The other day I was talking to a student who was heard by a teacher swearing during a recess game. I asked him why he was swearing, and he said, "Because I got out." I pointed out that getting out was part of the game, and asked again why he was so angry. As we talked, it became clear to me that he thought getting angry and swearing was an appropriate response to getting out and didn't understand why I thought there was a problem.
This incident made me think again about the modeling that our children are getting from the adult world. Obviously, as one of our teachers pointed out to his class, most of the professional athletes are behaving appropriately, congratulating the winners at the end of a game, respecting the referees and the other players, and generally showing good sportsmanship. Unfortunately, the media choose to highlight the bad examples, and the result is more and more children who think the only important thing is winning, who think it's appropriate to get angry when you don't win, and who don't respect the decisions of a game ref. (A physical education teacher I talked to told me that more and more kids are arguing and questioning her decisions during games.)
Earlier this week, I used the following quote (from Project Wisdom) as our quote of the day and asked students to think about it:
You may have heard the story of Armando Galarraga (GAL-a-RAGA), the Detroit Tigers’ pitcher who threw a perfect baseball game but was denied that recognition because of an umpire’s bad call. Armando showed strong character and good sportsmanship by accepting the call with respect and dignity. The umpire later acknowledged his mistake and apologized to the pitcher. We can all learn a lesson from the good sportsmanship of both men.
Listen to this:
When circumstances are unfair, you can show good character by continuing to do the best you can do.*
We don’t have to be athletes, though, to show good sportsmanship. Whether we’re competing in the science fair or playing a board game with our brother, we can play fairly and show respect for our competitors. And if we lose, even unfairly, we can still win by showing strong character and knowing that we’ve done our best.
If you can, it might be a great idea to talk with your children about good sportsmanship, about enjoying a game but not making it into more than a game, about losing gracefully and appreciating your competitors. Not only will this help our children grow into mature adults able to handle things well, but it will also improve our world.
Thursday, June 16, 2011
Sunday, April 24, 2011
Deep and Rich Learning
One of the things I always notice when observing excellent teaching (something I fortunately have lots of opportunities to do) is the skillful interweaving of multiple strands of learning. This creates a rich and varied learning experience that engages students and allows for success and challenge at all levels. Recent examples of this kind of learning experience in the context of a major project include the 4th grade Invention Convention and the 5th grade Colonial Day projects.
In 4th grade, a student working on a project for the Invention Convention first learned about simple machines and participated in locating the simple machines in the school and making a video describing their use. The student then learned about innovation and participated in it by creating an invention which incorporated a simple machine and met an identified need. Students also documented their inventions, and developed business cards, brochures, and other marketing materials. This is a project with obvious real-world connections that incorporates science and technology concepts, literacy work, and business and economics, and is certainly one the students won't soon forget!
In 5th grade, the Colonial Day projects incorporate historical learning, reading, writing, and research skills, artwork, and critical thinking. I was particularly impressed by the "flip books" describing particular historical characters because the thinking and analysis went way beyond the factual. Each one was different and showed good critical thinking on the part of the student. Art and music were also incorporated into the experience, and on the day itself students were immersed in Colonial times, engaging in hand sewing, tinsmithing, butter-making, and a variety of Colonial games. Again, a rich learning experience, and one that students won't forget!
During the course of working on these projects, students also learn planning and time management skills, as well as the patience and persistence to pursue a long-term goal, all of which are important life skills. Now, of course, although I intended to write a simple post describing my excitement about these projects, I just have to ask -- how can any standardized test measure these things or measure the skill of a teacher who makes a difference for a child by helping him/her to develop these life skills or discover a passion or a new motivation? Children learn many different things from these projects -- for one, it may be finding a new confidence in her artistic skills; for another, it could be discovering his passion for history; for yet another child, it could be learning how to plan and complete a large project and feeling the pride of accomplishing that.
The best and most accomplished teachers consistently weave multiple strands of learning into their teaching -- learning about content, learning skills, learning attitudes, learning confidence, persistence and competence. This is learning that no child should miss. I am delighted to see this happening throughout our school, and hope we can continue to provide and value these rich learning experiences for our students.
