Bird Droppings March 6, 2019
Is memorizing answers, really answers to our questions?
Several years ago I would have said there were answers to almost any question that could be asked. Today sitting here I wonder, granted first you have to ask what is the question or questions but I have a different attitude now sort of one that is allowing for an unanswerable question. In the past few years there have been many marches and speeches but more recently over the last year it is children who are raising questions. I listened to David Hogg, and other high school students from Florida survivors of a mass shooting. I have heard Dr. King’s granddaughter beg for action. Her grandfather a victim of gun violence. Sir Paul McCartney as well addressing how he lost his best friend near the site of one march in recent months to gun violence. I saw videos of counter protesters exercising their right to bear arms parading with AR-15’s behind police picket lines.
When I was researching yesterday and reading about W. Edward Deming’s and his quality solutions which was a rather simple solution to most quality issues in life. Deming believed in quality first and as I ponder education is it too pie in the sky to try and do such a good job that there are no questions no need to check (assess) at the end of the line. Is it too high and mighty to offer that there is no need to inspect or challenge and or no need to test if the quality is built in? I got to thinking of the gun issue and schools why are we answering questions with simply more of the same. More guns will stop guns. Current US gun ownership by any group’s information is the highest in the world. One article indicated two hundred million guns in US. Roughly 90 guns per 100 people. The same article pointed to twelve billion rounds of ammo.
I was once doing counseling work with a gentlemen who had fifteen guns and thousands of rounds of ammo. I found out after the fact of beginning working with him. He ended up receiving disability for psychiatric reasons. As I think back to this fellow. He lived in a resident motel and would sleep with his door open a crack. Several times I would go to check on him and he would be in diabetic shock unconscious. The owner had him put guns in a locked locker and or start locking his room door. He chose to put in locker.
While thinking about marches I am sitting pondering, eating eggs and cheese grits sipping a real strong black tea with agave nectar over ice and waiting on the cold to slack off a bit to pose such a question. But Deming’s ideas keeping coming back to me and I will diverse a bit in my thoughts as I wander to a discussion that came up yesterday with a regular education teacher a good friend who has concerns as well on education.
I was working on an idea on using academic achievement to address issues with Learning Disabled students by using a rubric which in and of its self is a way to provide quality versus simply quantity to an evaluation. This sort of led into as I headed toward school a discussion. As I sat driving around yesterday after discussing with another teacher the subject of autism and dealing with where do these kids go after school is over? On a more critical note what is even available? I had a brainstorm which was in part due to the thoughts that came out in our discussion. Over and over again parents were concerned about how their child’s life was being directed by people who did not know their child. Often changes in staffing will occur and parents do not even know. For nearly seventeen years I have recommended teachers of some students track students more effectively perhaps including group meetings of staff up and down the line who will have or have had that student. More often than not we deal with a cold folder of someone else’s opinion. Knowing a kid can make the difference so many times between success and failure. This concept ties also into the current discussion of educational issues being decided by non-educational people with our state and federal legislators. I reflect to a recent IEP meeting I sat in on as an advocate.
I met several years back at a conference a care giver who provides daily living assistance for several Asperger’s syndrome and autistic young men in a group home sort of setting. One of the young men who lived in this facility was also involved in the discussion. (This fellow lives essentially on his own and not only has Asperger’s syndrome which is a high function form of autism but is legally blind as well. Sadly for years the visual impairment concealed the pervasive disorder). The care giver who works for an organization that is involved with disabled adults who need some assistance referred to knowing the person well, many times. He and this young man have a language many would not understand actually part of this young man’s disorder idiosyncrasies that the care giver has learned to understand.
So often in schools and workplaces we want all the ducks in a row and someone who is a bit different doesn’t fit in so push them aside. Charter schools the big reform answer in and of its nature limits what students can come to that particular school with its charter. I could not help but think of IEP’s and such and even further to Deming’s ideas. My day yesterday was pondering achievement, a rubric and Deming. It has been a while since I sat as a student in class but I can’t count the times education professors have said we need to think outside the box. Yesterday as we talked two teachers I had walked the hallways of knowledge discussed opening the box. So often we limit as I think Deming’s pointed out when we have “the inspection” we only really get what we ask for. This has actually been researched in industry numerous times if you want to find twenty percent defective parts you will get twenty percent defective parts. My mind jumped to those students for whom seventy percent is passing and we get seventy percent from many.
I have watched meetings in which the group set IEP goals of eighty percent compliance on a behavior in such areas as not swearing at authority figures. I would have liked that myself back in several of my high school and college classes. That translates into two out of ten times I could swear and it is ok since I am achieving my goals. This is literally exactly what Deming’s is saying, you get what you ask for. So how do we imply quality and success without setting limits and or parameters? How do we measure achievement without providing a box even within the confines of a rubric? How do we measure friendship without having parameters to measure from? Hopefully the last one perhaps is one of the easiest to escape from we measure friendship hopefully not in some testing situation and not in some box ready format but we measure friendship in love and in emotion which often is not a measurable and quantitative form it is in simply knowing. Why do we have a difficult time in education? Far too often teachers do not know students. A school identity number and seat on a floor chart and we are off to educate.
“Eliminate the need for inspection on a mass basis by building quality into the product in the first place.” Dr. W. Edward Deming
This can apply in so many different fields including education but it will take some effort to teach teachers how to know students. It will take a different mindset for teachers to look for quality rather than quantity. It will take using innovative ideas to evaluate learning rather than standardized tests that so often are not even valid in the context of what they are testing. How valid is a test that students can score about the same in the beginning as in the end? I have not proved this point but I would wager on most High School Graduation tests if given to ninth graders they would come close to passing in effect if they are capable of passing the test in eleventh grade. I have similar thoughts on End of Course Tests. Sadly the difficulty is in developing within students and workers another of Deming’s thoughts.
“Create constancy of purpose toward improvement of product and service…” Dr. W. Edward Deming
Listening to parents over the years always makes me think. We seriously need to address perhaps differently children and even each other so often we come at life in general rather than looking for specifics in an individual. We approach each aspect as from past experiences which are still important and do not let that experience of the moment have its way for that person. We lose individuality in mass production even in our own view of things. I am always reminded of first impressions and first impressions are based on past experience and not on anything to do with this person far too often. We need to see and hear who this is before passing judgment and we need as those parents offered over and over to get to know the real person not just the symptomatology. I sit here trying to figure out how to create an open ended rubric some method of scoring that has no parameters and no limits and that is an interesting venture for the day ahead and week ahead planting, gardening, mowing and reading. 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)