see the remedial classes as more of the same, ineffective medicine for these children who are finally given more attention.

Even though we might be more aware of every student's performance (narrowly defined on reading and math tests), there should be more innovation and celebration of student strengths as we strive for every student to find success in school. There is too much focus on student weakness at school.

Kohn, Part II. On Rewards and Positive Behavior

2008-10-27T19:44:00.000-04:00

It seems counterintuitive to avoid praising students too much for doing the right thing, right?

Maybe not.

Think about: how many times have you observed a student who believes he or she should get a reward for doing the right thing in class? This irks me to no end. Do we want to create citizens who don't do things because they are the right thing to do, but because there is a bribe involved?

Chew on This: Presidential Election, Missing Curriculum?

2008-10-27T19:08:00.000-04:00

Inspired by the writing of Wendell Berry, Michael Pollan, Bill McKibben, and others, I've written an Op-ed about the "missing" food economy debate in this presidential election (see below). How has our society come to ignore big questions about something so elemental to survival?

How come issues like these aren't paramount in school and state curriculums? Oh wait, I know why: because if we actually move to teach ideas that really matter, things will CHANGE. Scary thought for many. If we want students to become active, thoughtful citizens, we've got to move towards teaching new discourse, big ideas, and social responsibility.

The Missing Debate

There is a missing debate right now amongst the never-ending presidential election coverage and process. The missing link is food and agriculture. At a recent conference on food and politics in Louisville, author Christopher Cook noted, “If food is at the core of human existence, it should be at the core of politics.” He’s right on.

As a society we certainly consume enough, but don’t think enough, about where our food comes from and why it matters. So why should we care? The health of a society—both literally and figuratively—is inextricably linked to how the food economy is structured. Right now, industrial-farming practices, Doritos and Spicy Cheetohs, rampant diabetes and obesity, the convenience of bottled water (a huge marketing scam), and Happy Meals reign. It’s no surprise that Americans’ general happiness and physical health have been in decline since the Post-WWII growth of industrial food production and the aforementioned trends.

When a state like Iowa, with some of the best topsoil in the world, is dominated by monocrops and enormous agribusinesses, but barely feeds itself, something is wrong with our food economy.

When massive farms are almost entirely mechanized, relying on only a few humans, more and more John Deere combines and tractors, and obscene amounts of fertilizers and pesticides to produce crops and animals, something is wrong with our food economy.

When fuel costs rise, and food must travel thousands of miles from farm to factory to fork, something is wrong with our food economy.

When we produce enough grain to solve world hunger, but the vast majority of corn, soy, and oats grown is used for fattening up antibiotic-saturated cattle penned in feedlots of sludge and manure, something is wrong with our food economy. Especially on the ethical front.

When food consumption is heavily swayed by fad diets, obsessive calorie counting, and endless nutrient analyses—the general fragmentation of food into measurable bits and pieces—something is wrong with our food economy.

Ignorance is bliss when it comes to eating. Fast and processed food is pretty delicious, especially when you don’t think twice about how destructive it is to the environment and our societal wellbeing. The desensitization and complacency to the problems fostered by our current food economy somehow must end.

To contrast the dominant trends in our food economy, imagine this: regional food markets. The rise of regional food markets would ensure that fossil fuel prices don’t compromise our food security. Expanding the network of farmer’s markets, providing fresh, healthy food to all segments of the population, is one place to start. Schools, hospitals, and government centers could establish contracts with local food producers, hiring actual cooks, instead of reheat and deep-fry specialists. Imagine more people sitting down to celebrate eating good food, slowly, instead of scarfing down barely-recognizable calories. Regional food systems would help bring about general resurgence of community, in which we establish relationships with those who ensure our survival—the food producers.

Of course, you won’t see the Federal government stand up for a radical change in agriculture policies. The large agribusiness corporations have their hands in the pockets of both Democrats and Republicans. Subsidies for massive farms—which by no means support a sustainable farming model or small farmers—continue to highlight the Farm Bill. Real change means usurping the corporate agribusiness dominance in Washington D.C., and finally acknowledging that more isn’t always or necessarily better.

Civic and state efforts will foster change, independent from federal intervention. My home state of Kentucky is in prime position to be a leader in a more sustainable, local food economy. The state’s rich agricultural tradition of small farms could, and should, lead to infrastructure, business, and farm advancements to continue working towards a shorter, healthier route from farm to fork.