In 4th grade, a student working on a project for the Invention Convention first learned about simple machines and participated in locating the simple machines in the school and making a video describing their use. The student then learned about innovation and participated in it by creating an invention which incorporated a simple machine and met an identified need. Students also documented their inventions, and developed business cards, brochures, and other marketing materials. This is a project with obvious real-world connections that incorporates science and technology concepts, literacy work, and business and economics, and is certainly one the students won't soon forget!
In 5th grade, the Colonial Day projects incorporate historical learning, reading, writing, and research skills, artwork, and critical thinking. I was particularly impressed by the "flip books" describing particular historical characters because the thinking and analysis went way beyond the factual. Each one was different and showed good critical thinking on the part of the student. Art and music were also incorporated into the experience, and on the day itself students were immersed in Colonial times, engaging in hand sewing, tinsmithing, butter-making, and a variety of Colonial games. Again, a rich learning experience, and one that students won't forget!
During the course of working on these projects, students also learn planning and time management skills, as well as the patience and persistence to pursue a long-term goal, all of which are important life skills. Now, of course, although I intended to write a simple post describing my excitement about these projects, I just have to ask -- how can any standardized test measure these things or measure the skill of a teacher who makes a difference for a child by helping him/her to develop these life skills or discover a passion or a new motivation? Children learn many different things from these projects -- for one, it may be finding a new confidence in her artistic skills; for another, it could be discovering his passion for history; for yet another child, it could be learning how to plan and complete a large project and feeling the pride of accomplishing that.
The best and most accomplished teachers consistently weave multiple strands of learning into their teaching -- learning about content, learning skills, learning attitudes, learning confidence, persistence and competence. This is learning that no child should miss. I am delighted to see this happening throughout our school, and hope we can continue to provide and value these rich learning experiences for our students.
Saturday, January 22, 2011
Critical Thinking & Analysis -- An Essential 21st Century Skill
One of the real joys of my job is the opportunity to observe exciting teaching and learning; this past Friday I was fortunate to observe two wonderful social studies lessons, both of which pushed 5th graders into greater critical thinking and analysis. Unless you are lucky enough to be in today's classrooms, you probably are not aware of the extent to which teaching and learning has changed. Students are no longer simply memorizing and regurgitating names, dates, and conclusions; rather, they are thinking hard about historical situations, analyzing the different interests of the parties involved, and working toward their own analysis and understanding using primary sources from the time. This kind of analysis is frequently mentioned as a 21st century skill, and I completely agree that all of our students need to develop this ability and to become excellent critical thinkers. Seeing what's happening in our classrooms is wonderful; students are indeed being taught these skills, and they are responding with engagement and learning.
Sometimes, though, I am puzzled by what appears to be a lack of critical thinking in some of the media reporting today about educational issues, and it seems to me that everyone could use the lessons I saw last Friday in the two 5th grade classrooms. Recently, for example, newspapers reported the results from the international PISA testing, pointing out that the overall U.S. results were in the middle of the group, and using this to again say that our schools are failing. Interestingly, though, this year's PISA results were reported somewhat differently, in that the U.S. data was provided disaggregated by schools at different poverty levels. When you look at the disaggregated data and take the U.S. schools with a poverty level of 10% or less those schools outscored every other nation except Shanghai. The newspaper articles I saw did not mention this, though -- they were fine with simply reporting what they saw as yet another failure of U.S. schools, and didn't think it important to point out that our schools in affluent areas outscore the world, while our schools in poverty-stricken areas come in last. Drawing on what they learned last Friday about propaganda, and about presenting information to achieve a particular purpose, I think our 5th graders might now ask what the intent or purpose is of those who wish to paint all our schools as failing, and hopefully as adults they will continue to ask these kinds of questions, delving deeper, and demanding thoughtful answers to important questions. (You can find the disaggregated PISA data on-line, if you are interested, and/or read a related article by Gerald Tirozzi in the NASSP Newsleader -- http://www.principals.org/NewsLeader.)
