Bird Droppings December 1, 2015
What is the Holy Grail in education?
Teachers in Georgia High Schools on block schedule are scrambling this time of year getting ready for the semester End of Course milestones. Basically teachers have been told by administrators to prepare for the tests. Teachers are encouraged to be proactive and practice test taking, do practice questions as openers, test and more tests. Of the past fifteen years never before have I felt the pressure to teach to the test. Sounds so simple but teachers do not know what is on the test. On one hand we are told it covers standards teach to the standards. But the tests are notorious for emphasizing certain standards and not covering others. So teachers are scrambling we just got last year’s scores a few weeks ago and found out the proficiency rating changed from seventy percent to eighty percent. Some argue well that’s raising the bar. When is raising the bar absurd. If our student body is a cross section of America and a normal standard bell shaped curve is used eighty percent is top twenty percent. We can adjust curve of test and make a fifty to a eighty but with 10,000
Students and you are told to have all students in proficient range something has to give.
“Obsessive search for the holy grail through only that which can be measured and documented effectively diminishes the sacred and leaves us standing empty without souls.” Dr. Grant Bennett
A day or two ago I got a bit carried away and wandered into about two thousand words on what is it about great teachers and why can’t we teach that. Well in my discourse I did not really solve the dilemma but a response from a dear friend, a former professor in my graduate studies and who is a middle school gifted teacher got me thinking. I recalled a scene from an Indiana Jones movie where the old knight who has guarded the Holy Grail for thousands of years has an evil Nazi officer trying to pick the Grail from hundreds of cups. Would it be political to say he reminds me of Arne Duncan?
He chooses a gaudy and elaborate chalice and soon feels the pain of his error and he disintegrates before our eyes. (Movie special effects of course) Shortly thereafter Indiana Jones has the same situation and chooses a simple plain cup to dip from the water of life in order to save his father. For hundreds of years we held an idea of a fancy embellished chalice as the epitome of the Grail and yet it was a simple cup that so often was not even seen. Looking back at Dr. Bennett’s thought in education we have sought the Holy Grail in testing, in curriculum, in various new-fangled gimmickry full of trappings and programs and maybe we truly missed the secret of good or great teaching and education.
I had to sit back ponder and think about my response a bit to Dr. Bennett’s follow up to my note of the other day. Seldom do I skip a day in my meanderings as I think about the a former weekend and driving over seven hundred miles and us old folks will be worn out. We will be going all different directions, North Carolina to for a first birthday for our granddaughter and to Thomaston Georgia for a third birthday for another granddaughter. Nearly four years ago on a drive to Florida for our first granddaughter’s birth my daughter in law gave me a book by Jonathan Kozol, Letters to a young Teacher.
“It’s a humbling experience but I think that it is a good one too, for someone who writes books on education to come back into the classroom and stand up there as the teacher dues day after day and be reminded in this way be reminded what it is like in the real world. I sometimes think every education writer, every would be education expert and every politician who pontificates as many do so condescendingly, about the failings of the teachers in the front lines of our nation’s public schools ought to be obliged to come in a classroom at least once a year and find out what it is like. It might at least impart some moderation to the disrespectful tone which so many politicians speak of teachers.” Jonathan Kozol, Letters to a young teacher
As I started this book by Kozol one of the first letters discusses that first day of teaching we all went through. I over the years have had several as I moved from Pennsylvania and my first teaching job to a program I stated in Macon Georgia and then to a school in Warner Robins. But the day I recall most vividly and actually forgot about was when I started back after nearly twenty three years away from teaching. I started on a Tuesday in September of 2001. Just by chance it was September 11th. For most of the year had you asked me what day I started teaching I would have responded the weekend after Labor Day. However my principal one day came in and said what day did you start and I pulled out a calendar and sure enough my first day was spent in lock down. I was replacing a teacher who had a nervous breakdown dealing with the EBD kids that I was thrust into.
