- INTERNATIONAL TEACHER MARCH: Putting Teachers First!
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"Finding and keeping high-quality teachers are key to America's competiveness as a nation .." (Time Magazine, February 2008). If this is so, why have we allowed the teaching profession to deteriorate without doing anything? On one hand we praise and hail teachers, then we criticize and blame them the minute things go wrong. How should excellent teaching be rewarded so that the best teachers---the most competent, caring and compelling---remain in a profession known for low pay, low status and soul-crushing bureaucracy? (Time Magazine, 2008)
Quality teachers who are engaged and empowered can transform the teaching profession. Given quality resources, they make classroom experiences for children and youth come alive, have meaning and purpose, and guide students to higher levels of learning. Sadly, we have witnessed a neglect of teachers. Rarely do we see the teaching profession elevated to as worthy a goal as business, medicine, the law and entertainment; many still believe that anyone can be a teacher, that the profession draws mediocre individuals ("Those who can, do, those who can't, teach...",) and many believe that teachers should not be included in decisions that affect education. As a result, educators, without a voice and short on influential advocates (and let's be honest, unions have done very little to help our profession), are suffering silently in their classrooms. Their efforts to teach are routinely being preempted, interrupted, adjusted, manipulated and hindered. Clearly, this profession, which so many proclaim to be so important, is in serious jeopardy and no one is doing anything about it---until now!
Finally, a movement, created by teachers, that is committed to PUTTING TEACHERS FIRST!
For too long teachers have been treated as part of the problem; clearly, they are the solution! When Society begins to value and respect them, then, and only then, will real education reform occur.
PUTTING TEACHERS FIRST! Action Statement:
Every teacher deserves the highest respect for nurturing and guiding our children, tomorrow's global leaders.
Every teacher should feel safe and secure in her school and classroom.
Every teacher should have the best resources to teach on the highest level.
Every teacher should have the highest level of training and preparation.
Every teacher should have greater influence in all decisions that impact her classroom and her ability to teach effectively.
Every teacher should be compensated to reflect their worth to Society.
Support the movement today! www.teachermarch.org
- TESTS, TESTS and MORE TESTS: If So Many of Us Don't Like Them, Why are they Still Around?
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NEA President, Reg Weaver, when introducing, Michael Geisen, the National Teacher of the Year said: "Michael's techniques are great examples of the teachable moments that are critical to a student's educational experience---pratices that can't be measured by just filling in a bubble on a high-stakes standardized test." When Geisen spoke, he received a roaring applause when he mentioned the need for individual teaching and assessment techniques, and not a one-size-fits-all appraoch to learning. I don't know a single teacher who doesn't agree. So, why is there still constant talk about standardized tests? "Our children are not doing well compared to other nations?" "Our children aren't reading and can't do math...". I have often wondered if the U.S. is such a powerful nation why do we spend so much of our time comparing ourselves to other countries? The Nation at Risk report stared it all. The U.S. reacted---perhaps over-reacted?
Perhaps we need to stop and take a closer look at what schooling should be for our children rather then try to fit them all on the same track. We should also pay attention to the nations we compare ourselves to---compared to China and Japan the U.S. is very different. Not better (though many would argue---), but very, very different. Culturally, socially, politically---all forces that impact the way our children are educated and function in society. The main diffference, when comparing our schools, Japan and China have very little ethnic diversity. The U.S. on the other hand prides itself on diversity---other nations, with a few exceptions, aren't as friendly to strangers (and keep in mind there are many parts of China where women are discouraged from getting an education). Educational capabilities is another area to consider; the U.S. believes (not necessarily practices, but the rhetoric is there) that every child learns differently and and should be respected. The U.S. is a mixed bag where other nations are not. Not to mention, culturally, we value free-thinking (well, we say we do?), critical thought, creativity, and many other nations are very careful in how they encourage their citizens to be "American".
Taking this into consideration we must also take a closer look at our children. Our drop-out rate is embarassing. Some cities it is as high as 70% (Chicago, Baltimore...). Many students leave because they feel they just can't make it. In a recent Newsweek article, one student was told by an administrator to leave. The article suggested the reason was so that his school would be able to reach the 70% required by NCLB---. If that is so, then it's criminal! As said earlier, we do claim to respect our children and want them all do learn and succeed---right?
Another reality about tests is that they are worthless. Research has proven this. Some universities are now (finally) removing stardized tests as required for admissions; apparently after years of professors complaining that "students just aren't capable of thinking anymore..." and became tired of hearing, "...is this going to be on the test?"
So what do we do? Why are they still around? Students have started to protest, unfortunatly, teachers are blamed and punished(recently Doug Avella, a teacher in NYC was suspended because his students protested taking a practice test--New York Daily News). If we know this is causing so much harm, should we all be protesting? Why not?
Maybe all we need to say is: "I prefer not to..." (more on this...Perhaps, as I have suggested before, it is time for a movement...)
- DO WE NEED A MOVEMENT? Have Teachers Reached "The Tipping Point"?
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How much will we take? Constant abuse, low-pay, inability to teach the way we know best (more and more teaching-to-the-test), and more and more responsibility to fix what is wrong with the system and then take the blame when we can't--When will enough it be enough? Have we reached "The Tipping Point"?
What is "The Tipping Point"? By definition it is: "...that magic moment when an idea, trend, or social behavior crosses a threshold, tips, and spreads like wildfire..." . Are teachers ready to stand up and change the way things are? Can we? Do we want to?