Sometimes, though, I am puzzled by what appears to be a lack of critical thinking in some of the media reporting today about educational issues, and it seems to me that everyone could use the lessons I saw last Friday in the two 5th grade classrooms. Recently, for example, newspapers reported the results from the international PISA testing, pointing out that the overall U.S. results were in the middle of the group, and using this to again say that our schools are failing. Interestingly, though, this year's PISA results were reported somewhat differently, in that the U.S. data was provided disaggregated by schools at different poverty levels. When you look at the disaggregated data and take the U.S. schools with a poverty level of 10% or less those schools outscored every other nation except Shanghai. The newspaper articles I saw did not mention this, though -- they were fine with simply reporting what they saw as yet another failure of U.S. schools, and didn't think it important to point out that our schools in affluent areas outscore the world, while our schools in poverty-stricken areas come in last. Drawing on what they learned last Friday about propaganda, and about presenting information to achieve a particular purpose, I think our 5th graders might now ask what the intent or purpose is of those who wish to paint all our schools as failing, and hopefully as adults they will continue to ask these kinds of questions, delving deeper, and demanding thoughtful answers to important questions. (You can find the disaggregated PISA data on-line, if you are interested, and/or read a related article by Gerald Tirozzi in the NASSP Newsleader -- http://www.principals.org/NewsLeader.)
Sunday, January 2, 2011
NCLB Measures vs. Actual Student Achievement
I recently read a very interesting paper from the Center on Education Policy entitled "How Many Schools and Districts Have Not Made Adequate Yearly Progress? Four-Year Trends" (available at http://www2.ed.gov/admins/lead/account/consolidated/index.html). Aside from the obvious fact that over time more schools and districts are failing to make AYP (inherent in the definition of AYP, which requires equal increments of progress, in all subgroups, toward the goal of 100% proficiency by 2014), the paper contained some fascinating comparisons and illustrated huge discrepancies in NCLB performance among the different states.
But do the differences in NCLB performance really reflect actual comparative student achievement? In 2009, in Massachusetts, 79% of school districts did not make AYP -- a huge percentage! -- and these districts are thus subject to federal sanctions, which could include replacing principals and teachers, paying for private tutoring for students, and/or transporting students to other schools and districts, all of which are costly. In addition, the publicity about the NCLB "failure" of Massachusetts schools decreases parental and community trust and support for the schools. By comparison, in the same year, 2009, in Alabama, only 2% of districts did not make AYP -- thus, only 2% of Alabama districts are subject to federal sanctions and 98% of Alabama districts are regarded as doing well. Are Alabama schools really that much better than Massachusetts schools? Well, on the last NAEP testing, Massachusetts schools were 1st in the nation on the 4th and 8th grade math tests, while Alabama schools were 50th. (The other NAEP test results show similar, although less dramatic, differences.)
This comparison raises many questions for me -- among others, why are we in Massachusetts setting ourselves up for failure, criticism, and compliance with expensive and detrimental sanctions when our schools are doing well on the NAEP national tests and are doing better than other states where the schools are not subject to the sanctions? The federal sanctions seem almost designed to be detrimental to good schools (and there are many good schools and districts in Massachusetts that did not make AYP). There also is no evidence that any of these sanctions is effective in improving schools. So. . . why are we in Massachusetts setting ourselves up for federal sanctions and loss of local control and support for our schools when other states are not? Is there a political agenda being served here? And, if so, whose agenda is it? I think these are important questions to think about and to answer, before we end up doing serious damage to our public school system. . .
But do the differences in NCLB performance really reflect actual comparative student achievement? In 2009, in Massachusetts, 79% of school districts did not make AYP -- a huge percentage! -- and these districts are thus subject to federal sanctions, which could include replacing principals and teachers, paying for private tutoring for students, and/or transporting students to other schools and districts, all of which are costly. In addition, the publicity about the NCLB "failure" of Massachusetts schools decreases parental and community trust and support for the schools. By comparison, in the same year, 2009, in Alabama, only 2% of districts did not make AYP -- thus, only 2% of Alabama districts are subject to federal sanctions and 98% of Alabama districts are regarded as doing well. Are Alabama schools really that much better than Massachusetts schools? Well, on the last NAEP testing, Massachusetts schools were 1st in the nation on the 4th and 8th grade math tests, while Alabama schools were 50th. (The other NAEP test results show similar, although less dramatic, differences.)
