A friend of mine recently forwarded me an article from the January/February issue of The Futurist. In the article, “The World is My School: Welcome to the Era of Personalized Learning,” Maria Anderson (2011) discusses the impact of technology on education and the role it can play in creating (or recreating) the origins of education: personal interaction. She notes, “As we re-design en masse education, we must address learners’ intrinsic motivations, which means that education must circle back to being personal again” (p. 13).
Anderson argues that technology can do just that – create a personalized experience for the learner. Her system, dubbed “SOCRAIT,” is explained as “a play on ‘Socratic’ that includes SOC for social, AI for artificial intelligence, and IT for information technology within its name” (p. 14). This system allows learners to choose any material from the web, determine the important items to be remembered or learned, and click on a button to choose or add questions about the material from/to a question bank, which can then be used to assess what has been learned. Questions would be short answer, rather than multiple choice, and learners would be able to self-assess their ability to determine the answers (p. 14). Needless to say, while the article focuses on the future of education and a re-defined role for educators, it reminded me of what has been lacking in our current system: inquiry.
I have been fortunate enough during my short time as an educator to be exposed to the Socratic Method, and Philosophy for Children’s (P4C) “softly Socratic” method. Both rely on the importance of the student created inquiry – not teacher developed, but teacher guided. These methods allow the students to develop their own personal inquiries, based on the content or direction provided by the teacher. Students then discuss chosen questions to push their personal understanding further. Anderson’s (2011) concept relies on the same ideas. She points out that “An entirely new ecosystem could grow up around this Socratic learning system” (p. 15). Indeed, it will have to, as our students face new challenges, many of which do not exist today. The great thing about the system proposed by Anderson is that it relies on the student to develop his/her course of action, choose what is relevant to learn for success, and determine the questions that will best assess their knowledge and understanding. Where does that leave teachers?
Perhaps in a better place than we are today. We aren’t boxed in by a pre-set curriculum, by scripted approaches, and by out-of-touch standardized testing. Our job, as she asserts, “is no longer to ‘deliver content’....” but “to help students search for good questions, help them to understand the content they are learning, provide them activities to help them work with the concepts or connect the material in an applied way, and foster discussion with other students on these topics” (p. 17). Such is the goal of every teacher, even today. The question is whether we can get from where we are now to this new point. Will the system allow such a radical change? Anderson compares our current education system and the constant ideas for improvement generated within it to farming the same plot of land over and over again. The soil just doesn’t allow for new growth, despite the insane amount of manure that’s been sprinkled over it in the last several decades. New ideas must come from outside the box – and that’s scary for many of us.
When it comes to technology, I am both excited by it and fearful of it, as are so many others. Part of the fear comes from my own lack of experience with it. Sure, I can text, IM and I love my IPhone (despite my resistance to getting it). Yes, I can create PowerPoint presentations, use an overhead projector linked to a computer, and ogle a document camera when I can get one! I even work at including technology based activities as often as I can – email assignments, webquests, and similar endeavors. And I’m developing the idea of a classroom blog for my future coursework! But I’m still a newbie compared to many of my students. That can be unsettling (though I’m learning to accept it as a sign of progress and life in today’s world). Yet, Anderson’s concept and proposal are exciting. While we are preached to about the powerful role of teachers in the classroom – we are the single greatest influence on student success in the classroom – it bears noting that the intrinsic motivation, that self-directed desire to learn by the student, will generate more success. To be free to invest in the inquiry of my chosen content, to expand my understanding of it as students choose their interest within a field/content and create their own path of inquiry, and to see education as the living conversation that it is between and among generations would be a true phenomenon. Even better, in Anderson’s world, teachers are still necessary and relevant, not replaced by automatons. We get to be what we were meant to be – the gateways to knowledge, not the gatekeepers and wardens of a hard-luck system. Now that is truly exciting!
To view the article yourself, go here: http://www.wfs.org/content/world-is-my-school
Saturday, February 19, 2011
Sunday, February 13, 2011
What Does "Educated" Mean?
I've been using my NCTE membership to its fullest lately, looking for professional development opportunities and participating in discussion board postings. It's provided me with quite a bit to ponder and consider! A recent discussion on education, money, and grading resulted in an economic lesson of sorts. At the same time, it also served as a reminder of the complexity of our education system. Below is a response I posted in reply to some ideas that were posted there. I edited a bit for placement in my blog, but it is essentially the same. The link leads to NCTE's open forum, but you need to be a member to access the discussions.
