Schools: stop being so unappealing

My seniors are not disappearing this Spring like they usually do.  That makes me happy. Most years, the arrival of warm weather means low attendance. I end up roaming the hallway outside of my classroom looking for students, wondering if enough will trickle in for class to feel like something other than a tutoring session.  I tell them: "Kids in private schools pay lots of money for classes this small," and I think that they think that's weird. 

But, while the students are actually coming, they are becoming increasingly difficult to engage and motivate. Lessons that would have sparked thoughtful discussions and led to meaningful writing, at least in my opinion, seem to drag on forever. Students are starting to complain that class is boring and I can see them looking at me with resentment in their eyes while they drudge through assignments.  There is not quite an air of loathing in the room. 

I have the benefit of teaching seniors, and for some reason this year they actually believe that they will fail if they do not do their work or come to class.  This has not always been the case, and I imagine that it is different for many teachers across the district, as it has been for me in the past.  

My real point here is that I really want to know if Baltimore schools can actually become places that students want to come to on a daily basis.  I know there is a seemingly overwhelming number of factors that keep students away, but the system must  implement changes to make schools a more attractive option for students when they are deciding how to spend their days. 

It is not enough for teachers to bear the burden of getting students motivated to come to school.  We can certainly have a huge impact, but it would be more efficient and effective if the district systematically made an effort to make schools more appealing. I have seen energized and effective teachers vampirized by the system, and when they move on or change positions, their replacements have to start from scratch.    

  

Facilities are a major issue, and talk of renovations is finally in the air.  Schools are aesthetically repugnant.  They are uncomfortable in all seasons. The water is poisonous.  There are long unused corridors devoid of natural light that lead nowhere.  At least this is true of my school.

Still the physical infrastructure is only part of the issue, and it is hard to separate other issues from the root causes, which might include but not be limited to underfunding, an obsession with testing, and the love/fear of failure.

I want to see Baltimore schools when they are a place that students want to come, even though they are sick of English class or the buss is late or they are hungry or they were up all night or the new Xbox game is particularly engaging or their friends are at the mall.  Our schools must realize their competition.  Learning must be willful in order for it to occur.  If schools are going to actually educate and enrich young individuals, they need to make them want to be there.  Or perhaps that is just pandering. 

Rising Suspensions against Latinos and African Americans in California

According to the article, "California Suspensions Used More Against Latinos, Critics Say," the current suspension policies in California cause Latino and African American boys, the students who need to be in school the most, to feel alienated.  Over 40% of suspensions in California are charged under the catch-all phrase "willful defiance."  Willful defiance is a term without clear limits.  Willful defiance is a classification that is coming under scrutiny especially as zero-tolerance policies from the 90's are being re-evaluated.  Under charges such as willful defiance, the article pushes that it is easier to be suspended as a black male exhibiting the same negative behaviors as white female.  


Although racial profiling may very well be a significant explanation for the higher suspension rates among Latino and African American men, it is important not to oversimplify the problem.  By not analyzing the potential causes for the racial imbalance of suspension rates, there is definitely something lacking from the analysis.  In some cultures, for instance in many inner-city black cultures, it is acceptable to scream when you are upset.  That is not acceptable in general in middle-class white culture.  The article hints that there may be cultural gaps that may explain the differences in suspension rates between races and this is something that should be explored further.  


Garfield High School in East Los Angeles has implemented a progressive behavior policy where teachers and counselors intervene before a situation even reaches a dean or principal.  Teachers who report a lot of behavior problems are given more management training.  Last year, the school only had one suspension and this year they have only had one so far.  Now this school can serve as a model for other schools in California.  As they said, suspension is now the last option instead of the first one.  

Regardless of whether suspension rates are high or low, the fact is that kids need correct intervention that actually help them understand what behaviors are expected of them.  They need to know that you care and that you are going to be fair.  Not enough good intervention to help kids know that you are going to hold them accountable and help them understand why they are making the decisions they are will undoubtedly lead to a failed disciplinary system.

How much better at critical thinking can you get?