This comparison raises many questions for me -- among others, why are we in Massachusetts setting ourselves up for failure, criticism, and compliance with expensive and detrimental sanctions when our schools are doing well on the NAEP national tests and are doing better than other states where the schools are not subject to the sanctions? The federal sanctions seem almost designed to be detrimental to good schools (and there are many good schools and districts in Massachusetts that did not make AYP). There also is no evidence that any of these sanctions is effective in improving schools. So. . . why are we in Massachusetts setting ourselves up for federal sanctions and loss of local control and support for our schools when other states are not? Is there a political agenda being served here? And, if so, whose agenda is it? I think these are important questions to think about and to answer, before we end up doing serious damage to our public school system. . .
Sunday, December 5, 2010
The Nature of Community
I have recently been reading a very interesting book -- Bowling Alone, by Robert Putnam. In this book, Putnam chronicles the decline of participation in community organizations during the past decades and raises the question of the impact of these changes on our society. Reading this book makes me care even more strongly about the development and maintenance of community and the importance of placing community goals first in many instances. This conflict frequently appears in schools, as, for example, in making placement decisions for students, when the best interests of the students as a whole may require a different decision that a parent would prefer for his/her child. It also appears in discussions of budget, at all levels -- local, state, national -- when individual interests (for example, in lower taxes) may conflict with the needs of the community (for safety, for example).
As we all know, our country has a long tradition of individualism and a strong emphasis on individual freedom. However, along with the emphasis on everyone's right to pursue happiness in his/her own way there has also been an equally strong tradition of cooperation and community. (Think, for example, of the individual freedom of the "Wild West" coexisting with the cooperation and community of barn raisings, quilting bees, and sharing resources to survive a difficult winter.) I think there is an important balance here, and I think that we need to consider that balance very carefully in making decisions. Take, for example, charter schools. Charter schools are very popular with many people, and many parents prize their ability to send their children to schools that they choose. However, when charter schools, particularly in urban areas, end up enrolling primarily the children whose parents are motivated and involved, do not have learning disabilities, and whose first language is English, and when they eliminate from their student bodies students who have behavioral difficulties or who are unable to keep up with the pace, the children who are still enrolled in those charters may benefit from attending school with other motivated students without disabilities, but the public schools in those communities end up having the most difficult students to educate with fewer funds available to do it with. Is that what's best for all of us, as a community? Or is it an example of some people profiting at the expense of others?
As everyone knows who knows me, I am a passionate advocate for public schools, for the American common school described in the works of Lawrence Cremin, and for the philosophy expressed so well by John Dewey, when he said, "What the best and wisest parent wants for his own child, that must the community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon it destroys our democracy." I am currently very worried about the future of American public schools; I see our excellent public schools (which, in Massachusetts, lead the nation and compare favorably in international comparisons) in danger of being destroyed by short-sighted policies unsupported by evidence (for example, those required by the so-called "Race to the Top", and the increased emphasis on standardized testing to the exclusion of other measures of student achievement).
Getting back to Bowling Alone, I also think that we may need in general to think about moving our current individualism-community balance back a bit in favor of community in all areas, and to remember that we are all in this together. If you read it, and/or if you read Diane Ravitch's recent book on the American school system, let me know what you think!
As we all know, our country has a long tradition of individualism and a strong emphasis on individual freedom. However, along with the emphasis on everyone's right to pursue happiness in his/her own way there has also been an equally strong tradition of cooperation and community. (Think, for example, of the individual freedom of the "Wild West" coexisting with the cooperation and community of barn raisings, quilting bees, and sharing resources to survive a difficult winter.) I think there is an important balance here, and I think that we need to consider that balance very carefully in making decisions. Take, for example, charter schools. Charter schools are very popular with many people, and many parents prize their ability to send their children to schools that they choose. However, when charter schools, particularly in urban areas, end up enrolling primarily the children whose parents are motivated and involved, do not have learning disabilities, and whose first language is English, and when they eliminate from their student bodies students who have behavioral difficulties or who are unable to keep up with the pace, the children who are still enrolled in those charters may benefit from attending school with other motivated students without disabilities, but the public schools in those communities end up having the most difficult students to educate with fewer funds available to do it with. Is that what's best for all of us, as a community? Or is it an example of some people profiting at the expense of others?