I haven’t completely forsaken McDonald’s and other corporate giants engaged in perpetuating the illogical, unhealthy and non-sustainable food system, but I’m getting close. I get more satisfaction buying better-tasting local food, knowing that my dollars spent remain close by in the pockets of Kentucky farmers. Plus, it’s hard to beat the satisfaction of sharing a home-cooked meal—preferably with some local ingredients—in the company of friends and family.

Kohn on Punishment

2008-10-26T18:46:00.000-04:00

Nobody has influenced my own teaching and discipline philosophy more than Alfie Kohn. Check out this telling video segment about punishment. Do discipline measures at your school do anything to help teach appropriate behavior? Or does the "time out" paradigm reign? In-school suspension does nothing to help reform student behavior, as far as I can tell.

QFS and Facebook

2008-10-22T18:55:00.000-04:00

For those dedicated to the cause and are frequent visitors to Facebook, Questions for Schools does have a group page.

Worthwhile blog

2008-10-22T18:36:00.000-04:00

Came across a blog on the ASCD website with many great thought-provoking topics including, but not limited to:

Do teachers focus too much on student weaknesses?
Addressing 21st century skills in state curriculums
Developing student talent

On an unrelated note, text messaging is the "thing" right now for quick, instantly gratifying communication. What will be the next big thing? I remember when e-mail was cool and convenient. It's interesting to listen to technology-saturated students talk about how few e-mails they send and receive compared to texts.

Professional Development...Calling for Change?!

2008-10-16T21:05:00.000-04:00

I'm tired of looking at standardized test data during professional development sessions. I've been perusing data for years now, on and off, and I've never seen this approach prompt any significant change in school pedagogy. Same approach during PD, same results and attitudes in the classroom, same results come testing time.

What if...PD was geared towards challenging notions of teaching philosophy? Or it made people think and become uncomfortable (in a good way)? Take the following questions, for instance:

1. When you grade and assess students, is your feedback meaningful? Does it prompt students to improve specific skills? Do students take any part in assessing themselves and their peers? Do you grade papers in order to "bribe" students to complete work? Why?

2. What do you do to motivate students? Do you feel like students are unmotivated or motivated in your classroom? Why?

3. Besides standardized testing, what should we focus on in schools?

4. Do students have fun in your classroom? Does it matter? Do you believe that people learn more effectively if they're engaged with what they're doing?

5. What is the purpose of school? Do we rely on the government/bureacrats to define the purpose? Why? Does our school community have the courage to blaze new paths, be innovators, and create an exciting public school learning environment?

6. How do you change your teaching practice from year to year? What do you do that is most effective? How do you know?

The challenge with education leaders addressing these questions is that it often becomes personal, hits at the core values individual educators might hold dear. Tough, I say. Complacency is easy. Constructively challenging teaching and learning philosophy on the individual and school level is tricky, but it can result in substantial evolution.

Meaningful Feedback

2008-09-26T22:04:00.001-04:00

With 25, 30, even 35 students in some public school classrooms, how can teachers provide meaningful feedback to students? Meaningful feedback provides students with tips for improvement, goal-setting, strengths/weakness evaluations, and or other strategies that go far beyond a simple "A" or "B" on a paper. As I've written before, I don't believe reliance on standard grading practices are effective or philosophically sound with regards to motivation and feedback.

I've been working on a template for students to keep track of their learning in my 8th grade language arts class. My model is attempting to combine quantitative and qualitative feedback, in addition to student reflection. Please be in touch if you'd like to see this template, or care to share your own strategies in moving away from traditional grading.

Policy-Making...No Teachers?!

2008-09-05T13:30:00.000-04:00

I'm working on spreading the word regarding the following Kentucky education policy problem. I'm guessing this type of scenario is common in other states, as well...teachers, make your voices heard!

More Teacher Input Needed at KDE

On August 5th, Kentucky Education Commissioner Jon Draud called to order the first meeting of the Task Force on Assessment and Accountability. The group is charged with reviewing Kentucky’s Commonwealth Accountability Testing System (CATS). According to a statement from the Commissioner’s office, the group strives to “ensure that it meets the best interests of Kentucky’s Public School students.” The Task Force will present proposals and or recommendations to the Kentucky General Assembly in January 2009.