So here I was I had not taught a day in twenty plus years and stuck in a room I should say locked in a room with ten kids who all had been in jail or were on probation still. What do you do? Curriculum was out the door and over a few minutes we had our windows covered and all outside contact severed. Here I was with ten kids who were actually some of the worst in discipline referrals in the school in a tiny room for about five hours. I winged it and we got to know each other. It wasn’t long till those kids were coming to my class and not going to others which of course did not sit well with some of the other teachers whose classes they were missing. I thought about this and still at times wonder why was I being successful with them and another teacher had a nervous breakdown. I come back to perhaps it is not something we can actually put a label on but an easy word to use is relationships.
Teaching is about relationships it is about building and maintaining them. I went out of my way to know these kids beyond the fact they were all jailbirds or into things most kids in high school would have never thought of. After my long dropping of the other day another note from a high school friend who taught Literature in high school in Pennsylvania for thirty six years loving every minute of it. I was asked the other day who was my favorite high school teacher and I could at the time only recall one. A former class mate from high school sent this email.
“Anyway…your point is well-taken. What makes a great teacher? I can honestly say that many teachers at Scott influenced me: Joey Inners, John Kerrigan, Dave DeFroscia, Joan Tuckloff, and, of course, Miss Cristoforo. They made classes come alive; they went the extra mile; they touched my spirit and made me realize what I could do if I worked hard and applied the talents I had. I think Mark Twain said: Teaching is one-fourth preparation and three-fourths pure theater. I think he was right. If the students like a teacher, they will walk through fire for them. One of my favorite activities asked students to write a quick note to a teacher who made an impression on them, thanking them for what they did. It was the best assignment ever. Here’s a salute to all of the teachers who have influenced me.” Beckie Backstetter Chiodo, retired teacher Pa.
My father once told me that teaching was entertainment as well as imparting knowledge I am sure he had read Twains comment as much like me he had a vast quote library saved up which is sitting on my book shelf and I do borrow from occasionally. My father taught about industrial Safety and Loss Control and was in his day considered the leading authority in the field. He lectured in most parts of the world and often spent months teaching for example in South Africa to mine safety folks or in the Philippines or Australia. I went into a lecture many years back when we had an affiliation with Georgia State University and held many of his courses on campus or nearby. This course was in I think the Down Town Ramada Inn and I stepped in to watch the master at work.
He was lecturing about a topic and to make a point he got down in a football three point stance and said hike and charged up the next yard or so of carpet. My father was a lineman in college and even in his sixties was pretty imposing. He lowered and raised his booming voice. He used many learning tricks we teachers still use to help his classes remember ideas. A famous one in safety is ISMEC. Identify, set standards, measure, evaluate and correct or commend a simple acronym and it became a mainstay of Loss Control management.
I recall another idea from my father when he visited a plant the first place he went was the maintenance shop. He would talk to the supervisor and ask where they saw issues. I was always amused at how many safety guys would question my father about this tactic. His response was this was ground zero for knowing where potential major loss will occur. In the maintenance shop doing repairs for example repeatedly for a specific shift or piece of equipment will indicate a potential problem waiting to hit.
I started thinking that this could apply in a school. Several possibilities what teacher writes most referrals for seemingly inconsequential reasons? You cannot teach by referral. Look at remedial classes are there similarities with kids who are there? Did they have the same teacher? Did they come from the same school? What is their life at home? Far too often in education we start at the top and go down. I have found the gifted kids even without a teacher will do great. I am being somewhat sarcastic.
As I am reading Kozol’s book and now interested in looking at others of his I am sure I will be borrowing ideas but I would like to leave today with this idea should we start at the bottom or the top in trying to solve educational problems? I am no closer to finding the solution to how do we tell a great teacher but maybe some food for thought. Please keep all in harm’s way on your mind and in your hearts and always give thanks namaste.
My family and friends I do not say this lightly,
(We are all related)