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DCGEducator: Doing The Right Thing

~ A Teacher Speaks

DCGEducator: Doing The Right Thing

Monthly Archives: December 2015

THE REAL “COMMON CORE” OF TEACHING

31 Thursday Dec 2015

Posted by David Greene in Uncategorized

≈ Leave a comment

9781460225493Yes. I used the forbidden phrase. But let’s use those two words as if CCSS had never existed. In fact let’s ask what the true common core of teaching should be.

Young children, as in the forest schools covered in this NYT article (http://www.nytimes.com/2015/12/31/fashion/outdoor-preschool-in-nature.html?login=email&_r=0&mtrref=query.nytimes.com), are free to ask and discover as their natural curiosity drives them.

Shouldn’t that be at the common core of teaching from pre K all the way through grad school? I am not advocating living in the forest all ones life. I am advocating that we already know how to make that natural curiosity work in all learning environments, including the classroom. Curiosity revolves around questions.

Imagine instead of memorizing or preparing for tests, regardless of what technology is available, and at any age, we consider how to get all children to learn how to learn and love it by doing the following. If they can do these, then I propose they will be college, career, and life ready.

How do we build on their natural curiosity, not destroy it? To what extent do we use both intrinsic and /or extrinsic motivation?

ASK:

What is the big question they want to know? These can range from why is the sky blue to… how can I build the tallest tower using the 25 blocks on the rug to … to what extent is the 2016 presidential race different from or similar to presidential races throughout American history, or how would you define quantum physics.

 ASK:

What do they need to understand to answer those questions?

ASK:

What knowledge must they acquire to understand how to answer those questions?

 ASK:

How and where will they acquire the knowledge and understanding necessary to answer their big question or the one posed by their teacher? What are the questions they need to ask to gain the knowledge and understanding required?

 ASK:

What skills must they have or acquire to do all of the above?

I submit to you that these steps hold true at all ages and abilities. They hold true for toy block builders, forest pre K kids, explorers and pioneers, inventors, scientists, and even presidential candidates…. Maybe especially for them.

The means to these ends are endless, regardless of available technology. All involve some kind of wonder, sense of discovery, trial and error, legwork, homework, or research dependent on age, skills, and cognitive abilities. The means also depend on how each child learns best and the particular question asked. The means can be visual, tactile, linear (reading) or aural. It is our job as teachers to help each of our charges find the right means for them and the subject matter.

Finally, within our classes we know we have children with a range of both cognitive abilities and skills. Some have a high degree of both, some a low degree of both. Some have a high degree of cognitive abilities, but a low degree of basic skills, and some have a low degree of cognitive abilities, but a high degree of basic skills. For us the challenge is to be able to work with all and each so that they keep that natural curiosity that drives real learning and make sure that each child develops both the highest degree of cognitive abilities and basic skills they are capable of.

If we follow this “common core” of techniques, why does anyone need a Common Core forced on us by state governors, Achieve Inc., and the federal DOE?

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Seems to Me…

23 Wednesday Dec 2015

Posted by David Greene in Uncategorized

≈ Leave a comment

Guest Essayist, Bernie Keller

Retired Bronx high school Master English teacher

IMG_0268In the interest of full disclosure, I have to say that I am not a big supporter of charter schools or the current reform efforts. While those who espouse and advocate the current “solutions” may be well meaning, I am reminded of a saying I used to hear growing up that asserted, “The road to hell is paved with good intentions.”

For me, if we are talking about people’s lives, (and we are), we can’t just “mean well”. Whatever we propose has got to work, it can’t be some experiment-in-progress or theory. In theory, the reforms and the charter schools will change the landscape of education. That sounds great, but here’s the problem I have with the theory. I taught forty years. I, along with my colleagues during those years, and traditional schools and practices produced or helped to produce doctors, lawyers, civil servants, policemen, firemen, CEO’s, teachers, counselors, social workers, principals, parents and a whole bunch of contributing members of society. In fact, former chancellor of New York City schools millionaire Joel Klein and John King, formerly the commissioner of education for the state of New York and currently the replacement for the former head of the United States Department of Education, Arne Duncan are not only graduates or products of the traditional public school setting, but both men assert that public schools saved and changed their lives. Not charter schools, not reforms- traditional public schools!

