The "At-Your-Own-Pace" ?

A Disclaimer: blogs are, by and large, op-ed pieces written from the perspective of the blogger.  Many are well researched, some are not.  This posting is an opinion based on a decade personal experience, and if have a difference in oppinion, well, let's agree to disagree.  I'll always listen and debate rationally, joke with you in a heartbeat, and we'll part friends, 'K?  That being said, hear me out... .

Twenty-five years ago I worked in a factory in Ohio.  The owner of the corporation was very concerned with the literacy/numeracy of his employees and not completely for altruistic reasons.  Digital machine controls were beginning to proliferate and were showing increased productivity wherever they were used.  He wanted to digitize his machine operations in all the plants he owned, but worried that his workers would not be able to understand, let alone use, the new tech.  His solution was to establish after-work schools in trailers at all his sites to teach reading and math skills to the workers.  Each trailer was equipped with ten or twelve pcs, a variety of user friendly software, and a full time teacher.  I was fortunate enough to be involved in this innovation and saw for myself the progress my coworkers made, and the pride in the accomplishment that boosted morale and productivity.  A few months after this began, I moved south and began my teaching career in earnest, but I always though back to the minischools and their effect.

Ten years later, I came back to Ohio.  I didn't have a postition waiting, but within two weeks, I saw an ad for a charter that was opening schools in my area, so I applied and got an interview time.  When I arrived at the interview site, to my surprise, the interviewer was one of the personnel ombudsmen that I had known a decade earlier at the factory.  The charter academy was the evolutionary product of the literacy/numeracy project that the plant owner had started.  She remembered me, and for the next six years I was involved in the charter movement from the inside as a teacher. 

From the outset, though, several of us noticed a problem.  The programs our students, all at-risk 16-22 year olds, were using were not only overly simple, being designed as suppliments for elementary and middle grade learners, but had no checks for understanding/speedbumps embedded within the program.  Almost all the students were dashing through the instructional content and hitting the assessment segments, with the result that:
1) they were spending large amounts of time clicking answers at random and hoping for the best,
2) even at the third or fourth attempt, they weren't looking at content,
3) with mounting failure to "master", there was increased frustration and hopelessness
4) there was little or no understanding of content, only very temporary "knowledge" of a particular question asked in a particular way.

We teachers were spending much time checking attempts to see who was taking more than 2 trys at each lesson, and, when help and personallized instruction was attempted it was rejected outright with some variation on "just gimme the right answer to this question and get out of my ears with the lesson.  All I need to do is answer the question right so I can move on."

I don't need to tell you our standardized scores, do I?

You would think eduware authors would learn, but ten years later, in another, competing charter where I was working, the same thing was occurring.  Sure, the programs were more sophisticated and at a higher abliblity level, far more rigorous than the programs of even five years earlier, but the problems were exactly the same.  You would observe a student diligently writing, filling whole notebooks, but a more carefull look revealed that what was being written was the "right answer" to a question.  What followed was a blowthrough of the content, bypassing interactive example work, and another attempt at a 5 question assessment (the idea being that if they got these 5 low order questions right they "knew" the concept).  See items numbered 1-4, above, for the result.

Let's delineate the pros of self-directed work:
1) small groups allow for personallized attention as needed,
2) mastery is not a group movement, but as the student can learn,
3) school days can be shortened to an essential 4-5 hours, allowing students to have jobs or take care of family needs, and
4) the use of current technologies allows for enrichment activities.

All this is very well intended, but the realities that I've observed are:
1) the climate of high-stakes testing that many of our students have grown up within has put primacy with the "right answer" rather than learning/thinking/metacognitional skills-rote is right, just memorize the correct response to a set question and you've "learned".
2) "At-Your-Own-Pace" means "Speed is All"-there is tremendous pressure to graduate students so the faster they complete the better.  The students not only want to get through quickly, but they sense the desire to move through as fast as possible.  Understanding is important, but more time is spent coaching on question types than on content. 
3) The speed issue means that enrichment is very far off the students' radars.  While it is possible to set up breakout sessions, few students will participate since they're more interested in completing credits/hours.

