Assess, assess, assess
I recently heard from a friend who has been teaching in the public schools in New England for the past 13 years. He incorporates yoga and meditation into his lessons, encouraging the kids to stretch their bodies as well as their minds. He’s the kind of teacher the kids will remember years after they’ve forgotten the date of the Louisiana Purchase or the correct spelling of onomatopoeia. But he’s actively seeking a career change, which is depressing as all hell. Here’s why:
As a public school teacher, I feel and see misdirection. I’m not happy as I feel pressure to be part of it. Assess, assess, assess. I love the kids, but I don’t like the system(s) within which I have worked.
I have begun to see and sense changes in the students. Less sensitivity, much more concern with grades rather than trying to take in the learning, less individual creativity, more empowerment (at an age when they are not really ready). I attribute some of this to technology and its overuse; to parents not wanting to take responsibility; and to our good old friend George W’s “leave no child behind.” This is a program that ties federal funding to schools meeting national assessments without implementing good teaching strategies first. We’re talking cart before the horse here. Truly absurd and damaging.
I happen to be reading Peg Tyre’s terrific book, “The Trouble with Boys,” a thorough explanation of why boys are struggling to get by in today’s schools. Anyone who has walked through a public school lately knows that there is a dearth of male teachers out there who can provide role models for boys, and it’s heart-breaking that a dedicated man is leaving the profession because he can’t stomach the system.
Here’s more of his lament:
I am creating a curriculum with the two other elementary teachers, and I can’t believe the expectations the other teachers have: writing, testing, assessing in a Grade 1 to 5 program. My students keep asking me: “When can we do more yoga? When will you do another story with our eyes closed (visualization)?” Trying to keep up with the content that must be assessed, I’m having a hard time fitting in the aforementioned activities.”
Maybe it’s time for the schools themselves to do a little self-assessment. You think?
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Patti,
This is a wonderful post… it’s filled with knowledge, experience and first-hand involvement. Thx for believing in True/Slant. I look forward to watching your page develop.
Lewis
One of my favorite Feynman quotes gets to what you and your friend are talking about (at least I think it does):
“You can know the name of a bird in all the languages of the world, but when you’re finished, you’ll know absolutely nothing whatever about the bird… So let’s look at the bird and see what it’s doing — that’s what counts. I learned very early the difference between knowing the name of something and knowing something.”