In other words, this group could potentially influence and suggest big decisions affecting our schools, teachers, and students. But here’s the kicker—there are currently no classroom teachers on the Task Force. The exclusion of teachers from the Task Force is a slap in the face to the dedicated professionals in Kentucky classrooms. Representatives from teachers’ unions are in the group, but no current practicing teachers are allowed to sit in and speak at the meetings. The Commissioner apparently feels it is sufficient to include two union representations who no longer teach—out of 20 plus members of the force—to provide our voice. I disagree with this stance. There is little reason to believe that the current makeup of the Task Force will provide a balanced perspective on teaching and learning.

Unfortunately, many of us teachers, after several years of toiling under the unreasonably punitive No Child Left Behind (NCLB) federal accountability law, have been told time and time again what’s in the “best interest” of kids, instead of being invited to the decision-making table. It’s not a surprise there is so much teacher discontent with many current accountability laws and the resulting pressures and practices that come with the territory.

Nobody knows what is in the “best interests” of our students better than dedicated teachers currently serving in classrooms, those who experience the real-world pressures and challenges of measuring student learning day after day. Unless Commissioner Draud changes his mind to actively invite and include more teacher voices on the Task Force, then whatever decisions the group makes have to be taken with a grain of salt.

I worry Commissioner Draud is not planning on actively soliciting any formal input from the real experts in the field—us teachers—by means of survey or other methods. Luckily, several members of the Task Force welcome written input from teachers regarding complicated educational issues relating to measuring student learning.

On a deeper level, the whole Task Force process—however it plays out—is just another reminder of how our democratic system can end up undermining what should be(come) a participatory decision making process when so many people are affected. Complacency plagues our democracy at many levels. Sometimes we can blame ourselves for standing on the sidelines. But at other times, like this, we are at risk of being left in the dark.

Please don’t sit this one out. Join me in contacting Commissioner Draud’s office to encourage more inclusive policy making at the Kentucky Department of Education.

Enrichment

2008-08-26T20:36:00.000-04:00

This school year marks the first time I feel satisfied with the range of academic "enrichment" opportunities being offered to students. Standardized testing and curriculum measure learning far too narrowly. Any thoughtful teacher, citizen, parent, or student knows there are multitudes of creative and exciting ways to display learning that go beyond filling in a multiple choice bubble. I appreciate the teachers and leadership at my school who understand this.

My school, Shelby County East Middle School (KY), is still focused on mandated state and federal testing to an extent that, at times, makes me uncomfortable. On the bright side, there are lots of cool things going on in the building to directly impact student engagement and motivation. We have a new "enrichment" period in our daily schedule, essentially giving motivated teachers an opportunity to expand meaningful learning initiatives with students. So far, I've heard about the following courses offered (or about to begin) during this enrichment period: sign language, economics, food and ethics, archery, a media/communications project, literature circles galore, and science fair demonstrations, among others.

This is the first year with our enrichment period. It's not always smooth sailing. Many veteran teachers, myself included, have been running around trying to play catch up with this extra prep. I have my fingers crossed that we can build on whatever successes come this year and not follow the counterproductive pattern of annually (seemingly) changing the daily schedule.

Improved Test Scores=Real Improvement?

2008-08-05T19:46:00.000-04:00

It's pretty obvious to the thoughtful/informed observer that consistently rising standardized test scores does not mean our students are getting smarter or acheiving at higher academic levels. Under NCLB, states set standards for proficiency and attempt to move towards every student being proficient in reading and math by 2014. Some states, like Mississippi, have an astounding number of students reaching "proficient" levels according to their testing standards. A recent Washington Post article delves into some of the variables and issues to consider as test scores rise.

There are better ways to assess whether students are learning, such as an array of formative tools, authentic student portfolios and projects, and widespread technology application. I'm hoping to create an audio collage/commentary about summative vs. formative assessments to compliment my unapologetic sound essay critique of NCLB.

Open Content Movement

2008-07-30T11:00:00.000-04:00

Education Week recently published an article about the move towards open content use, which means utilizing free teaching tools/databases on the internet to aid or guide instruction. To me, this makes sense. Are we not moving toward a time when almost all knowledge is free and accessible? If you log on to Itunes, you can download free lectures from dozens of universities. M.I.T. offers free courses online to high school students. Wikipedia is the largest and most successful--perhaps--experiment in the history or human knowledge.