Colleges may be headed down the same path of testing student achievement, according to a recent Washington Post article.  The University of Texas has been tracking student growth since 2004 using a test called the Collegiate Learning Assessment. So far, 500 schools have voluntarily participated in testing, either using the CLA or other equivalent tests.  A recent study drawing from a broad selection of schools has found that 36 percent of college students do not demonstrate any increase in test scores from freshman to senior year.  Fortunately, colleges have so far staved off attempts to hold them accountable for student outcomes.

At one point the article quotes a student, who scored an astounding 34 of 36 on the ACT, as asking: “How much better at critical thinking can you get?” It is impressive how this student has mastered critical thinking, but I find his or her words to be valuable beyond, perhaps, what they were intended to mean.

Our testing culture has been so focused on meeting basic skill proficiency that we have not implemented any tests that measure critical thinking skills.  During my time teaching, I have been drilled that good planning has clearly defined goals and desirable outcomes, which should be in turn measured with assessments.  Based on our school systems’ concern with increasing HSA scores, we must therefore intend for our students to struggle with basic proficiencies throughout high school. 

I imagine the assessments for the core curriculum will make an attempt to measure critical thinking once they are released.  I am concerned that we will not be able to score the tests efficiently even if they are written adequately.  If we can measure critical thought, and our test writers are capable of writing a test that does so, it may take a massive scoring event similar to the AP tests. Otherwise, we will be measuring critical though purely by multiple choice. 

In a perfect world, when high school classrooms are full of students who have mastered reading and writing and are able to focus on pure critical thought, whatever that actually is, how will we hold teachers accountable? We are having enough trouble accurately gauging how much students improve at reading each year, which is relatively easy to measure.  If schools are to actually teach students how to think critically, we should stop testing them altogether. But, since that is not likely any time soon, we should attempt to test critical thinking skills, or at least something beyond basic proficiencies in “core” subjects.  Our assessments should reflect our ultimate goal, and as it appears now, our goal is minimal at best.

Cyber Bullying

Just today, Liz Bowie, a writer for the Baltimore Sun newspaper, wrote an article entitled “Schools, parents try to keep pace with cyber-bullying tactics”. This article discusses Maryland’s agreement to be amongst the many states which include online harassment in its anti-bullying laws.

In Maryland, nearly 4,700 cases of bullying, harassment, and intimidation was reported last school year. The number of cases is increasing tremendously due to the fact that cyber-bullying can be done at any time. Unless students make staff, parents, and other administrators aware, they will have no idea that bullying is taking place.

“The consequences of cyber-bullying resounded in Maryland after the Easter Sunday suicide of 15-year-old Grace McComas. Her parents said the sophomore at Glenelg High School in Howard County took her life after months of being victimized online. "This incident underscores the 21^st-century bully, equipped with a cell phone and a Facebook, is a constant source of torment for our kids.” writes Bowie. So what is Maryland’s plan? Maryland will now increase its efforts to protect students by adopting The Safe Schools Improvement Act. This act ties anti-bullying policies to federal funding. It would require schools to have a code that prohibits the conduct, on or off school grounds. It also increases preventative measures and sets new reporting standards. To decrease the spread of cyber-bullying in Baltimore, In May, Baltimore County and Baltimore City students will also be able to attend an anti-bullying conference led by Ravens running back Ray Rice and Howard County Councilman Calvin Ball.

One of my suggestions would be for Baltimore to follow the state of New Jersey’s anti-bullying law. It is considered to be the most progressive in the country. Jersey requires all schools to have an in-house anti-bullying specialist. If our budget is in no shape to accommodate this position, hopefully it can be presented to the staff in a manner which encourages teachers and staff to take on such responsibilities without a large increase in pay. As technology continues to grow, students will only find other ways of bullying one another unless they are made aware of the affects bullying has on others. Students must also be taught to be empathetic. Lastly, students and parents should be made to sign an agreement stating that he/she is aware of the consequences which may occur if bullying, of any kind, is proven. To ultimately decrease cyber-bullying in Maryland, this must be a communal effort. Cyber-bullying must be addressed with students at school as well as at home.