Place this link in your browser and see the real story
http://www.waitingforsupermantruth.org/?page_id=316
30 June, 2011
24 June, 2011
Old, familiar faces
In 2008, Brooklyn Comprehensive Night High School closed.
It is 2011 and the same dignitaries from what is now called the Department of Education arrived at my current school's graduation. They said the same words at this graduation as they said at BCNHS' graduations. This graduating class has "heart." For, at least, twelve years, BCNHS' June ceremony was one dignitary's "favorite graduation," because of how hard our students had fought to get to that moment. I sat there, and for the first time in years, I felt completely out of place.
There stood an individual who had voted to close my school. I wasn't angry. I was stunned. For years, we had received similar support. The same words, the same...except now we were all a little older and thicker in the waist.
I was very honored by my colleagues' work, by the true emotions of the students and the principal. But the ghosts were there. I felt like a ghost, as well.I felt as if I should leave the building. My world had been torn asunder by the same people staring down at my former students now. Now an alternate universe existed in which it was all happening again, but if it does exist, how can I also be part of it. One dignitary looked at me and then spoke to another person in hushed tones. I was, once more, an alien. In my heart it hit me that it would be nearly impossible for me to be accepted in my old district. I would have to look somewhere else, someplace where we were not all "old, familiar faces" to each other, and I did not know that the platitudes are spoken without true grace and in which I could be offered no grace to return, to try to become part of something new, to participate in the rituals of growth. Not here. Not in the old, familiar places. Not with the old, familiar faces.
What's ironic, of course, is Brooklyn Comprehensive was a small school before there was the first round of "New Small Schools" in the 1990's. So, what does this say about the current batch -- are these dignitaries going grant them the 19 years we had?
I suppose this is how people handle being involved in "Re-org's" in business, etc. But, like O'Brien in Orwell's 1984, the same person was the director of the new system as was the old. There isn't even the gesture of the glasses as a false comfort.
It is 2011 and the same dignitaries from what is now called the Department of Education arrived at my current school's graduation. They said the same words at this graduation as they said at BCNHS' graduations. This graduating class has "heart." For, at least, twelve years, BCNHS' June ceremony was one dignitary's "favorite graduation," because of how hard our students had fought to get to that moment. I sat there, and for the first time in years, I felt completely out of place.
There stood an individual who had voted to close my school. I wasn't angry. I was stunned. For years, we had received similar support. The same words, the same...except now we were all a little older and thicker in the waist.
I was very honored by my colleagues' work, by the true emotions of the students and the principal. But the ghosts were there. I felt like a ghost, as well.I felt as if I should leave the building. My world had been torn asunder by the same people staring down at my former students now. Now an alternate universe existed in which it was all happening again, but if it does exist, how can I also be part of it. One dignitary looked at me and then spoke to another person in hushed tones. I was, once more, an alien. In my heart it hit me that it would be nearly impossible for me to be accepted in my old district. I would have to look somewhere else, someplace where we were not all "old, familiar faces" to each other, and I did not know that the platitudes are spoken without true grace and in which I could be offered no grace to return, to try to become part of something new, to participate in the rituals of growth. Not here. Not in the old, familiar places. Not with the old, familiar faces.
What's ironic, of course, is Brooklyn Comprehensive was a small school before there was the first round of "New Small Schools" in the 1990's. So, what does this say about the current batch -- are these dignitaries going grant them the 19 years we had?
I suppose this is how people handle being involved in "Re-org's" in business, etc. But, like O'Brien in Orwell's 1984, the same person was the director of the new system as was the old. There isn't even the gesture of the glasses as a false comfort.
23 June, 2011
The Communists are Coming!
I got a text message on the bus on the way home. My eyes were on my phone because I left my e-reader at home. Consequently, I cradled my elephantine, non-smart phone in my lap,looking at it so as to dodge eye contact. The screen went white and I clicked the round "OK" button in order to read the new message from a colleague. "My doctor was shocked that teachers are allowed to grade Regents exams." I went livid. Of course, I have complained about differences with colleagues over how to interpret the rubric for the ELA Regents. That is the nature of language, however, and it wouldn't be fair if we didn't question each other and dialogue with the grading system foisted upon us. The Board of Regents itself concedes that there is more than one way to obtain the same grade -- there are "4" level essays which are more than thoughtful, but stray somewhat from their objectives, though they ultimately defend their original argument sufficiently. There are those which hit the mark, provide sufficient development -- all "no more, no less," than very good, but not excellent. We are given more than one "Anchor paper" (model papers) to judge our own by. The more you work with language, the more shades you can see to it. People will always have stylistic differences. Not every English teacher is interested in pretty prose -- some are in it for the bold themes or the heroic stories. However, we balance each other in the end as no one person determines a student's final score. Papers are always marked in teams. In the end, we always agree that the tasks themselves aren't rigorous enough, and the rubrics are equally shallow.
