A final look at essential Bird Pedagogy for the moment

Bird Droppings August 26, 2011
A final look at essential Bird Pedagogy for the moment

“If a university can’t have two out of five of their student-athletes graduate, I don’t know why they’re rewarded with post-season play” Arne Duncan

Over the past few days I have been looking at how I see teaching and instruction and I have wandered about a bit in my efforts. My own style is somewhat radical to say the least. However in eleven years my craziness has worked with kids who are not supposed to graduate or succeed according to most. I happen to see this line from Arne Duncan our Secretary of Education and it is amazing how we provide a sense of falsehood through athletics. I am not saying all athletes are poor students by any means. I know many who are honor graduates and scholars in their own right. The greed and competition however at a college level becomes significant. A local college at home games can bring millions to the economy. Many staunch fans never went to college anywhere yet have season tickets and trucks colored in that schools colors and even have the same animal as a pet as the local mascot. A good college football or basketball program is a business not a learning program.
Over the past few days I have been thinking about and pondering on my own views of education and seriously observing and pondering how I see others in their teaching modes react to and interact with students. My relationship with students often provides additional insights when a student walks in saying teacher so and so is picking on little Johnny and I just can’t take it or why is this so boring and on and on. I was driving in and something hit me. As a teacher if I am wanting students to learn feedback and response time to assignments is crucial. Having students respond to questions at the end of a chapter and collecting papers and holding for weeks and then asking questions on those papers is somewhat ludicrous. Not return written assignments with corrections just a check mark for turning in shows students you are not concerned about anything they do. It is sad that so many teachers exist through the systems of our country who honestly do not like some children and for all children. Should be a question on a teacher’s job application if you do not like children look elsewhere. Actually heard a teacher says they hate kids.

“I think we are lying to children and families when we tell children that they are meeting standards and, in fact, they are woefully unprepared to be successful in high school and have almost no chance of going to a good university and being successful.’ Arne Duncan

We constantly hear on the news how we are behind in education other international programs and countries. Let me start with one of the measures which is the PISA, The Program for International Student Assessment. In 2006 we the USA were ranked fifteenth. I have never heard of or seen this test administered in Georgia. It is a two hour test, multiple choice and essay. Finland, just written up in Smithsonian magazine is one of leading school systems in the world is third and fourth in all areas. It is given every three years to rank countries internationally. Australia is ranked fourth. There are differences between us and them and significant differences. It was 1992 till Australia started inclusion into public schools for disabled students versus 1974 in the US. However there is still a distinct difference between US and literally most of the world in terms of education. Our test scores for example as per NCLB include Students With Disabilities SWD as a subgroup and they are included in final tally of population. A 2% allowance is made for Mentally Impaired students in the total population. Australia in scoring on High School tests etc. does not include SWD in totals as European and Asian Schools do not include either. Most international school systems have in place a mandatory age cut off 15-17 depending on the territory for example in Australia. At that point choices are made and or mandated as to higher education technical and or college and or go to work. Throughout Asia this is common practice as it is in many European educational systems.

“If you have great assessments and real-time data for teachers and parents that say these are [the student’s] strengths and weaknesses, that’s a real healthy thing,” Arne Duncan

“The work teachers and learners do together include rigorous, ongoing assessment and evaluation.” Foxfire Core Practice Nine

‎”We would do away with examinations. They measure the inconsequential type of learning. We would do away with grades and credits for the same reason. We would do away with degrees as a measure of competence partly for the same reason. Another reason is that a degree marks the end or a conclusion of something, and the learner is only interested in continuing the process of learning.” Carl Rogers

I agree with several of my friends that on some concepts Carl Rogers can be a bit off the deep end to a degree. But on this aspect I agree with him that competition as far as learning goes be that grades, test scores, can be inconsequential as to is learning occurring. This would lead to another line from David Purpel yesterday that truly hit me hard.

