Posts Tagged ‘Arne Duncan’

Some Friendly Advice for Young Teachers in a World Poisoned by Power-Mad Bureaucrats and Clueless Billionaires

July 29, 2012

After I transferred from a junior high school to an elementary school, my former colleague Dave* asked how I liked working with my new colleague Walter*. (Both Dave and Walter were veteran teachers with decades of experience.) I reported how impressed I was by Walter’s remarkable patience and equanimity in response to a roomful of unruly kids. Dave smiled and said, “He wasn’t always that way.”

Years ago I heard former United States Secretary of Education (and raging hypocrite) Bill Bennett on CSPAN saying that the the best way to ensure quality schools in this country is to “hire good principals and allow them to do their job.” Oddly, Bennett and several other self–identified conservatives support intrusive (and blatantly unconstitutional) laws like Race to the Top and No Child Left Behind (NCLB) which inject the blunt, debilitating power of the federal government into the quotidian workings of local public schools across the county.

Before NCLB, for example, wise principals would often place a few of the more emotionally needy students at a particular grade level in the classroom of a more capable veteran teacher like Walter. (This practice is particularly advisable when one or more of Walter’s grade–level colleagues are newbies.) Such sagacious principals would constantly praise teachers like Walter for taking on this extra burden, and they would also grant Walter a little extra leeway as far as end–of–the–year test scores were concerned.

Today, however, thanks to an ill-conceived reform movement forced down our throats by ignorant billionaires and power-mad federal bureaucrats, principals no longer have such discretionary latitude. And experienced teachers like Walter who hope to hang onto their jobs would say this to a principal who wants to overload their classrooms with “challenging” students: “I’d like to help you, but the Secretary of Education wants to publish my students’ test scores in the paper and then punish me if those numbers don’t go up every year from now until the end of my career.” This is just one of many unintended consequences which result when education policy is devised by people like Bill Gates and Arne Duncan who don’t know shit from shinola about teaching.

Legendary college basketball coach John Wooden toiled at his craft for several years before suddenly winning ten championships during his final twelve seasons. When somebody asked him what happened he said, “I finally learned how to relax.”

It took me a while to figure out how to relax in the classroom. Watching teachers like Walter helped me learn that getting upset and raising my voice in response to unruly students only increases the rancor. It is actually more effective for a teacher to stop talking in mid-sentence and wait for the students to lower their voices than it is for him to try to overpower an entire classroom with displays of stentorian prowess.

The best advice I can give to young teachers is to relax, take your time, and learn from your mistakes. And don’t get into power struggles with your students. Never go to work in the morning full of vengeance over something that occurred the previous day thinking, “I’m gonna get that kid.” (Let it go, and never forget who the grownup is.) Endeavor always to treat all your students with kindness and respect under all circumstances knowing full well that this is a superhuman ideal, impossible to live up to.

A little respect goes a long way. I learned a lot on the occasions when I substitute taught at a “camp” school—camp is a euphemism for prison. Once when a student remained standing as I was preparing to start a lesson, I said in a firm but friendly voice, “Sir, would you please sit down.” He melted into his seat and turned to the kid next to him and said in a tone of bemused disbelief, “He called me sir.”

And as much as possible, try not to be too grumpy. It’s not always easy, but do your best. (And for all of you out there who would like to have a positive impact on America and her future, here’s something you can do to reduce teacher grumpiness—invite a teacher to bed some time. The world will be a better place for your kind work.)

* Not their real names

by Richard W. Bray

More Thoughts on The Death and Life of the Great American School System

May 13, 2010

More Thoughts on The Death and Life of the Great American School System

The power of grief to derange the mind has in fact been exhaustively noted.

Joan Didion, The Year of Magical Thinking (34)

The most toxic flaw in NCLB was its legislative command that all students in every school must be proficient in reading and mathematics by 2014. By that magical date, every single student must achieve proficiency, including students with special needs, students whose native language is not English, students who are homeless and lacking in any societal advantage, and student with every societal advantage but are not interested in their schoolwork

Diane Ravitch, The Death and Life of the Great American School System (102)

After 9-11, too many of us were just too damn scared to even entertain the notion that our nation was being run by a couple of incompetent poltroons. We are still paying for this in treasure and in lives. Oddly, the same people who would call Barack Obama a socialist for mandating PRIVATE insurance had little problem with a complete federal takeover of the educational system, which has historically been a state and local issue. (The federal government is barely a seven percent stakeholder in education)

Under ordinary circumstances, Republicans would have opposed the bill’s broad expansion of federal power over local schools, and Democrats would have opposed its heavy emphasis on testing. But after September 1, 2001, Congress wanted to demonstrate unity, and education legislation sailed through (94).

NCLB passed in the Senate 87-10 and 381-41 in the House despite the fact that “No one truly expects that all students will be proficient by the year 2014, although NCLBs most fervent supporters often claimed it was feasible” (103).

Today many critics of what they consider invasive federal involvement in the healthcare industry would sue the federal government in the name of the basically moribund (since the Civil War) Ninth and Tenth Amendments. But when George W. Bush was president, instead of standing up to a draconian law which demands the surreal goal of universal success, Republicans as well as Democrats overwhelmingly preferred to toe the line and “[m]ost states devised ways to pretend to meet the impossible goal”(16).