I go into this explanation because I was so affronted by my colleague's physician's response. She had related some of my feelings about the debates which ensue over work sometimes. Instead of seeing the complexity of the task, or perhaps, wondering why the State bothers to insist on "standardized" exams when its own rubrics are not stringent enough to satisfy the ideals of good teachers, he just questioned teachers' abilities to judge. Why not just let teachers create better, harder tests? The largest complaint in our grading room was about the fact that papers were going to pass State standards despite the fact that we would've failed those same papers if they were submitted to us in our courses. It would be unfair, however, not to give the student the State exam grade he/she deserves. In this case, the teacher is punished twice. First, we have to give an exam which doesn't live up to our own standards. Then, we have to pass kids on this exam whom we failed regularly during the year. But, all my colleague's physician could think of was the possible inadequacy of the teachers grading the exam, not that the whole exercise is flawed. It's natural for people to argue about language. What's sad is when the language isn't worth our breath. Or, in my case, my thumb movements.
After sending upwards of 15 texts back, many asking questions about whether doctors could be trusted to treat their patients properly given all the incentives from insurance companies to cut corners, I grabbed the handles of the backdoor with both hands and slowly pulled myself down onto the wet pavement. Without even waiting for me to turn around, one of the local car service drivers pulled up and I got in. First, he rebuffs my exhaustion with "well, just one more day." "No. There's Monday and I have Professional Development before summer school." "Well, at least you are working," says the upbeat driver. I let the "at least" comment go. I've never been fond of cherishing the "At least." It brings to mind my forebears in Nazi Germany thinking, "At least, they haven't..." Until they had. I make some passing remark about the heat and the lack of A/C in my classroom. He is seemingly, sincerely up-in-arms. "What about portable air conditioners?" "We would need three per room." I know this because the computer room has three air conditioners to insure that, even if the students fail, the equipment doesn't. Finally, he says to me, "Well, this is all because the communists are coming." I'm livid again. For one thing, education in the Soviet Union was, arguably, better than ours is here. For another, it's American cheapness that is keeping us from providing proper treatment to our students. If we were any cheaper, we'd be anarchists. I say something like, "but we're not spending any money on schools." "You will see. Little by little they will take over." What this has to do with anything I have said, I don't know, but this man is convinced of this. Like my colleague's doctor, he lives in the golden world of rumor which is fueled by anger and ignorance. Of course, this is part of the new/old list of Republican talking points against Obama, recycled from the start of the Cold War. Standardized tests were created out of distrust for teachers when, in fact, they undermine our efforts to be rigorous and rely on our best abilities to interpret their "standards" in order to be clear and fair with our students. I suppose that my driver was picking up on the buzz from our "fair and balanced" media, but does not understand that it is the rumor mongers who are denying my students decent learning conditions and giving weak students the impression they have achieved something by passing easy exams.
Of course, if education were a world priority, none of this would be happening. But, never fear. Companies are in no danger of losing their right to create and sell standardized exams, and drivers are in no danger of losing their opportunity to make cash they don't declare on their taxes. The classrooms are still boiling hot, the students are definitely "first" to be given an easy way out, and the teachers can't do anything to stop it. If we do, the media will say we aren't teaching because scores are too low. If scores are too high, they'll complain about why we are allowed to grade the exams. Has anyone bothered to look at the tests, the rubrics for grading, the anchor papers, etc.? Too busy looking for those Communists/Weapons of Mass Destruction/Communists/Evil Teachers.
I go into this explanation because I was so affronted by my colleague's physician's response. She had related some of my feelings about the debates which ensue over work sometimes. Instead of seeing the complexity of the task, or perhaps, wondering why the State bothers to insist on "standardized" exams when its own rubrics are not stringent enough to satisfy the ideals of good teachers, he just questioned teachers' abilities to judge. Why not just let teachers create better, harder tests? The largest complaint in our grading room was about the fact that papers were going to pass State standards despite the fact that we would've failed those same papers if they were submitted to us in our courses. It would be unfair, however, not to give the student the State exam grade he/she deserves. In this case, the teacher is punished twice. First, we have to give an exam which doesn't live up to our own standards. Then, we have to pass kids on this exam whom we failed regularly during the year. But, all my colleague's physician could think of was the possible inadequacy of the teachers grading the exam, not that the whole exercise is flawed. It's natural for people to argue about language. What's sad is when the language isn't worth our breath. Or, in my case, my thumb movements.
