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Regarding the recent viral rant by Texas high school student Jeff Bliss against his history teacher (below), there may well be legitimate grievances here.  Three things that deeply worry me about this are the three things that nobody is commenting on.

First, the whole Internet is rushing to get on this kid’s team.  But none of us were there.  We don’t know the teacher’s side of the story.  We aren’t qualified to take a side.  What could prompt such a mad, mass bandwagon of groupthink?

Everybody criticizes the herd mentality unless, you know, you’re in on it, because then it’s just obviously right.

Second, nobody is talking about who recorded this and put it online, and why they did it, and if that was a good idea.  I agree that public school classrooms need to be open to the world, but this is a selective moment published just to hurt a teacher.  Nobody is worried about the precedent here?

Which brings me to the third point: as the UK’s Daily Mail notes in its weekend article on the controversy, “Meanwhile, the teacher in the video has been  placed on administrative leave while the school investigates…”

Wow, some kid posts a video online of another kid criticizing a teacher, and the teacher gets suspended and investigated.  Her career is likely ruined.  Over a one minute video where all she really does is calmly reiterate that a disruptive student leave.  What he says may be right, but she deserves to be harrassed and investigated over this?

I’m reminded of the sword of Damocles.

I’m reminded of Reverend Hale’s line in Act IV of The Crucible: “No man knows when the harlot’s cry will end his life.”  Or when the student’s cry will end her career.  Apparently, society is OK with a witch hunt if the accused are only mere teachers.

 

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Much debate among educators these days revolves around the preference in the Common Core State Standards for reading book-length works in excerpts more than in their entirety.

The argument in favor seems to go that there’s too much to cover, and that the skills we need to inculcate can be adequately covered with bits and pieces of text, rather than by slogging through entire works.  Besides, kids today won’t read a whole book, anyway.

Those with such a view are missing out on a huge, obvious fact about reading.

Reading an excerpt isn’t the same thing as reading the whole thing.

I’ve read summaries of and excerpts from long classics plenty of times, and not long afterwards, I’ve forgotten the themes, allusions, stylistic features, and even much of the plot.  Shallow experiences only bring shallow memories.

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18 Passwords

Last week I sat down to record in one place every user name and password I have for work.

I have fourteen for my day job.

One gets me on the desktop in my classroom.

Another gets into a laptop / projector system for class use.

Others get into my email, my grade book (Easy Grade Pro), our school’s program for recording grades and attendance (ClassXP), and another grade and attendance program (ParentLink).

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A valuable life lesson

A valuable life lesson

An analogy I came up with last week to help enlighten my students, far too many of whom have tried to slide by, giving the minimal amount of effort they could and still pass the class, and who (shockingly!) failed my class for the last grading period:

There’s a classic episode of The Simpsons where Lisa is doing a science experiment at home.  She puts a food pellet in a hamster cage, but attaches it to a little wire that’s hooked up to a battery.  The hamster nibbles at the pellet, gets a bit of a shock, and quickly gets as far away from it as he can.

Lisa notes in her journal that the hamster has learned a lesson.

Then she puts a cupcake in the kitchen, and likewise puts an electrified wire in the back.  Bart comes by and grabs for the cupcake.  It zaps him but, unlike the hamster, Bart does not learn his lesson.  He keeps grabbing the cupcake, and keeps getting zapped.  He’s immediately addicted to a pointless cycle of self-destruction.

Here’s the application:

Bart is like too many students who, seeing how delicious that cupcake is, keep letting their hunger for it overcome their common sense.

The cupcake is the elusive goal of getting by in a class without having to work very hard.

The wire and battery represent the inevitable failure that follows this course of action.

After all, as Einstein said, the definition of insanity is doing the same thing and expecting a different result.  How many kids must be thinking, “THIS time my plan to goof off and somehow be just good enough will surely work like a charm!”

Now, when I see students slacking off, or otherwise doing things that will hurt their chances for success, I tell them, “Stop grabbing the electric cupcake.”  They’re already sick of it.

If only I could get them to strive for the huge chocolate cake of well-earned achievement!

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Teenage Irony

Tell a class of teens that they need to read a 90 page book, and they’ll relax at how short and easy that is.

Tell them that they need to read a 30 page short story, and they’ll go into shock over how unfairly and infinitely long that is!

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This was the advice I wrote in the margin of a couple of dozen college papers I returned to students last night.  I put the directions for their recent assignments back on the projector and showed them again that they both called for evaluating an author’s evident strategies, based on things like structure and style, for effectiveness.  Nothing in their assignments asked for personal reflection about the topics of their texts, and yet, that’s the majority of what I got.

Coincidentally, I just read this excellent essay by Mark Bauerlein, which perfectly echoes my experience.  In short, students need to be guided to write analytical work, not fluffy reactions.  Amen.