Ravitch does a masterful job of laying out how school administrators across the country were forced to engage in deceptive practices or risk losing their jobs in her chapter entitled, The Trouble with Accountability. She draws on the work of Daniel Koretz and Richard Rothstein and other sober-minded thinkers who are wise enough to eschew a harebrained law which delivered us unto a macabre world where students now “master test-taking methods, but not the subject itself” (159).

Sadly, the Magical Thinking which infects our nation continues to thrive in education. President Obama supports policies which have been proven ineffective and he has appointed a Secretary of Education, Arne Duncan, whose record as superintendent of Chicago schools was dismal if not downright fraudulent:

In 2009, the Civic Committee of the Commercial Club of Chicago released a study demonstrating that the city’s claims of dramatic test score gains were exaggerated….The Study concluded, however, that “these huge increases reflect changes in the tests and testing procedures—not real student improvement” (158).

by Richard W. Bray

Resources for a Lesson Plan on Redundancy and An Amusing Teacher Story

March 30, 2010

George Carlin

Resources for a Lesson Plan on Redundancy

Use the list of redundancies from George Carlin’s wonderful book Braindroppings and The Redundant Little Short Story to teach a lesson on redundancies. Carlin’s list includes examples such as PIN number, safe haven, closed fist and linger on. (However, I would quibble with Carlin on the terms time clock and security guard. There’s a difference between a clock and a time clock just as there is a difference between a guard and a security guard.)


The Redundant Little Short Story

The two twins Ted and Ned lived in a teeny tiny little bungalow in the city of Chicago. The silly clown Fred Toolshed was Ted and Ned’s closest best friend. Fred lived in a small cottage near the University of UCLA. One day Ted, Ned, and Fred decided to go on a long journey in search of a famous celebrity or a royal queen. Ted said, “Fred, you would have to be a crazy maniac to travel through snowy blizzards and blustery tornadoes.”

“Ted,” said Ned, “only a stupid ignoramus or a cheap miser would pass up an opportunity to meet big giants, brilliant geniuses and dead mummies.”

So Ted, Ned and Fred had many exciting adventures in search of renowned luminaries and distinguished dignitaries. They also ate frozen popsicles with a young infant named Bed Wetter and an elderly octogenarian named Jed Sledder. The five of them met all kinds of living organisms, including a smelly skunk, a sleepy insomniac, a tiny microorganism, and a tall giraffe.

An Amusing Teacher Story

Sadly, due to the ill-conceived efforts of our current Education Secretary and his two immediate predecessors, frightened school administrators across the country are doing their best to eradicate all traces of art and humanity from the teaching profession (because, you know, teaching should only be about raising test scores).

But this sick, sad trend really has nothing to do with “accountability.” It’s just about power. (Accountability is a nice-sounding word, but in practice it means that schools are micromanaged by bureaucrats in Washington DC instead of being directly accountable to local school boards)

Back in the days before the federal government (a seven-percent stakeholder in education) made it so difficult for teachers to make even the smallest efforts to enrich the lives of their students, I used to show the kids gems like Donald O’Connor singing Make ‘em Laugh or the Nicholas Brother doing their thing in the movie Stormy Weather at the end of the day as we were preparing to go home.

Now, I’ve always been rather sympathetic to Freddy in My Fair Lady because I too find Audrey Hepburn to be irresistibly enchanting. So one day I was trying to explain why Freddy was so smitten with Eliza Doolittle before showing them the song On the Street Where You Live. I said that he had decided to sit in front of this woman’s house for days on end because he was in love with her but she was not in love with him.

One of my girls said, “I get it. He’s a stalker.”

I’m afraid she was right. (Kids really make you think sometimes.)

By Richard W. Bray

New Yorker Magazine Buries the Lede in Puff Piece on Education Secretary Duncan

January 31, 2010

Arne Duncan

New Yorker Buries the Lede in Puff Piece on Secretary Duncan

I’m glad that Carlo Rotella decided to do some actual reporting in his treacly ode to Education Secretary Arne Duncan in the February 1st edition of the New Yorker Magazine. Unfortunately, it’s buried at the end of the article. After four puffy pages wherein we learn that Duncan is a marvelous human being who loves basketball, the author finally begins to do his job as a reporter, and the results aren’t very comforting. You see, there isn’t a whole lot of evidence that the programs Duncan is spending billions of taxpayer dollars on actually work. I’ll let the quotations speak for themselves:

Diane Whitmore Schanzenbach of the University of Chicago’s Harris School of Public Policy Studies (who describes herself as “basically in favor of Duncan’s policies”) gives this rousing endorsement of the upshot of Duncan‘s policies as head of the Chicago schools: “I don’t think there’s any real evidence that people are made worse off, and there’s limited evidence that that they’re making things better.”

Kenneth Saltman, professor of education at DePaul University, calls Duncan a “hatchet man for (Mayor) Daley” and a “militant privatizer who label(ed) schools in black communities as failures to justify opening new charters that could skim off the highest-achieving students, thereby widening the gap between winners and losers.”

Erik Hanishek of the Stanford Institution “is one of the most outspoken senior academics in the market forces camp. But even he describes the reforms that Duncan has pursued as ‘the best guesses for how to go forward’”

According to Rotella, Diane Ravitch of New York University believes that Duncan’s so-called “market forces party can offer nothing better than a vague idea that their reforms should work, rather than evidence that they actually do.” “You shouldn’t set the agenda if you’re not sure the agenda works,” argues Ravitch.

Steven Rivkin, an economist at Amherst, “worries that Duncan may be pushing too hard for policies which haven’t proven effective.”

by Richard W. Bray