Traditional textbook teaching is anachronistic (or should be). Textbooks used to be a main information source, a pillar of knowledge...when we didn't have so many digital resources available. Textbooks do provide teachers with guidance and unit plans, but they don't necessarily foster the creativity, curiosity, and other desirable traits in our students. We should be moving to a point where we spend just as much time training students to filter, explore, and investigate the countless information resources out there. Should we continue plodding through core content standards without leaving ample time to use open content? Heck no!

Overlooked Research and Theory

2008-07-18T16:40:00.001-04:00

I remember speaking up at a faculty meeting and proclaiming that I don't give zeroes as grades. I believe they skew data too much. After all, what is the point of grades and grading? I thought a few coworkers wanted to bite my head off when I shared this bit of knowledge. I had challenged my own beliefs, done some reading, and come to a conclusion. Apparently this type of critical self-reflection and research is much more rare than it should be.

I'm afraid Teaching could be plagued by anti-intellectualism and a dearth of critical thinking. Why do I say this? After all, there is a massive amount of pedagogy research, teaching and learning theory, human development theory--among other sources of useful knowledge out there--but much of it remains untapped or ignored when the rubber hits the road.

I, too, ignored the possibility of actively applying theory the first few years in the classroom. Young teachers are overwhelmed enough as it is, trying to establish themselves and their classrooms without worrying about constructivism, behaviorism and multiple intelligences. But as soon as I started thinking about why I teach, how I teach, and how what I do relates to established theory, my own teaching took off.

Decades of efforts at education reform haven't seemed to accomplish much. How about principals and administrators refocusing efforts on teaching and learning theory and applications? If I were a principal, I'd require my teachers to outline their teaching practices and beliefs as they relate to established theory. It's a start, at least. Too many things that we do continue because it's the way it always has been. I can't think of a more pathetic stance if we truly want to do what's best for kids.

With all the social science available to aid our teaching and learning, however, I still believe teaching is more art than science, more about relationships than data, and more about engagement and effort than grades.

Politician talks sense?! And new sound project...

2008-07-15T12:39:00.000-04:00

For those of you who are frustrated with the way politicans speak about education, testing, and accountability, Ohio Governor Ted Strickland offers some refreshing discourse in this Columbus Dispatch news piece.

Recycling sounds, voices, and other digital material opens up countless possibilities in constructing meaning. I've been lucky to practice some sound editing skills at graduate school this summer. Listen to this sound collage/commentary about NCLB.

Texting, IM, E-mail, Social Networking and Traditional Literacy

2008-07-08T13:20:00.000-04:00

For those of us who teach middle and high school students, we've all interacted with students who send approximately 7,431 text messages a month. Or spend countless hours primping their myspace pages, all while maintaining 13 instant message conversations. I'm not here to condemn the way in which hypertextuality is changing the way we communicate. But I do wonder if schools and teachers have taken much time to discuss these powerful trends.

Many English teachers have probably maintained a traditional view of literacy, in which critical, close readings of texts is valued. Narratives are unpacked, so to speak, and analytical writing is taught (at least to a degree). Focus on assignments is necessarily to develop critical thinking.
Within the world of our student's communication, however, focusing on a single task is one of the last things kids are prone to do.

I think the popularity of these new forms or communication has to do with their relevance to spoken word. Humans are drawn to the spoken word and orality. As a technological innovation, radio broadcasting took the nation by storm. The human brain is wired to thrive on the imagination required to create imagery when listening to spoken word. Maybe this is a stretch, but I see student obsession with hypertextuality as a way to enjoy forms of text that imitate the spoken word.

Which leads me to my next point--I don't think our students are encouraged, or deliberately taught very often, to engage in successful discussions or socratic seminars in class. These are rich forms of communication that teach critical thinking and have far more value than texting or instant messaging. It's easy to text a friend, but more difficult--and useful--to discuss with the same friend about elements of a novel or characterization.
I try to foster discussion skills in class to provide a counterbalance to the hypertextual communication that students relish.

On a final note, can traditional views on literacy be reconciled with these new trends? If so, how? What are the pedagogical mplications of widespread use of texting, IMing, social networking, etc.? Why else is this communication so appealing to people? Do teachers need to change their teaching/communication methods to reflect what's out there in society?

Welcome!

2008-07-07T14:45:00.000-04:00

Thanks for checking out Questions for Schools. I intend on posting weekly prompts, thoughts, and or observations.

Until next time,
-Paul