"It is incredible how the discussion has evolved in to a lesson in economics and away from its original intent: education. A colleague's post on FDR's "Economic Bill of Rights" notes that Americans have "the right to a good education," and perhaps that is where we should focus our discussion. What, exactly, is a "good education?" How is it determined and how should it be measured? Such a vague concept is part of what has left the system in such turmoil - no one agrees on its meaning.
The complex nature of education - its living, mutable character - is undeniable. Is it influenced by the systems in which it exists - economic, social, political, historical, etc.? Of course it is. To focus it as one tool in the social struggles of our society is to ignore its place in the others - and vice versa - and we have to be careful of doing just that. It does not play just one role, but many, from preparing the next generation of workers to redefining the social responsibility citizens have to one another. As I mentioned in an earlier post, our focus on equality has led us away from excellence. Don't misread this - I don't mean we shouldn't have equal education for all students. But what does equal mean? We (society as a whole - not "we" meaning educators) have focused the knife and, in our surgery on the system, decided equal means to provide opportunities for all to succeed by a focus on teacher quality (not a negative idea there), and additional supports for students (whether it is tutoring or the ability for parents to move the student to other schools based on AYP, etc.). Yet, if schools are equal - should they not all have equal capabilities - resources - ranging from teachers to textbooks, computers to whiteboards, and everywhere in between? Suburban (and even urban) schools in wealthier areas have schools that are clean, rich in technology, abundant in resources, and so on while other schools struggle to maintain enough textbooks for the students, much less enough teachers or even a sufficient hint of technology. Wealthier neighborhoods can afford to dedicate more resources to their schools, so how should we be helping those that can't?
Perhaps we need to start here - what does a "good" education mean? What should it look like? And what is necessary to make that happen in ALL of our schools?
"It is incredible how the discussion has evolved in to a lesson in economics and away from its original intent: education. A colleague's post on FDR's "Economic Bill of Rights" notes that Americans have "the right to a good education," and perhaps that is where we should focus our discussion. What, exactly, is a "good education?" How is it determined and how should it be measured? Such a vague concept is part of what has left the system in such turmoil - no one agrees on its meaning.
The complex nature of education - its living, mutable character - is undeniable. Is it influenced by the systems in which it exists - economic, social, political, historical, etc.? Of course it is. To focus it as one tool in the social struggles of our society is to ignore its place in the others - and vice versa - and we have to be careful of doing just that. It does not play just one role, but many, from preparing the next generation of workers to redefining the social responsibility citizens have to one another. As I mentioned in an earlier post, our focus on equality has led us away from excellence. Don't misread this - I don't mean we shouldn't have equal education for all students. But what does equal mean? We (society as a whole - not "we" meaning educators) have focused the knife and, in our surgery on the system, decided equal means to provide opportunities for all to succeed by a focus on teacher quality (not a negative idea there), and additional supports for students (whether it is tutoring or the ability for parents to move the student to other schools based on AYP, etc.). Yet, if schools are equal - should they not all have equal capabilities - resources - ranging from teachers to textbooks, computers to whiteboards, and everywhere in between? Suburban (and even urban) schools in wealthier areas have schools that are clean, rich in technology, abundant in resources, and so on while other schools struggle to maintain enough textbooks for the students, much less enough teachers or even a sufficient hint of technology. Wealthier neighborhoods can afford to dedicate more resources to their schools, so how should we be helping those that can't?
Perhaps we need to start here - what does a "good" education mean? What should it look like? And what is necessary to make that happen in ALL of our schools?
Friday, February 4, 2011
Future Pending
Blogging should be easy, right? It is amazing how difficult it becomes when you are spending the majority of your time searching for work! The last year ended with some difficult choices and now I seem to face an abyss – finding regular full time work AND making a determination as to where I want to focus my energy – secondary schools or post-secondary institutions. Either way, the last few months have been spent jumping through hoops in hopes that a full time job would turn up. Alas, it seems the race continues. For a country that desperately needs to improve its education system, it bodes ill when teachers can’t find jobs.
Okay, I’ll be honest – I had a job and walked away from it. A perfectly good charter school, with a group of focused, determined peers. All was well, except for one or two things…one: what I found when I interviewed was not the reality of the school, and two: I felt no joy at being in the classroom. Not small items to be certain. I don’t think the school misrepresented themselves (not purposely anyway), but I discovered that while charter schools have great intentions and peers, they are plagued by the same implementation problems that our public school system has. Mix this with a 10 to 12 hour day and one finds oneself exhausted! To go in to work at 7am and leave a 5 to 6pm, with grading and planning awaiting you at home (despite being told you'd have three hours of prep somewhere in the day), leads to burnout on a large scale. I and two other teachers left – leaving behind a group of brand new teachers who will be experiencing "trial by fire."