 

At one point in the discussion, Coleman paused to note a problem in the teaching of writing in English classrooms: the dominance of “personal writing … the exposition of a personal opinion … the presentation of a personal matter.”  (more…)

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Deep into application season, here’s some advice I’ve been giving high school seniors for years: it doesn’t matter what college you go to.

There is no good reason to spend many times more on a fancy, “name brand,” out-of-state school.  It may look a little more impressive on paper, but that’ s about all the difference you’re likely to ever get out of that extra huge investment.

In the real world, most companies and colleagues won’t care where you went to school; it’ll just matter that you went at all.  Just as it’s better to take a harder class and get a lower grade, it’s better to go to a less distinguished school and finish what you start.

Ultimately, the point of college, for career purposes, isn’t skill training or networking: it’s to prove that you can make a difficult long-term commitment and see it through.  That’s what people want to see.  That’s what makes your college degree important.

Besides, paying ten times more for a name brand school is absolutely not going to earn you ten times more salary in life.  It’s a poor investment.

Yes, there are exceptions: colleges that specialize in a certain field, for instance.  But generally, in education just as in medicine, the generic stuff is just as good as the designer brand.  (The same, really: what do you think Harvard knows about teaching college algebra or Shakespeare that your local school doesn’t?)

Don’t waste your money.  Go to Hometown U.  And graduate.

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“I’ve Already Read That”

Sometimes students say this when a class starts a new unit.  It’s cute.  The implication is, “I got everything it’s possible to get out of Romeo and Juliet in that 7th grade class.”  Not likely.

So you’ve read it once before?  That’s great.  I’ve read it 30 times before.  And I’m still getting new stuff out of it.

This complaint is like someone going to a gym and, when their trainer says to do a push up, responding, “I already did one of those in 7th grade once.  So I’m good.”

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I had a project due in my high school classes last week, and several students didn’t have it ready, with excuses like, “I was busy.  I have stressful stuff going on.  I have other classes, too, you know.”

At one point, I gently asked the class at large, “Is there anybody here who doesn’t have stressful stuff going on, and a busy schedule?  Anybody have no problems in life, and hours of free time every day?”  Of course not.  ”So why is it that everybody else gets their job done? Because they choose not to let problems get in the way.  Because we all make our priorities.”

The difference is commitment, investment, and internal motivation.

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TED Ed

The TED conference has recently launched a new site dedicated to short, academic videos that might be used in a classroom.  The site, TED Ed, even includes lesson plans.  Here’s their YouTube channel.  Good stuff.

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Fifteen Favorites: Education

 

  1. Voluntary Martyr Teachers
  2. Jackie Chan on Homework. Sort of.
  3. Young Abraham Lincoln Gets an Education
  4. Let’s Not Tell Students the Sky Is Falling
  5. When I Became A Real Teacher
  6. Square Fairness Pegs and Round Reality Holes
  7. Teachers’ Cars
  8. If the Real World Worked the Way Students and Parents Think School Should Work
  9. In Praise of the English Nazi
  10. What’s Wrong–And What’s Right–With Student Writing
  11. Twelve Notes About Summer School
  12. Four Bad Teachers
  13. Lesson Plan For Teaching Evaluation Writing
  14. The Single Purpose of All Education
  15. 50 Things New Teachers Need To Know  &  50 More Things New Teachers Need To Know

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Does Teaching Make Us Dumber?

While student teaching during college, an older veteran complained to me about something I’ve wondered about ever since.  She said that years of teaching basic, remedial English had atrophied her own higher thinking skills.  Bitterly, she said that she could no longer remember how to analyze things like she could in college, because she hadn’t had to use any mental ability more complex than explaining simple grammar in decades.

That scared me.  But it’s wrong.

It may have been true in her case, but it’s a choice she made.  Why didn’t she read more, or exercise her mind in other ways?

“Because teaching takes too much time!” might be implied.

But that’s a choice, too.   (more…)

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Actually, it’s a JPEG, but still…I could teach a whole year just on this:

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Lake Huston

Favorite memory from this school year: on the bus to our student council conference in Reno, we suddenly saw a lake out in the desert.  One student immediately dubbed it Lake Huston, because it was a weird and random thing that came out of nowhere.

 

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School Daze

As we approach the last several days before exams, I think one little episode best encapsulates this year for me:

Several weeks ago, I checked out the school credit card from our banker in my capacity as a student council advisor.  I left the office and then had one of those discombobulated moments: why had I requested this credit card?  What did I need it for?  Usually I would know, but this time I honestly couldn’t remember and had to look it up.

Was it for the Prom?  Or for Teacher Appreciation Week?  Or for Senior Awards Night?  Or for the Senior Picnic?  I was involved in preparing all four of those events at once, and it made me a little dizzy.

This has been the most fulfilling and satisfying year of my career, but I’m still looking forward to the end in a few weeks.  I’m pretty tired.

 

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