As everyone knows who knows me, I am a passionate advocate for public schools, for the American common school described in the works of Lawrence Cremin, and for the philosophy expressed so well by John Dewey, when he said, "What the best and wisest parent wants for his own child, that must the community want for all its children. Any other ideal for our schools is narrow and unlovely; acted upon it destroys our democracy." I am currently very worried about the future of American public schools; I see our excellent public schools (which, in Massachusetts, lead the nation and compare favorably in international comparisons) in danger of being destroyed by short-sighted policies unsupported by evidence (for example, those required by the so-called "Race to the Top", and the increased emphasis on standardized testing to the exclusion of other measures of student achievement).
Getting back to Bowling Alone, I also think that we may need in general to think about moving our current individualism-community balance back a bit in favor of community in all areas, and to remember that we are all in this together. If you read it, and/or if you read Diane Ravitch's recent book on the American school system, let me know what you think!
Sunday, November 7, 2010
School Climate Update
At this point, we are moving into the third month of the school year, and I am happy to report that we seem to be making progress toward developing the kind of safe and accepting school climate that we want to have for our students. We are using a multi-faceted approach, including work in Open Circle sessions, weekly school meetings, integration into curriculum, lunch and social group meetings, work with individual students, and work in partnership with parents. Our weekly school meetings, first thing on Monday mornings, help to set the tone, and are designed to provide a positive beginning to the week. (This coming Monday morning's meeting will feature a patriotic skit written and performed by three 5th grade girls -- it's wonderful, and I'm excited about including more student performances at school meeting!)
As you also know, we are working with students on specific ways of stopping teasing and bullying. One approach is one which we refer to as "Step 1, Step 2." Step 1 is a difficult, but very important, life skill -- being able to assertively and politely ask another person to change their behavior when their behavior is hurtful to you. Doing this is even difficult for us as adults, but I am hopeful that if we work on it with our students they will be able to develop their communication skills in a way that will serve them well for the rest of their lives. If Step 1 doesn't work, or if a student is unable to do it, we ask them to do Step 2, report the problem to an adult and ask for help -- again, I believe this is an important life skill. Finally, along these lines, we are also talking with students about what they can do to help when they are bystanders, when they see someone doing something mean or hurtful to another person. We have suggested three different actions that students can take in this situation: (1) tell the person to stop ("Step 1" for a bystander); (2) take the target out of the situation (for example, inviting the target to come with them to do something); and (3) report the situation to an adult (the bystander's "Step 2"). We are asking students not to simply watch and do nothing, but to take one of these three actions.
We are hopeful that parents will help and support us in this important work so that our school community will be safe and comfortable for every one of our students. There are two essential ways that parents can help -- first, by modeling kind, courteous behavior themselves, and, second, by talking with their children when they see bullying by others (for example, in the media). Children learn powerfully from their parents, particularly by watching parents' actions and behavior. If parents consistently treat others kindly and comment negatively on examples of unkind behavior, children will learn kind behavior. If, on the other hand, parents treat others unkindly, children will learn that behavior, or if children are continually exposed to the many examples of bullying behavior demonstrated by too many adults in our society (e.g., politicians, sports figures) without parents explaining why that behavior is not acceptable they will come to regard it as acceptable.
Thank you to all the many wonderful parents who are working with us to eliminate the problem of teasing and bullying and to create a community in which everyone is accepted and valued -- I believe that helping children grow into good, caring people is the most important work there is and I appreciate working with everyone in our community toward that goal.
As you also know, we are working with students on specific ways of stopping teasing and bullying. One approach is one which we refer to as "Step 1, Step 2." Step 1 is a difficult, but very important, life skill -- being able to assertively and politely ask another person to change their behavior when their behavior is hurtful to you. Doing this is even difficult for us as adults, but I am hopeful that if we work on it with our students they will be able to develop their communication skills in a way that will serve them well for the rest of their lives. If Step 1 doesn't work, or if a student is unable to do it, we ask them to do Step 2, report the problem to an adult and ask for help -- again, I believe this is an important life skill. Finally, along these lines, we are also talking with students about what they can do to help when they are bystanders, when they see someone doing something mean or hurtful to another person. We have suggested three different actions that students can take in this situation: (1) tell the person to stop ("Step 1" for a bystander); (2) take the target out of the situation (for example, inviting the target to come with them to do something); and (3) report the situation to an adult (the bystander's "Step 2"). We are asking students not to simply watch and do nothing, but to take one of these three actions.
