Why I Teach...

Today, a former student, C.J., came into my classroom during the lunch break to say hello.

"I started to love reading because of your class," she said.

I've been asked what I like about teaching and I've written a million "My Educational Philosophy" papers. None of what I've been able to articulate is as accurate as her simple statement.

C.J. summed up why I love teaching in 9 words.

Self-Efficacy & Parental Involvement in the Urban Classroom

Albert Bandura’s definition of self-efficacy is “belief in one’s capabilities to organize and execute the courses of action to produce given attainments.” In other words, in order to accomplish a complicated task, one must believe they can do it in the first place. Self-efficacy (or lack of self-efficacy) manifests itself daily in the classroom. Students who have trouble reading or writing tend to act out, disrupt others, or avoid attending school in the first place. Considering Bandura’s definition, these reactions are not surprising. As humans, we like doing what comes naturally to us, and, when we struggle with a task, we tend to avoid that task altogether.
Karen Wood & William Blanton (2009), authors of Literacy Instruction for Adolescents, tell us:

When a respected person (e.g., teacher, friend, family member) who possesses a skill tells a listener that he or she can also acquire that skill, the listener is likely to internalize that belief. Although there are exceptions, persuading someone that he or she can acquire a skill is not likely successful unless the speaker possesses the skill (94).

This idea is significant because, if a student does not have someone in their life that reads and expresses to them the importance of literacy, that student is likely to lack self-efficacy in the classroom. Many times, in low-income, urban schools, students come from single parent households. In these cases, students are less likely to see role-models reading or examples of good literacy habits. Postelhwaite & Ross (1992) posit that “parental involvement in all its various forms…was the single best predictor of student achievement in reading for grades 2 and 8.” If this is the case, how can low-income, urban schools be expected to compete with their suburban counterparts? If reading self-efficacy comes from parents, and parents aren't present, how can we expect to engage the students in school?

We are stuck in a system pushing us to “compete”--- a “Race to the Top.” However, the idea of student self-efficacy and parental involvement (or lack of) is never taken into account when deciding “achievement.” All students are judged by the same standards despite having different backgrounds. Rather than using achievement test data to inform instruction and improve upon deficits, they are being used to punish students who lack both self-efficacy and the advantages of strong parental involvement.

References
Postlethwaite, T.N., & Ross, K.N. (1992) Effective schools in reading: Implications for policy Planners. The Hague: International Association for the Evaluation of Educational Achievement.

Wood, K., & Blanton, W. (2009). Literacy Instruction for Adolescents: Research-Based Practice. New York: The Guilford Press.

The "Noblest of Careers"

Great editorial written by CPS teacher Michaelene Kelly. Definitely worth a read.

Ravitch's Response

I had the pleasure of seeing Diane Ravitch speak last Friday at UIC. I have always been intrigued by people who change their views on important topics. During the elections, these people are called "flip-floppers" but I believe this to be a misnomer. A flip-flopper is one who can't decide what they want for lunch---peanut butter & jelly, grilled cheese, or a salad. On important issues however, changing your mind is a sign of intellectual curiosity, deep reflection, and courage. Dr. Ravitch was a staunch supporter of NCLB when the bill first emerged in 2002. However, as time has proven, NCLB has poisoned America's school system. Ravitch, as she said on Friday--was wrong about NCLB. For some reason, we view unwavering support of issues as political strength--even if the support is brain-dead allegiance. Leaders feel that supporting an issue from the beginning proves something---and that changing your mind is a sign of weakness.
The reason I chose to write about Dr. Ravitch is because we all can learn something from her. Dr. Ravitch once believed (along with about 90% of congress) that NCLB would provide information to improve schools. However, eight years later, she has found that NCLB is only good for punishing schools and belittling teachers. As a result, she has changed her thinking--and is speaking out against Race to the Top.

And people are listening! Her book, The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education, is 16th on the New York Times best seller list...and the book is sold out just about everywhere.

When's the last time people were buying a book about public education?

From the "Factory Model" to Student-Centered

The current “factory” model of public education prevents students from being viewed as individuals. If one were to step foot into a Chicago Public School classroom, one is likely to see about thirty-five desks in rows, facing a whiteboard. Further, when reading class begins, the teacher is faced with instructing 35 unique individuals with different ability levels how to read. This is a difficult, if not impossible, task even in a classroom with 35 students who read at the same or similar level. In most regular, non-select enrollment CPS high schools, a reading teacher is faced with teaching to an entire spectrum of reading abilities. Surely, in this type of setting, students, regardless of their ability, will probably never receive the individualized attention that they need to improve themselves as readers. Adding to this already difficult situation is the fact that we currently live in an age of data and accountability. Students, teachers, and entire schools are being judged by high-stakes, standardized tests. Consequently, principals and teachers are feeling the pressure to improve reading test scores by changing their focus from content based curriculum to a test-prep based curriculum. This is significant because relevant, engaging reading selections are being replaced with test-based reading passages and questions. As a result, instead of reading instruction that promotes divergent and critical thinking, students who already struggle with reading and writing are forced to converge on one “right” answer. With the age of accountability has come prescriptive, unidividualized, literacy instruction.

The opposite of the “factory” model of teaching would be a student- centered approach to reading instruction. Instruction that is truly student-centered affirms the life experience, multiple-intelligence, and learning style of each student in class. In a student centered classroom, reading passages with questions would then be replaced with engaging, relevant, and thought-provoking texts that take into account the background of the specific student population. The only way to truly honor individualism in the classroom is to make students co-creators of the curriculum. Only when students have ownership over what they learn will they truly be engaged in their own literacy development. Engagement with meaningful texts, then, is a major prerequisite to literacy achievement.