Perhaps the biggest clue that it was not working was the sudden lack of joy I felt in the classroom. In the four years previous, I had never felt this. Every day I got up, I couldn’t wait to go to work – to be in the classroom with the students. Mind you, some days included being sworn at, challenged to fights, or having students fight amongst themselves in front of you – and yet, my joy did not diminish. Not this time. I dreaded every day and did not enjoy the classroom at all. It would be easy to say it was because of the student group, but that wouldn’t be true. The students didn't swear or fight with me, they just lacked respect and didn't listen. I know that when things are off in a classroom, the place to start is with yourself. What wasn’t I doing or getting? I came to the following conclusions:
1. I think the age group of the students was wrong for me. I have garnered a whole new respect for middle school teachers – hormonal tweens are difficult beyond compare! All of you have earned my healthy respect and admiration.
2. The school’s approach to difficult students lacked effectiveness, which left me feeling disappointed. Students needing special education or attention were thrown in with the rest with little or no support - that, we know, leads to student frustration and ultimately disruption. In addition, there were mixed messages about classroom expectation - 100% or no - what did they really want?!?
3. I had expectations, based on my initial interview and demo lesson that were not met – by the school, and on some level, by me. The school's intent was there, but the follow through was poor - they lacked the necessary staffing and protocols. As for me, I perhaps jumped too fast without thinking about what I really wanted for myself as a teacher. Perhaps if I hadn't been rosy-eyed, I would have thought twice about the age group!
In the end, I’m a firm believer that if you don’t feel joy in a classroom, you have to ask yourself the reasons you’re there. When I mentioned this to peers at the school, I was told that the joy would return. It might take a six months, a year, maybe even two…but I couldn’t help feeling that was wrong. It shouldn't have to disappear and then reappear later (if you’re lucky). If a situation is good, the joy is present - despite the obstacles. I hope the administration of the school really thinks about that and is able to create the right atmosphere – I know that’s what they want in the end, but, as is often discovered, the road to hell is paved with good intentions. While charter schools have much to offer, they still have a long way to go – that does not mean we should ignore them or do away with them – they offer a perspective that needs to be considered by the public school sector and by families and communities as well. I’m disappointed with my experience and with myself when it comes down to it. I had hoped for and expected something better.
With all of this said, I placed myself in the “out of work” category at a very difficult time. School districts in Connecticut are difficult to break into for various reasons. I am, for all intent and purposes, an unknown quantity here, and with so many local teachers having been displaced at the end of the last school year, they are on the “first hire” list, so to speak. This leaves new teachers and transferring teachers from out of state on the “wait” list. I’ve applied for so many jobs in the last few months my head is spinning – from full time positions to long-term substitute positions – most were met with silence, others garnered a “thank you and we’ll let you know” and then silence. Lucky for me, a few colleges were hiring and I secured two adjunct positions. Once more in the classroom, I discovered joy! This leads me to believe that the age group of my charter school students played a huge role – I simply was a fish out of water…too far out of water. Older students, I’ve discovered, are my forte and I’ll stick to that from here on out!
I love being an adjunct; I just wish it was full time! On its own, it simply doesn’t pay enough – although it is saving my mental well being at the moment. It’s also first come, first serve. I find that one school has work for me, the other doesn’t – if both did, I might breathe a bit easier. I try to supplement by substitute teaching, but with a low pay rate for subs ($75 - $90/day) and the incredible amount of snow days the Northeast has suffered lately, I find myself not working more days than I’d wish! Such frustrations are not unusual for new teachers and I can see the reasons so many leave the field within the first five years. It is a sad statement about our country that education suffers to such an extent that good teachers (or teachers that really want to improve and become good) can’t find work or sustain themselves in the field. I’m determined to hold out as best I can, but I do have to contemplate part-time work outside of the field at this point and that worries me. I will, however, continue to hope for the best, seek opportunities that will keep me in the field, and work toward self-improvement to inform my practice and methods. Who knows – perhaps I should write a book about it? Hmmmmm….
