Virtual Schooling

I often tell my students, “Those who do not understand the mistakes of the past are doomed to repeat them.” I say this when we are reading historical fiction. My kids don’t get history class.

Once invested in that end, it was a challenge to give them a similarly profound reason to read science fiction. “It’s about the future!” they would argue. “It hasn’t even happened yet. We can’t learn from this!”

“You can learn tons!” I would say. “Imagery and plot and conflict and… Goodness I’ve just lost them.”

Middle schoolers need more – or at least mine do. So, when it came to science fiction, I explained: “This writer has imagined the future! It’s our duty to decide if we want that future or not! If we don’t do something, it’s coming!”

At the time, this seemed a clever ploy to get 6^th grade quiet, focused, and ready to read. But in reviewing education articles for this post, I found it is a disconcertingly true possibility.

Isaac Asimov, in 1951, wrote a short story called, “The Fun They Had.” In case you haven’t read it, you can find it here.

In this story, Asimov writes of a future where two kids find a real book… and they’re THRILLED about it! They’re thrilled because they hate school. Counter-intuitive, I know.

In fact, they hate the “mechanical teacher” (robot) that is meant to educate them from their home. Margie particularly hates it because the robot keeps giving her tests! She becomes so inundated with assessments that a County Inspector must be brought in to fix the system.

Regardless, the book they find is a story about education in our recent past. With such revelations as teachers “having a special building” to teach kids and kids being taught by a human, Margie can only daydream about, “the fun they had.”

Now, consider our present! According to the Washington Post, “Virtual schools are multiplying, but some question their educational value.”

Just as Asimov showed us in his short story, it would be a great detriment to our kids if virtual schooling became the norm. Consider how much would be lost, especially in terms of social interaction!

My challenge to you, then, is just what I posed to my students: Is Asimov’s suggested future what we want? Will we guide it to fruition? Or will we do our part to maintain that indispensible human quality in education?

A Short Piece on Bullying

A Short Piece on Bullying

By: Justin Garritt

Recently there has been increased attention in the subject of bullying in our nation’s schools. Last week there was legislation being debated in regards to cyber bullying which made me want to research and reflect on my experiences at a school in Vermont where the administration made aggressive strides to stop bullying without some state-driven mandate.

 86% of students between the ages of 12-15 have been bullied at school. Every seven minutes there is a bullying incident at recess and every 25 minutes there is a bullying incident in the classroom according to a study by Dorta in 2007.  Webster’s Dictionary describes bullying as the repeated harmful actions by one child or children against another. Physical, or direct, bullying includes kicking, pushing, and engaging in rough play. Physiological bullying includes name calling, making faces, harassment, and threats. Gerald Walton, an educational researcher from Queen’s University says that it is impossible for a student to fully engage in their school work if they have to worry about being bullied.  

           

All over the news and in legislation, bullying and bullying prevention seem to have become a very hot topic for Americans. We constantly see stories about how bullying has resulted in suicides, attempted suicides, intentional overdosing, depression, etc. Personally speaking, throughout my two years in Baltimore, I have seen an unbelievable amount of bullying take place in almost every section of the school environment. I have seen hundreds of bullying episodes happen, reported, and nothing be done about the situation beyond at the teacher level. I believe we must do more to address the issue of bullying so that all our students can have a safe place to learn.

Educational Researcher, G. Walton, believes that, “The most important piece to bullying prevention are school administrators because they are the ones that usually create the Bullying Prevention Plan, create in-service professional development days and the ones usually handling the bully when he or she is sent to the principal’s office. He states, “A school administrator needs to have a clear vision and implement plans on ways to deal with bullying.”

In college I had the opportunity to be mentored by a Principal at my local elementary school during my student teaching experience. Her school had the lowest accounts of bullying out of anyone else in the state of Vermont. Although the environment and culture is much different than Baltimore, I decided to use this blog entry to learn new strategies to prevent bullying from a veteran principal. 