I have been teaching for 10 years and I have seen and heard numerous stories---we have all heard them and each year they get worse and more teachers leave. Are we just going to sit and wait, secretly crossing our fingers behind our backs, hoping for someone to save us? Can we save ourselves? Can we depend on the unions? According to a recent survey, 80% of teachers join them so they feel "protected", yet I know many of us don't feel "protected". I know those who don't understand think we're just complaining. I have been told: "Well if things were really bad you would all do something---right? Well, how bad is it? When it gets bad, teachers quit (50% of new teachers leave after 5 years), leaving the mess for someone else to worry about it. What bothers me about this attitude (and believe me, I am personally dealing with the turmoil myself) is what message is this sending to the students we teach--"Give-up when it gets tough; run and don't stand-up for yourself when you are being treated poorly...". We all have those posters with the inspiring quotes hanging in our classrooms, hoping our students will read them and believe them, but... do we believe them?
The American Public School system was formed to create powerful citizens who could participate in our democracy--who are engaged, interested, knowledgeable and enthusiastic---where are these citizens?! We say parents have their role-absolutely! But, so do we. It is not us against them--the focus is and must always be "our children" (and I know I don't have to tell anyone that) and who they are going to become.
Frankly, we are all failing and all we are doing about it is running for the hills and our children and future are the casualties. Someone once wrote that the role of the educator must be political---they must guide and teach our children to think, feel, and act. Can we teach this if we do not beleive and practice this ourselves? Someone once made the observation that teachers are opressed. At first I wasn't willing to accept that, but the more I think about it, we are. Oppressed populations tolerate injustices, know who their agressors are but feel powerless to stand up to them. When will we do it? When will we stand up? When will we have the guts to show our children that things can and will be better? When will be start the movement that will transform the teaching profession so that our children will have a brighter future? OR will we just quit?
- ARE TEACHERS CHARITY CASES? Does Feeling Sorry for Them Help or Harm the Profession?
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- AMERICAN TEACHERS ABUSED: Is is Systemic?
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Are American teachers abused? As shocking as this may sound, more and more evidence suggests that they are.
In a recent survey by Public-Agenda, 80% of teachers join unions because they are "afraid". "...teachers are vulnerable to school politics or administrators who abuse their power", revealed one teacher"...without unions, teachers facing unfair charges would have nowhere to turn." So, are teachers just paranoid or are they really subjected to abusive conduct? If this is so, what impact (long-term and short-term) does this have on our school systems? At a time when national focus is on "a highly-qualified teacher in every classroom" why are so many new teachers (50% after five years) leaving? An ominous cloud is hovering over the profession and no one seems concerned.
Numerous studies have revealed time and time again that the quality of teacher a child has directly impacts their academic success. When so much emphasis is put on our children "competing" in the global markets, the role of the teacher should be more significant than ever before; yet clearly, the challenges confronting them are so destructive that the majority leave and anyone interested in becoming a teacher, knowing their fate, will avoid it all together.
Take a recent incident where a teacher in New York City was blamed for a student boycott against standardized testing. "We had a whole bunch of these diagnostic tests all year. They don't even count toward our grades. The school system's just treating us like test dummies for the companies that make the exams." expressed one student. Following the protest, and a private meeting with students and administrators, a young teacher, Doug Avella, was suspended and sent to what has now become known as The Rubber Room (more about this place later). Mr. Avella, denied being behind the protest; he did, however, admit to teaching his students how to think critically. He is now fighting for his career.
Few specifics are known, but there is much speculation. Reading the numerous blogs and speaking with colleagues, the system is clearly dysfunctional. It is disconcerting that the system is so severely broken that all the principals and values that inspired it (not to mention our nation) have been blatantly abandoned. The reaction of the administrators clearly reveals a school system that is more interested in controlling, and manipulating students then teaching, nurturing and guiding them.
Public protest is so much a part of the America tradition, shouldn't these students and their teacher have been praised rather than punished? In a nation that, up until this election, has seen an unengaged and indifferent citizenry, shouldn't we be delighted to see young people participating in such a thoughtful, mature manner? Aren't these the kind of individuals we want in our democracy?
The students, according to the articles in the New York Times, and New York Daily News, were clearly discouraged by these tests. Research has proven that, for the most part, standardized tests are not an accurate measurement of knowledge; in fact, because preparation for these tests emphasize rote learning, the proverbial, "teach-to-the test" methodology, our students are being subjected to the lowest form of teaching and learning. Knowing this, shouldn't this boycott have been embraced overwhelmingly?
Now, we wait. What will happen to Mr. Avella? As mentioned previously, he was sent to The Rubber Room. What is it and where is it? A documentary is currently being produced called The Rubber Room (http://www.rubberroommovie.com/). It will disturb you. Teachers who have had allegations made against them who work in the New York Public School system are sent there. No due-process, no investigation, no chance to defend themselves, they are just left there; teachers who clearly must not be in the classroom with teachers who clearly should be in the classroom. Is this Guantanamo Bay in New York City?
Why is this happening in our country? Where are the powers that were created to help protect our citizens from this kind of injustice? Where are the unions, that teachers join to protect them? It seems no one cares.
The facts unmistakably reveal abuse. The focus is on New York, but make no mistake the stories are nationwide. Our school system reeks of a stench that is so foul that is permeates every school district in our country and is rapidly stripping away the hopes and dreams of our children and our future. In a nation that perceives itself to be so great and criticizes others for their atrocities, we have the audacity to allow this to happen. It's criminal!
So, all we can do is wait for someone to care. Do you?
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