Seeing as how these men, (and millions of others), are successful, contributing members of society, produced by these traditional schools, it strikes me that the reforms we need are those qualities that existed when these men, and those like them, attended school and school empowered them to enjoy success. Just think, there were no SmartBoards, the teachers were the educational authority in the classroom, there were no computers, teachers were not responsible to “entertain” or “engage” students, (which usually happens when teachers are given the freedom to create their own lessons as opposed to following some theoretical method in lockstep), or to make every moment in the classroom a “fun learning experience.” Any teacher, including good or great teachers, will tell you these “requirements” stifle teaching and make it harder to do an already challenging job. The teachers understood their job was to challenge their students, to encourage them to acquire and accumulate knowledge, (better known as learning), and for the students who were fortunate enough to have great teachers who had great passion for their subjects, as many of the people I had both the opportunity and the privilege to work and teach with had), they even had some fun learning. There were also administrators and supervisors who knew how to mentor teachers and how to develop and improve teachers’ skills as opposed to being people whose job is to simply “manage” a staff of educators.

Think about this- for all the talk about how charters and the current reforms are such powerful change agents, not one proponent of charters or the current reforms, such as common core, is a product of the systems or methods they propose, espouse or support! To the contrary, their very success is, in fact, the product of having attended traditional public schools! For me, that’s a big problem. When I work with students to improve their essay writing skills, I don’t propose methods I don’t use. Whatever method I propose, advocate, espouse or support I actually use as a part of my writing process. Not to do that would be a lot like a doctor telling his/her patient to eat green leafy vegetables, but when asked by the patient if he/she ate those types of foods, the doctor were to reply, “Me? I never touch the stuff!”

Lives are not widgets to be played with or gambled on or used for experimentation. The fact that there was success before charters and these new reforms ever existed is proof positive that the seeds for improvement are already present in much the same way that when George Washington Carver identified the 300 uses of the peanut he didn’t invent any of the uses. The seeds were already there- all they needed was for someone to do the work to uncover them. To me, it is obvious that we must improve schools, and it is equally obvious that what needs to be improved already exists within public education. This must be true, otherwise there’d be no Bloombergs, or John Kings, or Joel Kleins or Bill Clintons, etc., etc.

Since it is my practice to teach students never to complain or to disagree without providing some sort of viable alternative, I want to offer some ideas I contend already exist that would improve the educational landscape, and interestingly and amazingly enough none of these ideas would cost the billions of dollars currently being spent on consultants, “experts”, theorists, experimenters and curriculum writers.

One thing that needs to be addressed is the idea that students must step up and take on their share of this issue. I teach students they have a role, purpose, responsibility in their educations, that they cannot just sit there, doing nothing, and “wait to be rescued” or taught. Frederick Douglass said, “Who would be free, must strike the blow.” That statement asserts no one can be free just waiting for others to free him/her. He/she has to take some action. In fact, one might well argue that Douglass’ statement suggests the individual must strike the first blow, must start the process him/herself. Analogously, students “must strike the blow” for themselves. Regardless of the schools, or the teachers, (which students cannot control), students must focus on and address what they can control- their responsibility, their role, their purpose in the education process, their blow to “free themselves.”