“Schools have been captured by the concept of accountability, which has been transformed from a notion that schools need to be responsive and responsible to community concerns to one in which numbers are used to demonstrate that schools have met their minimal requirement.” David Purpel, 1989, Department of Curriculum and Educational Foundations, University of North Carolina at Greensboro

We have stripped away that aspect of community from schools in order to have a clear cut and definite number to score and equate whatever it is we are wanting to measure in theory. One of the first things I learned in statistics is that they are at the mercy of the statistician. We can make numbers do whatever we want. Politicians like numbers and test scores and simply things so they can make policy and award lobbyists with nice contracts. Interesting how most educational research that is cited by the National Clearing house for research based materials is primarily 100% publishing and testing company’s research. Much of this is very limited demographically and in a true research situation would not be valid. Significant dollars are involved however but that might be for another discussion, which sort of ties in with my idea of, is there ethical capitalism? Sadly industrial mentalities and capitalism drive education in US. Mass production testing and text book companies rule along with various support industries.

“I know there are schools that are beating the odds where students are getting better every year, and they are labeled failures, and that can be discouraging and demoralizing,” Arne Duncan

As for US schools being behind are they really? All US schools in all states are mandated through NCLB to have an exit exam that is within certain parameters for graduation and if not passed student does not receive a high school degree. This consists of Writing, Math, Social Studies, and Science portions in the state of Georgia. Many subjects have End of Course Tests again here in Georgia. Even with this series of tests at our high school we have managed to raise graduation rate at our school from 71% to 92% over a five year period. Sadly this comes at the expense of real learning and the idea of teaching to the test is more than a catch word. Teacher’s jobs administrator’s jobs are tied to test scores and funding and state and federal intervention as well. I am not happy with the USA educational system as I am a supporter of students and learning which are totally being left behind in this numerical accountability competitive system.

“We are proceeding on with the intent of the Landmark – Leave No Child Behind Reform Act without political persuasion. The focus is effective delivery of services in education by review, restructure, implementation for maximum student learning.” Arne Duncan

I have taught in different parts of Georgia and in Pa. briefly and while many will say education is not as difficult as in previous generations all I can say is pull a high school or college biology book off the shelf dust it off and compare to a biology book today. The cellular material is years beyond my freshmen college and even zoology and botany books of 1968 and 1969. Not just the research gains but vocabulary and demands of material are voluminous compared to what we had in high school. Our system is flawed and it will take radical thinking I tend to believe more toward Progressism and Constructivism, Foxfire core practices and John Dewey’s ideas and Carl Rogers because some of his thoughts are good.

“Experience is, for me, the highest authority. The touchstone of validity is my own experience. No other person’s ideas, and none of my own ideas, are as authoritative as my experience. It is to experience that I must return again and again, to discover a closer approximation to truth as it is in the process of becoming in me. Neither the Bible nor the prophets — neither Freud nor research –neither the revelations of God nor man — can take precedence over my own direct experience. My experience is not authoritative because it is infallible. It is the basis of authority because it can always be checked in new primary ways. In this way its frequent error or fallibility is always open to correction.” Carl Rogers, On Becoming a Person, 1961

“The only person who is educated is the one who has learned how to learn and change.” Carl Rogers

As I close looking back on where and when and how I am still myself searching for what is my own pedagogy. It is a continual fluid moving process as I teach and learn each day. I can say I am inclined to think this way but only till a better way comes along. With a morning nearing end and new week ahead please keep all in harm’s way on your minds and in your hearts.
namaste
bird

Essential Bird Pedagogy Part 3

Bird Droppings August 26, 2010
Essential Bird Pedagogy Part 3

Essential Education Pedagogy
The pedagogy developed by Tara Redwood School and Essential Education includes the following:
• Knowledge of the inner world of thoughts, feelings and emotions is as important as knowledge of the outer world
• An integrated and interdisciplinary approach to learning is preferable to one that fragments and divides knowledge
• Individuals often have dramatically different learning styles; all learning styles are valid and must be both acknowledged and nurtured.
• Learning rooted in direct experience far surpasses in depth and endurance learning by indirect methods
• Generally accepted subject matter can be enhanced by integrating a Essential Education approach and accompanying methods and techniques
• The intuitive wisdom of the individual can be developed by dialectical discussion and debate exploring philosophical, spiritual and moral themes.
Tara Redwood School. 5810 Prescott Road. Soquel, CA

