It seems unfair, especially for laconic introverted people (my favorite kind), but the attitude you use to present / convince / ask things is extremely important to how people respond to it. Even if you have the best, most brilliant – or necessary – ideas and plans, if you don’t use a little people-person enthusiasm, then nobody is going to listen to you or follow you. I know. People are stupid. But you’ve got to work with that. Continue reading →
My go-to teaching story for describing the student atmosphere where I worked is when I kicked a girl out of my classroom and she threw an open condom on my floor, shouting about how turned up she was before striding out the door. The thing about teenagers disrespecting teachers, though, is that if you sign up to be a teacher in America you’re asserting that being disrespected by teenagers is a major part of your job description. The unexpected is how much adults will disrespect you for being a teacher.
What most people don’t realize is this Professional Development session made headlines because someone happened to record and release it, not because it’s unique. At all. Certainly, that session is on the far end of the badness spectrum, but teachers don’t go a day without some other adult wasting their time, looking down on them, treating them like second-class citizens and daft non-professionals – all while they still have hours and hours of actual work like planning and grading waiting at their desk that they wish they could actually get back to. This happened all the time. Continue reading →
I like what Amanda Ripley attacks, and I’m glad she came to attack it. Her book detailing the difference between American schools and higher-scoring systems in places like Korea and Finland, The Smartest Kids in the World: And How They Got That Way, was released about two weeks ago. It could hardly be called an attack: its hopeful tone underlies its polite third-person examinations and deference to the data and experts. But it has a clear point to make. And it manages a rare feat: going deeply into complicated issues with nuance, and prescribing important key points as a blueprint for solutions.
As a former classroom teacher in what would quickly be categorized as “bad” schools – the kind surrounded by poverty and crime, where low scores and bleak futures appear the norm – I was drawn in to Ripley’s claim that academic success is not inversely related to financial background. I’d heard this from places like Teach For America before, but from them it sounded like a battle cry to holler before the big charge: It doesn’t matter how outnumbered and outgunned you are, fight. Idealistic, yes. Necessary, yes. But realistic? I was more prone to agree with the words of (recent incarnation) Diane Ravitch, that educational problems are a symptom of poverty problems, ones that require major change within our country.