Another seed that needs to be nourished is the “revitalization” of administrators/supervisors who are not merely “managers or CEO’s, but who are actually people with expertise in the subjects being taught, with formidable experience in the teaching of those subjects, as well as the ability to mentor, develop and hone successful teachers, as opposed to people who obsequiously follow and adhere to a checklist of one dimensional, theoretical concepts “experts” assert or guarantee will make learning take place. Having supervisors/administrators who lack expertise in the subjects they supervise and experience in the delivery/teaching of those subjects is like a post office not having any stamps. In both cases the main reason/purpose for their existence is not present! Teaching, and most certainly good or great teaching, doesn’t just happen. It must be worked at and developed, and that cannot happen if the people charged with the responsibility of working with the teachers do not have knowledge of the subjects, experience teaching the subjects, or the ability to “transfer” that knowledge to those entrusted to their care.

Yet another “reform” that needs to take place is the restoration of the teachers as the educational authority in the classroom. Teachers must be restored to this position or responsibility. After all, that is exactly why you hire them. That is why you demand they attain advanced degrees in order to keep their jobs. The concept that students can initiate the learning process better and do a better job at teaching themselves and other students than the people whose knowledge has been developed over twelve years of school, plus four years of college, and in many cases another two years of advanced work is ludicrously inane. While students may be able to “bounce ideas” off one another or “teach each other”, they are not able to do this innately. They must learn to think, to examine, to challenge themselves, and to look between the lines and below the surface- all things teachers show students how to do. Students don’t magically learn to teach each other, that is something they have to learn to do, something they must be taught, just as teachers taught the Clintons, and the Obamas, and the Chisholm’s, and the John Kings and the millions and millions of other successful, contributing members of this city, this state, this country and this society.

Finally, parents must be added to this equation. They can’t just “drop the kid off” and say, “I did my job.” Parents need to understand that they are part of “the team”, and they have to pull their weight. They need to encourage, pressure, cajole and challenge their children to attend school and classes regularly, to take their role and responsibilities as students in the education process seriously by doing homework and studying for tests. Parents need to stop looking for, and helping their children to find “the easy way out.” Parents need to attend parent teacher conferences, meetings about and for their children and get and review report cards regardless of whether their children attend charters, specialized schools or traditional schools. Remember, it’s not the building that makes the learning process successful, it is the earnest effort of everyone on “the team”- from the student, to the parent, to the teacher, to the supervisors/administrators. You don’t need an advanced degree to do these things and I know these things work because my parents, who had sixth and ninth grade educations, did these things for their five children, all of whom graduated from public elementary, junior high and high schools, attended and graduated college, and became positive, contributing members of society.

We really don’t need to change the whole education process from the floor to the ceiling. In fact, much of what we need to reform or improve schools and education already exists and none of it will cost the billions and billions of dollars we are currently spending on education reform. Seems to me making these very simple changes would make reform a win- win.

What do you think?

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A letter to my FaceBook “Friends”

06 Sunday Dec 2015

Posted by David Greene in Uncategorized

≈ 15 Comments

Dear FB “friends”,

civility

Some of you are near and dear to me as close friends and family. This is not addressed to you.

Some of you are colleagues, both present or past, or students. This isn’t really addressed to you.

Some of you are fellow fighters in the war to protect public education and good teaching and unfortunately what follows does pertain to some of you.

Finally, some of you are FB friends because somewhere along the line we had an interest in posts we posted or commented on. So this probably pertains to many of you as well.

In the name of civility, community, positive nationalism, good mental health and physical well being, I ask you this:

If you cannot exhibit moderation or a willingness to listen, compromise, and discuss rationally, controversial issues such as Gun Control, Bigotry and Racism in America, UNFRIEND ME NOW.

If you post hate speech, hate mongering, or insults of people who disagree with you, UNFRIEND ME NOW.

If you are a die hard supporter of political candidates, like Trump, Cruz, Rubio, or Carson, who also use such speech, or cannot speak in civil tones about candidates you would not vote for, UNFRIEND ME NOW.

Finally, just in general, I did not join FB groups to support public education to argue with extremists on other issues. If this includes you, UNFRIEND ME NOW.

If you don’t, I am afraid I will simply unfriend you the next time I have to be disgusted by one of your posts.