Carol Pickett is the Principal of Castleton Elementary School and has been there for a dozen years. She has taken on bullying at her school through a variety of ways. First, she developed a short and concise four page Bullying Prevention Plan that first states what bullying is and then describes ways that the school will deal with it.  She says that what she believes characterizes a successful school-based action plan is that it must include clear and logical consequences for those children who bully, support to those children being bullied, and instruction to all children that emphasizes respect and compassion for others, and positive ways that children can resolve disagreements or conflicts. She said, “Justin, the key is to just immediately end it. If I hear even the slightest complaint of bullying from students or teachers, I hold a meeting in which I listen to the event and then immediately act on it. I do not tolerate any bullying! The staff, the students, and the parents know that.” Pickett recognizes that the most frequent areas of bullying occur in the hallways and at recess. Mrs. Pickett requires that teachers stand outside their door while students are switching between classes. She also requires there to be a 1-10 teacher to student ratio during recess. At every activity (kickball, capture the flag, basketball. . i.e.)  there is at least one teacher or aid to watch what is going on. Sheri Nichols, the administrative assistant, posts many opportunities for employees to get professional training for free on how to deal with bullies in the “AM Morning Notes” that get sent out to the teachers daily. In an interview with her she said, “At least one in-service day per year is dedicated to bullying. On top of this, all teachers have the opportunity attend other conferences to get better trained if they want to. The school pays for it and it does not count as a sick day.                            

What really sets Castleton Elementary so far above most schools is their “Program Strategies” that Principal Pickett and her teachers have implemented. She teamed up with the nearby college to get mentors for all middle school students. Not only are the students learning about setting goals, and steps to college but having an extra 50 supervisors at recess daily will surely minimize any chance of bullying at lunch or recess. There is also a Leadership Team and a Gentlemen’s Club where a selected group of student’s meet once a week with either the Principal or a teacher to discuss being a good role-model and leader. These students get trained on how to handle a bully and who to tell about it. Mrs. Pickett and the teachers have also created a warm and positive school by having encouraging posters with bright colors that surround the school

Since I was a child I witnessed all types of bullies. I remember kids getting beat up in the hallway because they wore nice clothes. I remember my friend getting name-called in 4^th grade because he couldn’t successfully throw a football yet. These were the same students who either later on dropped out or never graduated from high school or had severe depression issues. Very similar to my current experience in Baltimore, the school I attended as a child and its employees seemed to never address the situation and just let it happen. I thought most schools were run like this until I walked in to Castleton Elementary School where the Principal has set up a great system of prevention along with a clear set and fair plan of how to deal with issues when they arise.

I look forward to hearing any comments you have in regards to bullying at your school and what, if anything, is being done at the administrative or teacher level to address it so that all students feel safe to learn, free from bullying.

Thanks for reading,

Justin Garritt

http://www.wjla.com/articles/2013/04/cyber-bullying-bill-passes-maryland-senate-87099.html

School Boards' Responsibilities to the Public

       A recent Education Week article discusses the difficulties that school boards are currently facing in taking advantage of technology and digital communication, while still maintaining sufficient transparency to the public. The problem is that, while state laws call for school boards to have open-meetings and open-records, it has become common for school board communication to happen digitally. There has been a vast grey area developing around the question of whether such digital communication violates laws that are designed to prevent secret communication. The counterpoint, however, is that new technologies are improving communication capabilities and the accessibility of information to the public. Digital communication can very well be seen as a tool that is enhancing government transparency and public engagement.

       I find the topic of this article particularly interesting because I recently attended a Baltimore City school board meeting. This article sheds light upon a concern that I gave much thought to after attending the meeting--that is, in what ways can the Baltimore City school board improve its engagement with the public and their concerns? It is obvious why citizens would want School Board business to be open and accessible to the public--the people want to be able to have a say and input in the happenings of their children's schools. This article speaks to this issue of School Boards being more open and better serving the community through engaging with them and their ideas.

       Throughout the Baltimore City meeting that I attended, I could not help but continue to think to myself that the meeting was not panning out as I had expected. I was expecting that this meeting would be the forum where actual meaningful dialogue would take place between the Board and the audience. I figured that during the portion of the meeting designated for public/general public comment, there would be parents, local organizations, student groups that would take the floor and express questions, concerns, or ideas that they had. In turn, I thought that the Board would respond accordingly and even allow for discussion about next steps. I realize that this could be a lengthy process, and perhaps I was expecting too much; but it just seems to me that a School Board meeting should allow for substantial, purposeful discussion between the Board and the public.