Ok-enough with the negative, whiney, hand-wringing nonsense.  Sometimes you just gotta get it out of your system.... . 

What's the solution to this problem?  Obviously, there is a place for charters in the world of education.  How do we make the concept more effective?

First and foremost, we need to abandon the "At-Your-Own-Pace" hook.  We can remain true to the very positive and successful individualized education concepts without turning kids who don't know how to learn loose on the latest fad in digital learning no matter how well crafted and intentioned.  Let's use the learning technologies as a foundation and support for small group learning communities in structured settings using blended learning techniques.  Lip service don't count.  It has to be done and made such an integral part of the curriculum that the assessments that count toward mastery are not soley digital, and that from the very beginning.

Second, no student should be let loose on the technology until they have demonstrated that they know how to learn.  Before any courseware/groupings are assigned there has to be a rigorous, concentrated learning skills course taught, and any assignments to be based on a battery of mastery tests and personalized interviews.  No more "well, you passed Pre-Algebra, so we're putting you in Algebra I".  True mastery must be demonstrated.

Third, while we need to maintain the recovery programs, there needs to be a concerted effort to head off future problems by a rigorous, relevant middle grades program, again based on mastery, not grade level or seat hours.  No student should be advanced to high school level courses without actually mastering previous concepts.  This could mean that a student is still working on "6th grade" math, but is also doing "8th grade" language arts.  So be it.  Blended learning, far from being a panacea, becomes the ultimate in differentiation, proven to be a successful model.  Learning communities, not grade level blocks, are the key.

Here's how I envision it working:
A student comes into school and checks in at the attendance desk, which frees the classroom teachers from admin duties.  She proceeds to her homeroom where she logs in.  She had difficulty with the math lesson the previous evening, so she registers for a breakout session for tutoring.  She also checks her school mailbox for announcements and class messages.  Her science teacher found a cool article to reinforce a concept they worked on last week, and her working group for language arts has a collaboration submission for review and consideration in class.  The homeroom supervisor provides her with the study skill of the day via messaging software and she uses the remainder of the session working on that.  She proceeds through her schedule, attending courses assigned by mastery level, all having two co teachers in the classroom using flip, direct instruction, or learning community where appropriate.  There are mixed classes-some students are a year older or younger, but all are at a similar mastery level.  Every lesson is accompanied with a technology application/project integral to mastery.  Paper is kept to a minimum-she has a school assigned laptop and much is done through collaboration software or publishing programs.  Her classes are no larger than 15 students, and learning problems are quickly addressed through direct questions and/or chat messages.  There is a lunch/free period of one hour.  Behavior and discipline issues exist, but are dealt with in a non-coercive/quality image viewpoint.  The counselling staff, freed from administrative tasks of assigning classes, actually works with students to help them through any challenges they face.  Severe issues are handled quickly through strategic time-outs and extra help to solve problems rather than reacting.  Every member of the faculty and staff has de escallation and conflict resolution training. 

Sounds utopian?  Not really; everything mentioned above actually exists now, but are rarely brought together in one package.  Is this a costly way of doing things?  Sure, but if we're ok with paying big bucks for the latest in designer cloths, fancy cars, and cool gagets, shouldn't we be cool with spending money to ensure our kids' futures?  What cost our kids' images of love, power, freedom, and community?  Would recovery/rescue education programs still be needed if we got away from the student-as-interchangable-widget model to real education and entrepaneural development?  Instead of pushing kids through, how about educating them?

Just sayin'... .