Over the past few days I have been exploring my own idea of pedagogy how do I see my teaching and instructional methods. I have borrowed extensively from Carl Rogers who was controversial in 1968 and his ideas still are considered perhaps utopian to borrow a few words from a friend. It is difficult to piece together I have found as so many aspects of how I view teaching are themselves controversial as well. I have borrowed over the last two days from John Dewey, Elliot Wiggington, Foxfire and today the Tara Redwood School. So much of our world view also reflects through our ideas and interactions each day and is directly influencing upon our pedagogical conceptualizations. Having for most of my life being involved directly or indirectly with in working with and teaching exceptional children and adults I am always on the lookout for new and innovative ideas. I tend to stick with things that work well and always am tuning those that I do use.
I mentioned my use of the Foxfire Core Practices and tools such as a trust scale I developed back in 2003. Numerous times I have brought up my use of animals in my classroom and addressed the impact that being involved with snakes for example has on attitudes and especially on developing trust with students. I do believe relationships are a key to teaching building and maintaining positive relationships with students can open doors to learning.

“Schools have been captured by the concept of accountability, which has been transformed from a notion that schools need to be responsive and responsible to community concerns to one in which numbers are used to demonstrate that schools have met their minimal requirement.” David Purpel, 1989, Department of Curriculum and Educational Foundations, University of North Carolina at Greensboro

In our world of accountability in education test scores rule. With the factory oriented mentality leading the way in teaching many do not allow time for relationships and or care to have that as an aspect of who they are as a teacher. John Dewey over and over again emphasizes community as a key in building an effective learning situation.

“From the beginning, learner choice, design, and revision infuses the work teachers and learners do together.” Foxfire Core Practice one

“The work teachers and learners do together clearly manifests the attributes of the academic disciplines involved, so those attributes become habits of mind.” Foxfire Core
Practice two

“The work teachers and students do together enables learners to make connections between the classroom work, the surrounding communities, and the world beyond their communities.” Foxfire Core Practice three

Foxfire is based on working together and involving the community of the school it is about building and establishing relationships and I have found in my research long lasting relationships between students and teachers. Part of my own approach has been using Facebook as an extension of my class room. Many photos from school events are posted as well as my own daily journaling. Occasionally a former student will send a note thank you for the thoughts or just what I needed today. Recently one of those notes was from a student from ten years ago when I first came back to teaching.

“Critical pedagogy considers how education can provide individuals with the tools to better themselves and strengthen democracy, to create a more egalitarian and just society, and thus to deploy education in a process of progressive social change. “ 21st Century Schools

As I was reading various articles and papers this morning John Dewey again is continually through the pages of critical pedagogy, experiential learning and Foxfire. Much like in so many other theorists and practitioners works Dewey seems to crop up. When I read this short note from 21st Century Schools about Critical Pedagogy several key elements caught my attention. Education strengthening democracy and social change almost directly parallels John Dewey.

“Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” John Dewey

“The self is not something ready-made, but something in continuous formation through choice of action.” John Dewey

As I wonder about how should we really be teaching children I keep coming back to providing context for the content. With accelerated lesson plans and curriculum maps and everybody trying to attain a one hundred percent pass rate on the various tests that we are mandated to give to students in Georgia and c=across the nation little time is left for context. We are leaving the most valuable learning by the wayside in order to get the quick score on a test. I end each day with please lets us keep all in harms way on our minds and in our hearts. As I am pondering maybe we should include children subjected to a battery of standardized tests that do little more than provide the numbers David Purpel writes about.
namaste
bird