       Well, unfortunately, my expectations of the School Board meeting were not met. Most of the time that was designated for public input was given to organizations and groups, who came to the floor to say words of gratitude for the Board showing them support in recent initiatives. It was not until the end of the general comment portion that a concerned parent spoke up about his dissatisfaction with the BCPSS code of conduct, and a high school student complained about a BCPSS policy that affects high school student athletes. These two concerned citizens were only able to speak very briefly, and when they did speak, there was not much discussion to be had with the Board. Instead, a member of the Board responded very briefly and generically and then assured the concerned citizen that someone would be in touch with him to follow up on the matter. While I understand that there can only be but so much time dedicated to discussion with the public, I also feel that the BCPSS School Board could do more to ensure that it is truly engaging citizens and allowing the voice of the people to be heard and addressed. The Education Week article discusses issues with Boards using digital communication as a means of engaging the public. Well, I think that the Baltimore City board has communication issues to address as well, because at the end of the day, the community desires to truly be “in the know” and to have a means by which to play an active role in their children's school system. It is not good enough to just have a meeting to which the public is invited, but then they play no significant role in the proceedings and decision-making. Rather, the Board must truly hear and openly engage with Baltimore citizens.

To read the article, visit: http://www.edweek.org/ew/articles/2013/04/17/28openmeetings_ep.h32.html?tkn=WNUFUMfv%2Be0fluX0yVElgp5k9OffYS%2B6gCKY&cmp=clp-edweek

School Police: Friend or Foe?

Everyday I enter school through a metal detector. The student advocate takes a peep inside my oversized teacher bag placed on a desk next to the detector, and if I set off the alarm, I take my phone out of my pocket and step through again. Sometimes in the fall my Frye boots with metal cowboy like harnesses set off the alarm but I am not required to remove my shoes and repeat the process. I sign in, walk up the ramp, drop off my lunch in the faculty lounge, and continue down the hall past the school's police office, say a quick hello and continue on with my busy day. 

A few times there have been scuffles or full blown- fist flying flights, sometimes blood is drawn, water jugs are knocked over, and once or twice a teacher has attempted to step in. It isn't unlikely for garden shears or knives to be confiscated at the door because students 'carry them for protection and forgot to take them out of their pockets.' One time I stood too close while a student was maced and felt the crippling effects it has on every open orifice on your face. Despite popular belief from family and friends about what they THINK they know about Baltimore and Baltimore students, I have never felt truly unsafe in my school building. I know this is not the same for some of my fellow teacher friends in other Baltimore City schools and that devastates me. 

This post explores the presence of police in the school building- especially at schools like those in Baltimore City. My private, catholic school in Prince George's county that I attended during my own high school career had security guards in the parking lot- if that. I can't even remember if there was a police office at my second high school in MA, and I know for sure there weren't any metal detectors. A recent article in the New York Times discussed the influx of students into the juvenile justice system as a result of an increase presence of school police. I appreciate my school officer- in times of violence like fights, and in times of lesser need like a phone being stolen, and in fact in times of fun as he doubles as a DJ for our staff functions. As I reflect on the school police's involvement in disciplinary actions after reading this article, I wonder if we've ever made the mistake of being too harsh for non-violent offenses. The article suggests that a visit to the principal might be more effective than a trip to 'baby bookings' as juvenile detention is commonly referred to, yet sometimes after a referral goes unanswered from my administration I wonder, 'well what else are we supposed to do?' Even in times of violence... are there (there has to be) more wrap around or supporting measures to take than cold cuffs to the wrist? My students are much more prone to recidivism, having plenty of experience in the system before, and therefore I don't believe  throwing the book at them at each indiscretion is going to help or change behavior  and/or emotional problems. Clearly, we need to do more for these students in terms of social education like anger management, self control, bullying etc. By no means do I want to go police free, but I do think school administration and teachers shouldn't use the police as a behavioral management crutch because we're just too tired to think of a more creative solution. 

http://www.nytimes.com/2013/04/12/education/with-police-in-schools-more-children-in-court.html?ref=education&_r=0

Social Media and Student Safety

Who remembers when they had to register for Facebook using their college email address? Once upon a time, Facebook was a social media networking site that connected college students in an easy manner; where you could only get access if you were a college student. However, Facebook and other social media sites like it (twitter, instagram, etc.) now cater to individuals off all ages. We know this is true because every day you see students on or attempting to get on some social media site. From our elementary students to high school seniors being on a social media site seems to be a regular occurrence, and while an easy topic to discuss might be how this increased engagement in social media site detracts from the learning in classrooms, but this is not the topic I wish to address today.