Stress. 
It can be a killer, literally, but what can we do? 
There are as many stressbusters as there are people, and what you do to relieve it is up to you, just keep it positive. The thing is, what do we do to help our kids to get over the stress of school/home/atheltics/clubs/etc?  The best solution is to be there for them, establish good working relationships and treat every moment as a teachable one.  We often forget that our kids are under even more pressures than we are, especially at this critical age.  Consider what they're going through:
1) A very different environment than what they've seen before.
     Most of our kids are used to self-contained classrooms with one teacher and one group of peers.  for many, others outside this group are 'strangers' unless they happen to live nearby.  Most are only seen on a bus or in the halls.  Now, though, all are thrown together and new relationships are developing.  It can be rough, and there are going to be conflicts.  Keep encouraging working groups and shuffle the mix so that there are as many combinations as possible so that all get to know one another.  Too, the shuffle in the halls from class-to-class can be an issue.  Teach them how to do it quickly and in good order with established locker times, enforce timing,and keep your own cool.  Modling this behavior will teach them more than coersion could.  At my school we spent time each day with this, and there has been a great payoff.
2) Choices are being offered.
     For the first time for many, the choices of good behavior vs. poor behavior, what clubs to join, whom to sit with at lunch, and how to spend class time are offered.  They're used to more structure, so provide it for them.  Spend a minute each day to reinforce your policies, reward the good stuff, and teach them how to make better choices.
3) They're growing up.
     There are all kinds of psychological and biological things happening just now.  All this can lead to what a friend refers to as "the screaming troop of monkeys in the brain".  Teaching kids how to filter out the noise and focus on the important stuff (I find that "there's a time for everything" adage works), and don't forget to keep in touch with your guidance people.  They can provide help, advice, etc.  Model efficiency, organization, and focus, then help them to these ends.

We're moving on in time, and, undoubtedly, curriculum issues, committees, and other things are piling up, but if we model how to handle our stress, the kids will learn from us how to deal with theirs.

Off to the classroom!

Welcoming the Kids and Other Thoughts

 For many of us, the school year begins tomorrow, though I understand that others of us have been in for a week already.  What matters right now isn't so much the thoughts of 'am I ready?', or 'OMG!! forgot to copy (insert handout name here)!'  What matters is a direct collary of the old adages 'put your best foot forward' and 'first impressions are the ones that last': how you make your kids feel on day one will effect the whole year that lies ahead.
  Did I always get this?  No, I did not, and after a couple years of following the advice of 'never smile before Thanksgiving', I chucked the whole unhelpful lot into the bin and started over.  You see, I was working exactly counter to my personality when I tried to project the image of hard-but-just-and-don't-mess-with-me.  I was looking for a way to be myself and be effective at the same time.  That's when my headmaster introduced me to the works of people like Dr. William Glasser, and others. 
  I'm not going into detail what these philosphers/researchers have discovered about how we deal with our kids-you can read and discover for yourself.  What I learned was that a classroom environment that is welcoming, open, and friendly works better than one that is not.  (I can hear the facepalms and 'well, duhhh!' )  It makes sense, though, doesn't it?  It really boils down to treating our kids as we would want to be treated ourselves.  Think about a job that you really hated.  What was it about that job that made it the worst?  Was it the nature of the work, or the hours you put in?  Think about it: what would have made that job more bearable?  I'm willing to bet that the majority of your thoughts revolve around how you perceived the environment, how you were treated, and/or if you felt appriciated.  All these work together to make up our quality world, and when something is out of line we don't do as well as we could.
  Are our kids any different?
  Most of what I'm about to say has already been said in many places, media, and modes, but it bears reapeating.  Be welcoming.  Be at the door of your classroom, or arrival duty place, each day, every day.  This goes beyond the physical location.  It is more than a matter of projecting the image.  It means to live that moment and your philosophy fully.  Our kids, especially at this level, can spot a fake in the next county.  Shake everyone's hand as they come in and be sure you left any emotional baggage in your car or whatever vehicle you use to get to school because the kids will pick up on it.  Greet them in a completely friendly, open way.  You may be the first person in their day who is glad they're around.  Have a wake-up exercise ready for them to do as they come in.  In my case I use a review question as an 'entry ticket'.
  How is your room arranged?  Is it in neat rows and columns of desks?  Is it in clusters?  If the former, that's great for efficiency, but gives the impression that your kids are industrial units with specific points to occupy and nowwhere else.  Do you have fun or inspirational/character affirming posters?  I have a few, here and there, but the most important stuff on my walls and boards comes from the kids themselves.  It's not my classroom, but our classroom. 
  How about your expectations.  When you go into a place what makes you feel wanted/appriciated/respected (and therefore less likely to break a rule)?  I have seen classrooms where The Rules are posted and written in such a way that, were I a ten-year old, I would feel guilty just for breathing and would look for ways to get out.  The student handbook is read out in a way that would make Moses returning from the mountain look like an amateur, along with dire pronouncements of what the kids can expect to have done to them if they blink without permission. 
  Really, folks.  Some of you are saying that you were brought up this way, that it taught you respect for the law, etc., and that you turned out great/look at what's happened since we became lax....  .
  I submit that there are other factors involved, here, and I'm not going into them just now.  In my classroom we design expectations to coincide with school policy, and focus on the do's rather than the don'ts.  It's as simple as that.  I don't read out my rules, I discuss them and work with the kids to understand, then model and teach those expectations.  I let them know how I feel, and, most imortantly, listen and respond to them. 
  Enough for now-there's food for thought for a bit.  There's work to do for both of us and the day's getting on.
  As always, my door is open (that means you can comment if you want to).  :)