After sending upwards of 15 texts back, many asking questions about whether doctors could be trusted to treat their patients properly given all the incentives from insurance companies to cut corners, I grabbed the handles of the backdoor with both hands and slowly pulled myself down onto the wet pavement. Without even waiting for me to turn around, one of the local car service drivers pulled up and I got in. First, he rebuffs my exhaustion with "well, just one more day." "No. There's Monday and I have Professional Development before summer school." "Well, at least you are working," says the upbeat driver. I let the "at least" comment go. I've never been fond of cherishing the "At least." It brings to mind my forebears in Nazi Germany thinking, "At least, they haven't..." Until they had. I make some passing remark about the heat and the lack of A/C in my classroom. He is seemingly, sincerely up-in-arms. "What about portable air conditioners?" "We would need three per room." I know this because the computer room has three air conditioners to insure that, even if the students fail, the equipment doesn't. Finally, he says to me, "Well, this is all because the communists are coming." I'm livid again. For one thing, education in the Soviet Union was, arguably, better than ours is here. For another, it's American cheapness that is keeping us from providing proper treatment to our students. If we were any cheaper, we'd be anarchists. I say something like, "but we're not spending any money on schools." "You will see. Little by little they will take over." What this has to do with anything I have said, I don't know, but this man is convinced of this. Like my colleague's doctor, he lives in the golden world of rumor which is fueled by anger and ignorance. Of course, this is part of the new/old list of Republican talking points against Obama, recycled from the start of the Cold War. Standardized tests were created out of distrust for teachers when, in fact, they undermine our efforts to be rigorous and rely on our best abilities to interpret their "standards" in order to be clear and fair with our students. I suppose that my driver was picking up on the buzz from our "fair and balanced" media, but does not understand that it is the rumor mongers who are denying my students decent learning conditions and giving weak students the impression they have achieved something by passing easy exams.
Of course, if education were a world priority, none of this would be happening. But, never fear. Companies are in no danger of losing their right to create and sell standardized exams, and drivers are in no danger of losing their opportunity to make cash they don't declare on their taxes. The classrooms are still boiling hot, the students are definitely "first" to be given an easy way out, and the teachers can't do anything to stop it. If we do, the media will say we aren't teaching because scores are too low. If scores are too high, they'll complain about why we are allowed to grade the exams. Has anyone bothered to look at the tests, the rubrics for grading, the anchor papers, etc.? Too busy looking for those Communists/Weapons of Mass Destruction/Communists/Evil Teachers.
12 June, 2011
Wish List
A few months ago, while opening up a letter regarding the pension fund, I read the blurb which came with it. I don't remember if it was on a separate insert or on the letter, but it said that the pension fund had been started when a social worker discovered a retired teacher living in a chicken coupe. For the past several weeks, I've been obsessively scouring web pages about "Tiny Houses." As you'll see from the picture in this posting, some tiny houses are, perhaps, smaller than a place one would house fowl. From my research, it looks as if now, should I want to retire in a 96 square foot house, it will cost me something like 55,000 dollars. I hope that original teacher's family kept the coupe! I understand that I would have far more amenities than an ordinary shed, and that I can even get a small house I can pull by car. The prospect of several tens of thousands of people in their sixties driving tiny houses all over the country and, eventually, fighting it out for who gets the best wi-fi and is closest to the water source, doesn't do much to calm my nerves.
This afternoon, after watching a PBS NOW documentary on Child Marriages, I noticed a story about allowing homeless people to live in foreclosed homes. The could lead to a paradoxical situation: imagine being kicked out of your foreclosed home and then being moved into another one after you've been living on the street! However, two similar practices in NYC called, "Squatting" and "Homesteading" allowed some fortunate groups of people to eventually buy abandoned buildings from the city and renovate them. The practice was illegal, but for a few lucky groups, it became a means by which they were able to own their own apartments. I remember being just out of college in the early 90's and contemplating joining a Squat or Homestead, but I didn't have the courage. I don't know if I wish I had as it would have changed the course of my life. Literally taking over and renovating an abandoned building while living in it is very much a way of life. Even if I could've mustered the courage, I'm awful with my hands. Had I somehow managed, I don't know if I could've begun my teaching career. Ironically, I might have an apartment of my own right now. Sure, I could've saved enough to have one either way. Let's just say I am about as good at saving money as I am with my hands. Don't think I've spent my life vacationing in the South of France. I've spent a good many years in which I've supplemented my classroom with the rent money. I'm not the only teacher I know who has lived his/her life in the ironic cycle of spending the paycheck to keep earning it. This is what leads me to scour the internet looking at tiny houses in the first place.
So, the first thing on my wish list is the time to think through...how to think this through.
Subscribe to:
Posts (Atom)