It is interesting when as a teacher I get a friend request from a 10 year old or when one of my middle school kids comes up asking if I saw so-and-so’s instagram posting or a fellow teacher talks about what they saw tweeted yesterday. Today, social media has touched all corners of our student’s lives, especially those who live in urban settings like Baltimore. However, little is being done to educate our youth about taking safety precautions while on these sites. As educators one of our duties is to make sure our children are safe and in a world that is becoming increasingly dependent on technology it is important that we educate our students about remaining safe while online.

Maryland’s attorney general is planning to do just that. Monday he will announce the launch of a new program aimed at educating teens on being safe and protecting their privacy on social media sites. It is my hope that this program aims to go into the classrooms and educate our students on remaining safe online. It is my worry often when I hear about things student’s are posting or pictures they are uploading that something bad may happen. Let alone the hostility negative posts often bring into our classrooms, but that’s a bullying topic for another blog. I await Attorney General Doug Gansler announcement of the program and what it will bring to our schools and educating our students on how to remain safe online.

 

http://baltimore.cbslocal.com/2013/04/14/md-ag-to-announce-social-media-education-campaign/

An Education...

Last night, I had dinner with my Baltimore besties.   Since we’re all teachers, the conversation naturally turned to education issues.  What ensued was a debate about charter schools, school choice, and neighborhood schools.   Since I was the only one present who teaches at a charter, everyone assumed that my position would be pro-charter.  However, after participating in this discussion, I realized that I am most certainly on the fence when it comes to this issue.  I’ll share my musings with you here:

For years I contemplated making the career change and becoming a teacher.  I fought it for many years, knowing I could not maintain my banker’s lifestyle on a teacher’s salary .  The turning point for me was attending a screening of Waiting for Superman in late 2010.  I was quite impressed by the work being done by schools like KIPP and the other charter schools featured in the film.  I decided I also wanted to make a difference, and I completed my application to an alternative teaching certification program that same evening.  A little more than six months later, I moved to Baltimore primed with the mission to provide students with an excellent education.  Little did I know I’d be the one getting schooled. 

During my tenure in Baltimore, I have worked for both a traditional charter school and a turnaround school run by a charter operator.  In my ignorance, I thought that being associated with a charter would mean that the school would be run in a sound fashion and that students would be motivated and ready to learn.  This is not what I found when I walked into the school on day one my first year.  The charter-operated turnaround school was no different than your typical failing Baltimore city school.  As a former businessperson, the organizational mismanagement that I witnessed on a daily basis made me angry.  I couldn’t stomach it, and I thought it to be a blessing from the heavens when I was placed on surplus status at the end of the year.  I grew tired of being abused and mistreated, and watching my colleagues and students suffer the same. 

I received a pleasant reprieve over the summer when I left Baltimore and went to work at a school run by a national charter network.  To me, it was educational nirvana.  I was invigorated daily by witnessing an administration that ran a sound operation, staff that were motivated and excited to teach, and students’ eager to learn.  The students I had the pleasure of working with were of the same demographic of kids I taught in Baltimore.  Working here over the summer taught me that there are real education reforms that are actually working.  This compelled me to return to Baltimore and find an education nirvana of my own.

 

I returned to Baltimore with two offers to work at schools, one at a traditional school, and another at a charter.  I chose (controversially, but that’s another blogpost) to work at the charter, motivated by my summer experience at a similar school.  While the experience has been significantly better than my first year, I did not get the same sense of “nirvana” that I felt over the summer. 

As I wrap up my graduate school education and short teaching career, I have come to believe the following:

1. Charter schools are not the “end all, be all” answer to all things Ed Reform.  Some of them are AWESOME, some are average, and some are… not so great (I had to edit myself a bit here…) 

        2. It would be awesome if all neighborhood schools were excellent and provided a sound education for our children.  This may have been true fifty years ago, however, this is not the world in which we currently live. 

         3.   I may not know enough about the issue, but from my personal experience, I can only see the benefits of school choice.  I agree with the premise that students and parents have the right to be educational consumers, and if the neighborhood school isn't up to par, you should have the right to seek opportunity elsewhere.

         Here’s the bottom line: any school that partakes in sound business practices, has an administration that operates with integrity, and has high expectations of students and staff has what it takes to become an excellent school.   The labels (charter, neighborhood, turnaround, etc.) shouldn’t matter.  Once every school is on board to operate according to the tenets mentioned above, then we will truly be on the road to closing the achievement gap in America.