Beginning the Adventure

I suppose "beginning" is a rather poor choice of words, but it's appropo for this time of year.  In reality, this is my seventeenth year of teaching, and eleventh year in middle grades.  This year I have a sixth grade crew in a STEMcentric school.  The curriculum is great, divided into very reasonable chunks, and I'm in the process of balancing time with objectives.  It's an exciting time of the year, and no mistake.

You, who are veterans, know the feelings I'm talking about.  You wake up (if you managed to sleep with all those ideas running around your head), full of energy, full of hope, and full of determination.  Anything is possible, all is probable, and it's up to you to make it happen.  If you're new to the profession, there's likely a bit of anxiety there, too.  Relax.  This is not only normal, but can work for you.  Tell the 'gibbering monkey troop' in your head to be quiet, and look at what your heart is trying to tell you.  Open your mind and see that the anxiety is really just a mental checklist running through your head on overdrive.  Get together with your mentor, if you have one, or get one if you don't, and work through your concerns. 

This level we teach within is sometimes called the critical middle.  So much happens during these three, short years.  Let's get prepped, get pumped, and get movin'!

Appologies for the brevity, folks, but there's work to do!
See you next time... .

Back in the Saddle!

You have to admit that today's market for educators is pretty wild.  Much depends on where you live, what you're certified for, and what you're willing to do or where you're willing to go to persue your craft.  The search can be maddening, but perseverance will win over despair every time.  This seems to be the time of year when districts are looking, and hiring, with haste, so get your name out there!  This brings me to the point of this blog.

Yesterday, after a month of looking, posting applications, revising the ol' CV, and all the other full-time tasks associated with the job search, I was hired in by a school system to teach my first love: middle school science.  After a decade (well, seven years) of teaching students at risk of not graduating, I'm back in the regular classroom.  I'm sure that those of you readers that have been in my position recall the relief, the shocky "I did it" feelings, then the scramble to get the loose ends tied up.  This is a time of new beginnings for all of us in the field at every level, from pre-k right on through to post-doctoral lecturer. Lets make the vow/intention/promise to make this the best year ever!

The other point behind starting these posts is to begin to fulfill a dream of mine.  The main philosophy that I've held since my first professional position (1990) is that a strong, effective middle grades program will so prepare a student for success in high school that the plethora of remediation/recovery programs can be reduced if not eliminated.  Having spent most of the last decade in these programs, I will say that they are needed, and, with the right leadership and right headspace within the faculty, work.  To those who work within these establishments: "GoGoGo!  Don't give up or let the kids give up!"

What I'd like to start here is an open forum for teachers of all levels and styles to discuss, plan, kvetch, and share what _really works_ in your classrooms.  We all know that there are no single solutions to any of the problems our kids face or the challenges of today's classrooms, so let's collaborate, jaw, and throw the pies around to see what sticks. 

My door, as always, is open....