The Fight Against Standardized Tests

It has been a while since I last posted. It has been even longer since I updated you about my 11th graders' quest to fix America's standardized testing problem.

We have not given up! In fact, our attempt has gotten more intense and focused with each passing day.

On Monday of this week, I handed out the assignment. I called it "Social Action Project." What a creative title!

Students have a choice of 5 options. They can:

1. Write an op-ed piece for the Chicago Sun-Times or Tribune about how standardized tests are hurting students.


2. Write a letter to Sen. Durbin, Sen. Burris, Rep. Danny Davis, Sec. Duncan, and CEO Huberman about the ill-effects of testing.


3. Create an "Anti-Standardized Test" petition and obtain 200 signatures.


4. Contact ABC, NBC, CBS, Fox, or WGN and try set up a press conference or interview.


5. Create your own project.

Today was a very productive day. Students were working hard putting together their letters, essays, and petitions. February 17th is the due date.

Here are a few excerpts from students' rough drafts:

Tiara: "My passion in life is to be successful, to grasp every ounce of knowledge I possibly can. However, with the barriers that the ACT brings, it is nearly impossible to succeed. My point is that the test sets us up to fail. It is an unfair tool in determining a student's intelligence."

Tashiara: "I have bad experiences with testing...but I have a 3.7 GPA."

Tramone & DaJuan: "...students are usually from low-income families and also suffer many problems with housing, nutrition, or health care. Testing punishes us for things we cannot control."

More to come...

Call to Action

Pardon me if you find this entry controversial. I've been meaning to write it for a few weeks.

I've been thinking a lot lately about my students---who they are, where they come from, and what they think.

I am alarmed by their blatant lack of interest, motivation, and effort towards school.

A teacher friend once told me that the youth are a reflection of the adults in their lives. More specifically, if the youth are misguided, it is usually the adults have negatively influenced them. Instead of placing blame solely on students for lack of interest in school, we must direct some of that blame towards the adults.

I agree with this idea--but not wholeheartedly.

First of all, I'd like to tell you a little about who my students are. Most come from low-income, single parent households. If you didn't already know, low-income students from urban areas are faced with a docket of hindrances that get in the way of their learning. In the case of my students, when their basic needs are not being met, it is very difficult for them to focus 100% on education. This is Maslow's Hierarchy of Needs, and I do believe it applies to my students.

For the most part, I cannot sympathize with my students. I came from a middle-class household, with two parents. My situation growing up was very different from most of the students--and I understand that and I do empathize.

However, I am desperately trying to figure out where this lack of interest in education comes from. Earlier this week, CPS observed Martin Luther King, Jr. day. What would he think of what goes on in our schools? Who would he blame for the disinterest in education? Parents? Students? Society?

King dedicated his life to make sure all children had access to a good education. Despite the struggle, we still have a generation of children who are not serious about learning to read, write, or think critically. Not only are there children who flat out don't care about school, but public schools are riddled with pockets of students who have little respect for peers who care deeply about education.

So where do you think it comes from? Is it the parents? Schools? Teachers? Principals? Does this general malaise and rejection of education just some how magically manifest itself?

I am not one who believes in the "Bootstraps" philosophy. However, at the end of the day, no matter who you are or where you are from, you have to look at yourself in the mirror. If you can't look at yourself seriously and see why education is vital, then it is hard to imagine anyone taking you seriously.

Yes, it is up to the schools, teachers, and principals to guide students along the way. However, schools, teachers, and principals cannot physically hold a book for each student or move a pencil across a paper--at some point, students & parents must take it upon themselves.

John Dewey said that children are not empty vessels and education cannot be poured into them like liquid. He meant that students must be active participants in their own learning process. However, can't the same metaphor be used for motivation & effort? Wouldn't Dewey also agree that a teacher cannot fill a student with motivation and effort? When all is said and done, there must be an intrinsic spark that comes from the student or one that is catalyzed by loved ones.

We talk about "acheivement" and, as stakeholders, we spend countless hours trying to make public schools better centers of learning. However, this will not happen with a magic pill. There is no panacea---no single-facet that will change the game. For the most part, teachers are pulling their weight. But we cannot carry it all.

Teachers constantly hear lectures and read books about making school relevant to students. This is something that most teachers work tirelessly to achieve. However, not everything is going to be easy, interesting, or relevant. Most of the time learning the basics isn't fun--but more times than not, these basic skills build a foundation that allow students to do what they love.

Malcolm X's story is a beautiful illustration of how education can transform one's life. Throughout his life, he had several different names, each representative of a stage in his life. He was Malcolm Little, then "Detroit Red", then "Satan"--and just when he thought his life was going nowhere, he transformed himself with education. Through books, "Satan" (as Malcolm was known when he was in prison) transformed himself into Malcolm X. Then, as he continued to read, write, and think critically, he became El-Hajj Malik El-Shabazz. His name changes are not only symbolic of his personal transformations, but also his increased level of education.

Malcolm's story is an extreme case. We tell our youth that taking education seriously keeps you out of bad places and on the right path. This is something that Malcolm learned the hard way. The point is, my students can tell you about Malcolm, Martin, and Barack. I am sure they saw, read, or heard Barack's speech on education at least a half dozen times. However, despite these powerful messages by iconic men, the messages are not being absorbed---maybe heard, but not listened to or acted upon. So if these giants of history can't impart wisdom on our youth, who can?

Many reform efforts focus on closing schools, firing teachers, or turning schools around. But I believe the solution is much easier than that. Schools must once again become centers for learning. In order for this to happen, parents need to become involved with the education of their children, schools must begin to cater to the emotional, social, and academic needs of its students, and "the powers that be" need to stop operating schools like factories.

If this isn't accomplished, we will continue to lose a generation of children.