“I came to the conclusion
that NCLB has turned into a timetable for the destruction of American public
education. I had never imagined that the test would someday be turned into a
blunt instrument to close schools – or to say whether teachers are good teachers
or not – because I always knew children’s test scores are far more complicated
than the way they’re being received today” - Diane Ravitch
In Pulitzer
Prize winning author Tony Morrison’s The
Big Box, several “unruly” children from various backgrounds find
themselves placed (incarcerated) into a Big Box complete with toys, articles of
clothing, food, furniture – all of it to remind them what would be best for
them if they were to conform to what society expects of them. In fact, although
not directly stated, they have been placed in the box for behaving/thinking
outside of the societal norms by which they should be constrained. If you’re a
teacher or nurse or public servant, it’s worth a read. Pull up a chair at your
local Barnes and Noble’s and give it a good look. You’ll find it in the
children’s section.
Rules
of Conduct for Teachers – 1915
·
You will not marry during the term of your contract.
·
You are not to keep company with men.
·
You must be home between the hours of 8 PM and 6 AM unless at a school
function.
·
You may not loiter downtown in any of the ice cream stores.
·
You may not travel beyond the city limits unless you have permission of the
chairman of the school board.
·
You may not ride in carriages or automobiles with any man except your father or
brother.
·
You may not smoke cigarettes.
·
You may not dress in bright colors.
·
You may under no circumstances dye your hair.
·
You must wear at least two petticoats.
·
Your dresses may not be any shorter than 2 inches above the ankles.
·
To keep the classroom neat and clean you must sweep the floor once a day, scrub
the floor with hot soapy water once a week, clean the blackboards once a day
and start the fire at 7 AM to have the school warm by 8 AM when the scholars
arrive (New Hampshire Historical Society).
Given
these historical circumstances, we’d hardly expect a governess/educator to
demand anything - much less a living wage. Pity the Ichabod Crane, Mary
Poppins, Miss Crabtree, Anna (The
King and I) – were they to shed their timidity for a sudden temerity
and request deserved respect and compensation. That would be out of character
and totally unacceptable. They might even lose their heads?
Teachers,
nurses, police, firefighters, and public servants are taught through hammering
stereotypes and reiterated imagery that their professions’ nobility is derived
from the following: practiced compassion over personal reward, good works over
self-interest, and graciously granted respect for the sacrifices each
profession makes. We illuminate our minds with these strobe images of the
dignity of penury through self-sacrifice.
But
those once admirable stereotypes have changed recently, haven’t they, my
educator friend?
Anyone
familiar with the print media (in Chicago especially) is aware of the
persistent vilification of the teaching profession, the new emphasis on
privatization of the schools, the demand for testing as a measurement of
teachers, not students. And with those angry new caricatures we have at times
come to doubt ourselves and our work – and I might emphasize – our value.
For
decades, any real threats by public servants demanding respect, seeking
appropriate compensation, or calling for a voice in their respective
professions have been countered with the media’s cynical rejoinder that they
are coldly willing to hurt kids, or patients, or crime victims, or the
populace. The economy, destroyed by speculators; retirement savings, drained to
less than half their value; foreclosures, still rising unabated – we look at
our pension and feel – of all things – guilty.
“Honestly,” one teacher whispered to me at a
recent gathering, “I feel scared when people ask what I do for a living.
They’ll either hate me or feel envy. So I make up things.” It won’t get
better.
In
the new world or the “new reality,” our discomfort will be enhanced with the
media’s consistent call to simplify the process – teach measureable skills
only, reduce the scope of class choices, or just add more time. And be paid
less accordingly.
In
academics, they (public servants) are often reminded to remain in their
domesticated positions as governess, tutor, nanny, baby-sitter, or hired help
“in a feudal system of corporate masters and serfs” (Chris Hedges). Our job is
simple: teach to the test. Replacing real teachers – the ones who educate
children to think critically or inspire them to reach for their potential – the
privateers now seek those who design curriculum that can objectify and assess
basic skills at the expense of insights, gifts, or desire.
“Passing bubble tests celebrates and rewards a
peculiar form of analytical intelligence. This kind of intelligence is prized
by money managers and corporations. They don’t want employees to ask
uncomfortable questions or examine existing structures and assumptions. They
want them to serve the system…They reward those who obey the rules, memorize
the formulas and pay deference to authority. Rebels, artists, independent
thinkers, eccentrics and iconoclasts – those who march to the beat of their own
drum – are weeded out” (Why the United States is destroying Its education system).
Here’s
a peek into the corporatist’s future educational model. And
No – this is NOT from The Onion.
Bill and Melinda Gates’ Foundation has
been throwing more than $1.4 million into a scientific plan to create a
biometric wrist band (called a pedometer) that will measure the emotional
engagement of students in a classroom. In other words, the student’s response
–excitement or ennui – could be demonstrably identified and graphed for a class
period and thereby allows a charting of student-to-teacher response. Voila, we
have a way to measure a student’s interest/learning – or – do we have a measure
of how a teacher is doing in exciting a student or all the students for that
matter? It doesn’t take much to realize the ridiculousness of this attempt to
reduce and codify instruction like we would review an electro-cardiogram. But
the Gates Foundation is serious enough to drop a ton of money on this project.
In fact, additional money will be spent this year to begin testing the device
in middle schools this fall (Biosensors to monitor students' attentiveness, Chicago Tribune, June 12, 2012).
The
company spearheading this project, Affectiva Inc., states in all seriousness
that such data could be used, for example, after watching a film in order to
ask students questions about scenes in the film that aroused them. That’s just
one example. Forget theme, symbol, holistic response, and personal response –
just what aroused you. I personally spent most of 8thgrade sitting
next to the Susie Wettergren and would have been in a constant state of
excitement, so I guess I would have been identified a great student –or my
teacher would have been considered exceptional.
One
persistent problem with asking the educated to educate is that those who
deliver the academic experience are not mindlessly obedient like the drones
that function at basic levels of existence in third world labor shops. And in
fact, their greatest danger is in educating those in their charge to think
independently, or outside of the box, if you will. Despite the historical
costume of subservience, real teachers provide or nurture a student’s further
passion for learning, most especially in the intangible areas of art, music,
dance, acting, etc. Like real teaching, these qualities are not measureable
test outcomes. They are not subject to a single curve of improvement of
failure; they grow in spurts of discovery and momentary drops of frustration,
failure or confusion.
On
the other hand, corporate entrepreneurs and business-model-minded people like
Bill and Melinda Gates, Arnie Duncan, Michael Noble, Rahm Emanuel, Penny
Pritzker, etc. are trying to shift that timeless paradigm of education to a
measureable, data-driven curriculum concept, one that tabulates basic
improvement in a student’s achievement as easily as a good or bad business
quarter, an electrocardiogram, a simple test score. That’s placing both
students and teachers in the box. That’s wrong-headed.
Chicago Teachers:
Respect yourself. Respect your good work. Fight back!
--John Dillon
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