Okay, I’ll be honest – I had a job and walked away from it. A perfectly good charter school, with a group of focused, determined peers. All was well, except for one or two things…one: what I found when I interviewed was not the reality of the school, and two: I felt no joy at being in the classroom. Not small items to be certain. I don’t think the school misrepresented themselves (not purposely anyway), but I discovered that while charter schools have great intentions and peers, they are plagued by the same implementation problems that our public school system has. Mix this with a 10 to 12 hour day and one finds oneself exhausted! To go in to work at 7am and leave a 5 to 6pm, with grading and planning awaiting you at home (despite being told you'd have three hours of prep somewhere in the day), leads to burnout on a large scale. I and two other teachers left – leaving behind a group of brand new teachers who will be experiencing "trial by fire."
Perhaps the biggest clue that it was not working was the sudden lack of joy I felt in the classroom. In the four years previous, I had never felt this. Every day I got up, I couldn’t wait to go to work – to be in the classroom with the students. Mind you, some days included being sworn at, challenged to fights, or having students fight amongst themselves in front of you – and yet, my joy did not diminish. Not this time. I dreaded every day and did not enjoy the classroom at all. It would be easy to say it was because of the student group, but that wouldn’t be true. The students didn't swear or fight with me, they just lacked respect and didn't listen. I know that when things are off in a classroom, the place to start is with yourself. What wasn’t I doing or getting? I came to the following conclusions:
1. I think the age group of the students was wrong for me. I have garnered a whole new respect for middle school teachers – hormonal tweens are difficult beyond compare! All of you have earned my healthy respect and admiration.
2. The school’s approach to difficult students lacked effectiveness, which left me feeling disappointed. Students needing special education or attention were thrown in with the rest with little or no support - that, we know, leads to student frustration and ultimately disruption. In addition, there were mixed messages about classroom expectation - 100% or no - what did they really want?!?
3. I had expectations, based on my initial interview and demo lesson that were not met – by the school, and on some level, by me. The school's intent was there, but the follow through was poor - they lacked the necessary staffing and protocols. As for me, I perhaps jumped too fast without thinking about what I really wanted for myself as a teacher. Perhaps if I hadn't been rosy-eyed, I would have thought twice about the age group!
In the end, I’m a firm believer that if you don’t feel joy in a classroom, you have to ask yourself the reasons you’re there. When I mentioned this to peers at the school, I was told that the joy would return. It might take a six months, a year, maybe even two…but I couldn’t help feeling that was wrong. It shouldn't have to disappear and then reappear later (if you’re lucky). If a situation is good, the joy is present - despite the obstacles. I hope the administration of the school really thinks about that and is able to create the right atmosphere – I know that’s what they want in the end, but, as is often discovered, the road to hell is paved with good intentions. While charter schools have much to offer, they still have a long way to go – that does not mean we should ignore them or do away with them – they offer a perspective that needs to be considered by the public school sector and by families and communities as well. I’m disappointed with my experience and with myself when it comes down to it. I had hoped for and expected something better.
With all of this said, I placed myself in the “out of work” category at a very difficult time. School districts in Connecticut are difficult to break into for various reasons. I am, for all intent and purposes, an unknown quantity here, and with so many local teachers having been displaced at the end of the last school year, they are on the “first hire” list, so to speak. This leaves new teachers and transferring teachers from out of state on the “wait” list. I’ve applied for so many jobs in the last few months my head is spinning – from full time positions to long-term substitute positions – most were met with silence, others garnered a “thank you and we’ll let you know” and then silence. Lucky for me, a few colleges were hiring and I secured two adjunct positions. Once more in the classroom, I discovered joy! This leads me to believe that the age group of my charter school students played a huge role – I simply was a fish out of water…too far out of water. Older students, I’ve discovered, are my forte and I’ll stick to that from here on out!
I love being an adjunct; I just wish it was full time! On its own, it simply doesn’t pay enough – although it is saving my mental well being at the moment. It’s also first come, first serve. I find that one school has work for me, the other doesn’t – if both did, I might breathe a bit easier. I try to supplement by substitute teaching, but with a low pay rate for subs ($75 - $90/day) and the incredible amount of snow days the Northeast has suffered lately, I find myself not working more days than I’d wish! Such frustrations are not unusual for new teachers and I can see the reasons so many leave the field within the first five years. It is a sad statement about our country that education suffers to such an extent that good teachers (or teachers that really want to improve and become good) can’t find work or sustain themselves in the field. I’m determined to hold out as best I can, but I do have to contemplate part-time work outside of the field at this point and that worries me. I will, however, continue to hope for the best, seek opportunities that will keep me in the field, and work toward self-improvement to inform my practice and methods. Who knows – perhaps I should write a book about it? Hmmmmm….
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