A poll conducted by Educational Testing Service (ETS) demonstrates Americans’ lack of confidence in their public schools. Some figures, courtesy the Santa Cruz Sentinel:
- Only 9 percent of Americans believe high school students are being academically challenged by their course work.
- An overwhelming 76 percent of adults surveyed believe the country will be less competitive in 25 years if reforms aren’t made.
- While 54 percent of adults and 60 percent of parents feel unified standards should be applied to all students, only 26 percent of teachers and administrators agreed.
- Without being given a description of the law, 45 percent of adults and 46 percent of K-12 parents favored No Child Left Behind.
- In contrast, 75 percent of teachers surveyed who gave unfavorable opinions, including 50 percent strongly unfavorable.
The results of this poll are not surprising to me. I taught for six years in public schools before making the move to a private school, and the struggles were legion. It worries me that parents do not feel their children are challenged, but often complain about teachers who have high standards. I don’t think most parents really know what it would mean to apply unified standards to all students. All students? Meaning that special education students and ESL students must meet the same objectives as gifted students? Or am I just reading too much into that statement? It seems really sweeping, and it is no wonder so many educators disagree with it. It is disturbing to me that more people do not educate themselves about NCLB. If parents really understood what NCLB was measuring instead of what sort of accountability they are looking for (and deserve), they’d be shocked. In a time when fears about school violence are at a high, my former principal avoided suspending violent students at all costs, because she was afraid it would affect our absentee rating for Adequate Yearly Progress. That’s patently ridiculous — that suspensions should count against AYP. If she’s right about that, then it is no wonder so many schools are failing to make AYP.
Public perception that schools are not doing enough is nothing new. I would hope that the concerned parents surveyed by ETS are doing everything they can to be involved in their child’s education, but somehow, based on the numbers of parents who attended PTA meetings, Open House, and non-sporting school events, or who contacted me with concerns, I doubt they are.
However, I was pleased to see the following, courtesy ETS:
- 74% of the public strongly favor measures to ensure teachers are experts in the subjects they teach.
- 80% strongly or somewhat agree we should increase teacher salaries to hire and retain more well-qualified teachers even if it means increased taxes.
- 64% strongly favor emphasizing real world learning opportunities in high school through work study, community service, and vocational courses.
I have the site completely uploaded now. If you see any misdirected URLs or obvious mistakes, please e-mail me so I can get it straightened out.
Now I need to get to work on summer planning stuff; I’ve been procrastinating.
I want to thank anyone who happens to be coming by for their patience as I build this site. There are currently some holes and dead ends, and I am well aware that it is frustrating for browsers. Building a site is slow work.
I am still working on my Lesson Plans page, but an incomplete version of my Ideas page is available. Currently, I have several links to ideas for teaching units in American literature. You can find links to a lot of my lesson plans on those pages.
I have several online units or ideas available already:
The Montgomery Advertiser reports that students are increasingly unprepared for college, and many blame standardized tests. It should come as no surprise to any teacher that our nation’s focus on standardized testing is hurting our students’ success in college. Instead of teaching real critical thinking skills and writing, we teach to the test out of fear. Ideally, if we teach objectives required by our curriculum, students should be prepared for standardized tests; however, many of us with jobs and schools on the line because of NCLB are too afraid not to teach to the test.
One of the things I’ve noticed since teaching at a private school is that students are much better served by learning how to write well than by taking a language arts test mandated by the state. Georgia has high school graduation tests, as well as writing tests in the 5th, 8th, and 11th grades, and end-of-course tests. Over time, the curriculum has been eroded by all the test preps. My students are mandated to take the PSAT and have the option to take the SAT or ACT. Most do, because they are college-bound students. It has been so freeing not to worry about constant tests.
I wish we could figure out how to hold schools accountable through some other means. It would be better for our students, many of whom wind up in remedial classes in college because we have not properly prepared them.
While perusing the most recent issue of English Journal, I saw an ad for The Teacher’s Daybook (purchase from Amazon). I went to the publisher’s website only to discover that it was not for sale. As soon as it became available, I ordered it. The year has not yet started, so I’ll have to update my relative happiness with it periodically on this blog; however, so far, I am extremely happy with it.One of its strongest features is its insistence, if used as the author intended, to make the user more reflective about his/her teaching. I am fairly reflective already, but I realized this will really make me think about my lessons and my efficacy as a teacher. Another strong feature is it aids the user in maintaining balance between all the roles in his/her life.
Nice bonuses include reproducible handouts, which are also available on the website that accompanies the daybook. It is also spiral bound, so it lies flat, and it has three holes punched in it so that it may be kept in a notebook. There is much more space for weekly plans than in any school or district-purchased planning books I have owned. It is simply packed with tips for organization.
Perhaps the strongest recommendation I can give it is that the daybook’s author, Jim Burke, uses it himself. He has a great website with lots of handouts; his collection of handouts on note-taking techniques is especially valuable.
I have recently finished Constance Weaver’s 1996 book Teaching Grammar in Context (purchase from Amazon). While I agree a great deal with Weaver’s arguments and hope to implement many of her ideas in my own classroom, I would like to see more studies on the efficacy of her methods. In many schools, the curriculum dictates teaching grammar in isolation, at least part of the time, and my experience at a private school, has been that many of my students had a good grasp of concepts taught in isolation. They did not, however, consisently implement the things they learned or that we reviewed in their writing.
I found the section on the history of the teaching of grammar very interesting, and I might share that with students. All in all, I highly recommend this book to English language arts teachers at all levels.