Ravitch

So, here is my alternate vision: Respect teachers as adults and professionals. Give them the time and opportunity to refresh their intellectual energy. Provide opportunities for professional development that promote their intellectual, spiritual, and professional renewal. Take concrete steps to strengthen the profession. Avoid policies and programs that imply quick fixes to serious problems.

From Ben Johnson

"So do you have a problem with me?" the student asked.

"Yes I do." I testily answered. "You need to be quiet and listen to the teacher!"

"What do you care? Just keep fixing that computer!" replied the student.

Unfortunately, I was only a visitor in the classroom that day (there to fix the computer). The above exchange occurred when I just couldn't stand it any longer and turned and looked for the student who was making all that noise while the teacher was trying to teach high school biology.

I must have had an angry look on my face when I turned to look, and that single look got a nasty reaction. It didn't get any better between that student and me. But it did get me thinking: What would I have done differently to diffuse the situation if I were the teacher?

I'm not going to talk about the sad state of society where students can feel comfortable being rude to adults, nor will I discuss any specifics about the student. I am also not going to address that the teacher seemed oblivious to what was going on between the student and this visitor. (My reason for not tackling any of those topics? If we are to fix education, we have to stop blaming and making excuses. We just need to fix it starting with ourselves!)

As I mentioned above, my facial expression may have cued the response. Perhaps when I looked in a perturbed fashion at this student it was viewed as a challenge. I wonder if it would have been any different if I had kept my face passive. Probably. But, after all, I communicated what I really wanted to communicate. With just my look, I told this student that I was displeased.

Then I thought, what could I have said that would have made things better? I know that humor is the best thing to deflect angry situations, but I was peeved. I wish I had recalled in that moment all the research that shows when you are irritated, your brain basically shuts off.

Maybe I should have said with a wry smile, "I'm sorry, the teacher is speaking so loudly that I cannot hear what you are saying." Or perhaps I could have stated, "Nope, I am just sitting here listening to you enjoying the Kreb cycle." If I had had my wits about me I could have -- and probably should have -- stood up and introduced myself to that student: "Oh, I'm sorry, we have not been properly introduced. I am the all powerful and wise adult. And you are?" All of these would have either made the student laugh or at least embarrassed the student enough to keep the student quiet. They would have had a more desirous outcome than what I did say.

Although I'm in classrooms daily, I typically do not have the pressure of getting students to do what they do not want to do. However, something I do know for certain: By allowing negative student behaviors to continue, teachers are not doing anyone a favor. We have to do something.

That is why I felt compelled to do something, so I gave the student "the look," and my authority as an adult was then challenged. Then, wisely or not, I decided to assert that authority. Both of us lost our dignity that day. And I admit I played my part in this.

I am curious to know: What would you have done in this situation? Please also share successful strategies for diffusing unnecessary conflicts. We are all in this together. I look forward to your suggestions and ideas.

Why Don't Students Like School?

Give Time to Explore, Think, and Discover

I am reading an interesting book by Daniel Willingham called, Why Don't Students Like School? that I think will help you reignite the flames of curiosity. Willingham gets to the crux of the matter right away: It is not the state testing that is doing the damage. It is the teacher's reflexive response to state testing. Too many teachers assume that the best and quickest way to get information into students' brains is to tell them what they should know and then expect them to know it.

Willingham also introduces in his book the concept that, "Memory is the residue of thought." This means that we remember most what we think about most. If the students are interested and inspired to think about things for prolonged periods, then memory is enhanced. This is where inquiry, constructivism, and curiosity come into play -- providing opportunities for students to think about what they are learning. In this way, memory is improved, students do better on standardized tests, and, guess what? Students enjoy learning! Problem solved.

Comments regarding National Standards Adoption by Iowa

Ann Berger, an English teacher at Pleasant Valley High School in eastern Iowa, wants state officials to slow down.

"It truly is a waste of taxpayer money, time and energy because quite honestly the professionals know better," she said. "It's my job to figure out what each of those kids needs. We all should be differentiating, instead of standardizing."

Iowa officials say the state and national blueprints are compatible because they tell schools what to teach but not how to teach it.

"We like the specificity of it," said Phyllis Staplin, the West Des Moines school district's curriculum director. "The art form of instruction will still continue. It has to."

action drives belief

Douglas Reeves says that “action drives belief,” not the other way around. He contends that it’s usually difficult to see the benefits of something before we do it because it’s too abstract. We have to start doing it - and thus turn the conceptual into something more concrete - before we actually see the benefits and buy in. This is why, for example, many school districts require educators to be in professional learning communities (PLCs). At the beginning, most educators aren’t clear what the benefits of PLCs will be to them. Over time, however, if the initiative is done well (and, unfortunately, in education that’s a big if), the idea is that educators will start seeing - through their ongoing PLC activities - the benefits of belonging to such a group. Does action drive belief or does belief drive action?

Zen Student Story

There is a story of a young, but earnest Zen student who approached his teacher, and asked the Master, "If I work very hard and diligently, how long will it take for me to find Zen? The Master thought about this, then replied, "Ten years . ." 
The student then said, "But what if I work very, very hard and really apply myself to learn fast -- How long then?" Replied the Master, "Well, twenty years." "But, if I really, really work at it, how long then?" asked the student. "Thirty years," replied the Master. "But, I do not understand," said the disappointed student. "At each time that I say I will work harder, you say it will take me longer. Why do you say that?" 
Replied the Master, "When you have one eye on the goal, you only have one eye on the path."

From Seth Godin- again

Type 1. You can take a class where you learn technique, facts and procedures.

Type 2. You can take a class where you learn to see, learn to lead and learn to solve interesting problems.

The first type of teaching isn't particularly difficult to do, and it's something most of us are trained to absorb. The first type of schooling can even be accomplished with self-discipline and a Dummies book. The first type of class is important but not scarce.

The second kind, on the other hand, is where all real success comes from. It's really tricky to find and train people to do this sort of teaching, and anytime you can find some of it, you should grab it.

The sad thing is that we often conflate the two. We think we're hiring someone to do the second type, a once in a lifetime teacher, someone who will change the outlook of stellar students. But then we give them rules and procedures and feedback that turn them into a type 1 teacher.

Even worse, we often pay as if we're getting the scarce and valuable type 2 teachers but we end up hiring and managing type 1 teachers.

I spend a lot of time in colleges and other teaching institutions. Over and over I see the same thing--organizations that have painted themselves into a corner, keeping themselves busy but refusing to do the difficult work of teaching people to see. The dean of one college was so stuck in his type-1ness that he couldn't even bring himself to participate in a session run by a gifted type 2 teacher.

Is there anything more important to you and your organization (or your kids or your town) than figuring out how to obtain and share the wisdom that real teaching can deliver?