Perhaps we all need to say that to bring back civil discourse.

As a former Social Studies teacher, I encouraged discourse and a free exchange of ideas, but immediately hammered anyone in class who became intolerant and rude.

It is time to put an end to it.

Thank You,

DG

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WHAT SCHOOLS CAN LEARN FROM HOSPITALS

03 Thursday Dec 2015

Posted by David Greene in Uncategorized

≈ 2 Comments

UnknownOver the past five months I have had two open-heart surgeries and as a result have spent three weeks in one of the most prestigious hospitals in the United States. I have had two of the world’s best cardiothoracic surgeons do incredible work on my heart. I have had some of the best nursing care one can imagine, and I am on my way to healing the second time. That is the good news.

 

What I did find troublesome was what I found when it came to prescribing medicines. Whereas the surgeons were creative problem solvers who had to assess what they saw on the spot and react accordingly, like good teachers, successfully deviating from a plan because of what they discovered were my individual needs and situation, the medical doctors were, more often than not, following a set of “standards,” a Common Core of medicinal prescriptions with no regard for my individual needs.

 

During each hospital stay and for the weeks following “release,” because of the data, I was overprescribed drugs for precautionary reasons, for conditions that either I didn’t have or that the side effects were unwarranted, thus slowing my healing process.

 

This second time was far more complicated. I had a blood infection that led to the second operation. The situation was also complicated by a blood clot in my leg I had previously developed. I knew I needed a long course of strong antibiotics and blood thinners. That was based on my individual needs. A highly competent infectious disease fellow who explained the individualization of my medication saw me. I also understood the necessary side effects or consequences of these necessary drugs.

 

However, a merry-go-round of cardiologists, who often did not seem as familiar with my individual case as they should have been, prescribed things based on general “standards,” rather than on my particular needs and physical condition. On one occasion I had to confront one of these doctors about two things he recommended to me. I refused. The next day, he came back and said, “If I knew yesterday what I know today, I never would have recommended those. Sorry.” What?

 

I fought, but lost, against the next set of “one size fits all” prescribed “standard” recommendations for heart medications, including Lipitor, used to control high cholesterol levels, and Metoprolol, a beta blocker that treats high blood pressure. I have neither high cholesterol nor high blood pressure. I am, however now suffering from some of the side effects of these two drugs, things like tiredness, shortness of breath and heartburn.

 

So now I have to continue my fight against these and increase my healing and recovery rate.

 

It dawned on me that if I, a knowledgeable and assertive 66-year-old man, has trouble getting my individual needs met and avoiding the negative side effects (consequences) of these “standardized, one size fits all” medicinal prescriptions, what chance does a third grader have when faced with the parallel education-prescribed standardization in his or her school?

 

The side effects are killing him.

http://www.edcircuit.com/what-schools-can-learn-from-hospitals/

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Profile

David Greene has spent 58 of his 66 years in Public Schools. He taught high school social studies and coached football for 38 years. He was an adjunct and field supervisor for Fordham University mentoring new teachers in the Bronx and formertreasurer of Save Our Schools. He is presently a program consultant for WISE Services. David Greene’s book, DOING THE RIGHT THING: A Teacher Speaks is a result of his experiences and his desire to pay forward what he has learned over the years as he continues to fight for students and quality education in PUBLIC schools. His essays have appeared in Diane Ravitch's website, Education Weekly, US News and World Report, and the Washington Post. He wrote the most responded-to Sunday Dialogue letter in the New York Times entitled, “A Talent For Teaching”. He has appeared on radio, local TV, Lo-Hud newspaper articles, and has given several talks about Common Core, APPR, TFA, teacher preparation, the teaching profession, and other issues regarding education. Most recently he appeared on: The growing movement against Teach For America, December 11, 2014 11:00PM ET, by Lisa Binns & Christof Putzel He is presently a contributor to Ed Circuit: Powering The Global Education Conversation.

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