We are hopeful that parents will help and support us in this important work so that our school community will be safe and comfortable for every one of our students. There are two essential ways that parents can help -- first, by modeling kind, courteous behavior themselves, and, second, by talking with their children when they see bullying by others (for example, in the media). Children learn powerfully from their parents, particularly by watching parents' actions and behavior. If parents consistently treat others kindly and comment negatively on examples of unkind behavior, children will learn kind behavior. If, on the other hand, parents treat others unkindly, children will learn that behavior, or if children are continually exposed to the many examples of bullying behavior demonstrated by too many adults in our society (e.g., politicians, sports figures) without parents explaining why that behavior is not acceptable they will come to regard it as acceptable.
Thank you to all the many wonderful parents who are working with us to eliminate the problem of teasing and bullying and to create a community in which everyone is accepted and valued -- I believe that helping children grow into good, caring people is the most important work there is and I appreciate working with everyone in our community toward that goal.
Sunday, August 29, 2010
School Opening Plans
Welcome back to a new school year! I don't know about everyone else, but for me the beginning of the school year is the time for hopes, dreams, resolutions, and new beginnings. It's a time to start afresh, with goals and plans.
At Neary, we have many new initiatives and plan for this year, and we hope it will be the best year yet for our students. We will begin the year next Wednesday, September 1st, with a whole-school assembly, with music provided by the 5th grade band (!!! -- I know they'll be great!) and a welcome for all of our students. On the first day, there will also be another assembly for each grade, as well as time for reminders of playground rules and time to play.
During the first week, our students should be coming away with two primary messages -- one about developing and implementing goals and plans, and another about treating each other respectfully -- and I'm hoping that parents will work with us as partners in helping students achieve both of these goals.
On the first day, our grade-level assemblies will feature Margot Rutledge, of KidsWin, speaking to students about goals and planning, and helping them to think about their own goals and how to "Make it happen!" Thinking about who they are, writing about their dreams and goals, and making plans to move forward toward those dreams and goals, can be wonderful for kids! As they develop a sense of purpose, they also accomplish things, and then feel competent and proud of themselves. This is the beginning of a solid sense of self and of purpose that will provide the foundation for our students to achieve.
On our second goal, helping students learn to treat each other respectfully, we will be emphasizing with students a two-step process, politely but assertively asking someone to stop a hurtful behavior, and telling an adult if the person does not stop. This plan is intended to help students learn how to effectively assert themselves, provide feedback to those who need it on their behavior, and develop and maintain a safe, respectful atmosphere in our school. Parents will be receiving a letter with more information during the first week of school, and we hope that you will join us in this work.
I am excited about these plans and about beginning a new year! Here's to a great one for all of our students!
At Neary, we have many new initiatives and plan for this year, and we hope it will be the best year yet for our students. We will begin the year next Wednesday, September 1st, with a whole-school assembly, with music provided by the 5th grade band (!!! -- I know they'll be great!) and a welcome for all of our students. On the first day, there will also be another assembly for each grade, as well as time for reminders of playground rules and time to play.
During the first week, our students should be coming away with two primary messages -- one about developing and implementing goals and plans, and another about treating each other respectfully -- and I'm hoping that parents will work with us as partners in helping students achieve both of these goals.
On the first day, our grade-level assemblies will feature Margot Rutledge, of KidsWin, speaking to students about goals and planning, and helping them to think about their own goals and how to "Make it happen!" Thinking about who they are, writing about their dreams and goals, and making plans to move forward toward those dreams and goals, can be wonderful for kids! As they develop a sense of purpose, they also accomplish things, and then feel competent and proud of themselves. This is the beginning of a solid sense of self and of purpose that will provide the foundation for our students to achieve.
On our second goal, helping students learn to treat each other respectfully, we will be emphasizing with students a two-step process, politely but assertively asking someone to stop a hurtful behavior, and telling an adult if the person does not stop. This plan is intended to help students learn how to effectively assert themselves, provide feedback to those who need it on their behavior, and develop and maintain a safe, respectful atmosphere in our school. Parents will be receiving a letter with more information during the first week of school, and we hope that you will join us in this work.
I am excited about these plans and about beginning a new year! Here's to a great one for all of our students!
Subscribe to:
Posts (Atom)
Posts
