The Holiday Season Brings Fear and Resentment for Many Students

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“I hate Christmas.”

 

Teachers hear that with surprising regularity around this time of year.

 

I hate Christmas. I hate Thanksgiving. I hate every holiday.

 

America’s public school students are living under tremendous pressure.

 

The social safety net is full of holes. And our children are left to fall through the ripped and torn fabric.

 

The sad fact is that one in four students in America’s classrooms have experienced a traumatic event.

 

So if your classroom is typical, 25% of your students have witnessed violence or been subject to a deeply distressing experience.

 

That could be drug or alcohol abuse, food insecurity, severe beatings, absent caregivers or neglect.

 

These figures, provided by Neena McConnico, Director of Boston Medical Center’s Child Witness to Violence Project, are indicative of a truth about this country that we don’t want to see.

 

Our Darwinian public policies leave many children to suffer the effects of poverty – and our society doesn’t want to deal with it.

 

In impoverished communities, these percentages are even higher and the results more devastating.

 

The Center for Disease Control’s comprehensive Adverse Childhood Experiences study links the toxic stress of unaddressed trauma to heart disease, liver disease, and mental, emotional, and behavioral disorders.

 

Young children exposed to more than five adverse experiences in the first three years of life face a 75 percent likelihood of having delays in language, emotional, or brain development, according to McConnico.

 

This translates directly to negative behaviors in the classroom.

 

Children who witness violence often have trouble in school because they suffer from post-traumatic stress, which can manifest as inattention, distractibility, hyperactivity, insomnia, aggression, and emotional outbursts.

 

Or, alternately, these children can sometimes withdraw and appear to be unfazed by their experiences. In some ways, that’s even more dangerous because while they avoid negative attention, they often get no attention at all.

 

It’s bad enough in the everyday. But it gets worse around the holidays.

 

Some of it is due to the structure and safety of school being removed. During holiday breaks, children are left to the mercy of sometimes chaotic and uncertain home lives.

 

Some of it is due to unrealistic expectations inevitably conjured up by the holiday season, itself. Even grown adults have trouble with depression around this time of year. But when you’re a troubled child, the unrealistic expectations and disappointments can be doubly impactful.

 

Loved ones are missing due to incarceration, divorce, abandonment, health issues, or death. Talk of family gatherings or a special meal can trigger hurt feelings for children who know their caregivers can’t or won’t provide them.

 

And it’s not always neglect. Sometimes there just isn’t the money for these things. We live in a gig economy where many people work multiple jobs just to survive. All it takes is missing one paycheck or one illness to disrupt holiday celebrations.

 

Even when parents have enough money, some just don’t bother to buy their kids anything. Sometimes families get to a better financial point but children have had to live through a period of food insecurity and are haunted by it. So even though the household is stable now, kids eat all their treats on the way to school because they always are fearful that the food will run out.

 

When kids have these sorts of fears, the ubiquitous holiday movies, TV shows, Christmas songs and commercials can set them off further.

 

It’s the most wonderful time of year for some, but not for all. For many students, the holidays are a time of dread and resentment.

 

That’s why it’s so important for teachers to be aware of what’s happening to their students.

 

For the quarter of American children who experience trauma at home, school may be their only safe harbor in a world of storms. Teachers may be the only people they see all day who offer a safe place, a stable environment and a friendly word.

 

For some kids, teachers are the only adults in their lives who make them feel valuable and supported.

 

We offer our students so much more than reading, writing and math. We’re allies, mentors, protectors and role models.

 

I wish we could save them from all the terrors of this world, but we can’t.

 

Let me be clear – I am in no way a super teacher.

 

But here are a few things I do in my classroom to help alleviate some of the stresses of the season – and often year round.

 

1)  Prioritize Relationships

 

Let your kids know you care. The student-teacher relationship is sacred. Nourish it. Be reliable, honest, and dependable.

 

As Teddy Roosevelt famously said, “Nobody cares how much you know until they know how much you care.”

 

2)  Listen to Them

 
Sometimes the best thing a teacher can do is just listen to students’ problems. You don’t always have to offer a solution. Our kids are dealing with so many adult pressures. Offering them the ability to get it all out in the presence of a caring adult can be a treasured gift.

 

“It’s really that simple,” McConnico says. “Listen, reflect back to them that they have been heard, validate the child’s feelings without judgment, and thank the child for sharing with you.”

 

3)  Create Opportunities to be Successful

Some people see teaching as essentially an act of evaluation and assessment. We observe students and then tell them what they did wrong.

This is extremely narrow-minded. When you get to know your students, you can offer them tasks in which you expect they’ll succeed. It’s the kind of thing we do all the time – differentiating instruction and offering choice so that students can achieve the goal in the manner best suited to them.

Sometimes you really have to work at it. If a child has extreme behavior issues, you can observe closely to find the one thing he or she does right and then praise them for it. This doesn’t always work, but when it does, it pays off tremendously!

Positive experiences lead to more positive experiences. It’s like putting training wheels on a bike. It scaffolds learning by supporting kids emotional needs before their academic ones.

4)  Routines

I am a huge fan of routine. Kids know exactly what we’re going to do in my class everyday – or at least they have a clear conception of the normal outline of what happens there.

I try to have very clear expectations, timelines and consequences. For kids who live in chaotic homes, this is especially comforting. It’s just another way of creating a safe place where all can learn.

 

5)  There’s Nothing Wrong With Downtime

I know. Teachers are under enormous pressure from administrators to fill every second of the day. But sometimes the best use of class time is giving students a break.

 

Let students finish assignments in class, read for pleasure, draw, even just daydream and relax. You can overdo it, but everyone can benefit from a little R & R.

 

This is especially true for traumatized children. Give them time to regroup from the mental and emotional stress. I find that it actually helps motivate kids to work harder when assignments are given.

 

The holidays can be a stressful time in school.

 

Kids get overexcited, they can’t concentrate, they’re torn left and right by the various emotions of the season.

 

As teachers, it’s our job to understand the full scope of what’s going on with our kids and make our classes as nourishing and safe as possible.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Grit is Sh!t – It’s Just an Excuse to do Nothing for Struggling Students

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Let’s say you’re out in public and you see a crying child alone in the street.

 

What would you do?

 

Would you run up to her and help? Or would you just shrug, mutter some derisive comment about the brat and walk on?

 

Our public school policymakers want us to do the later. In fact, they have a whole pedagogical justification for ignoring the needs of children.

 

It’s called “academic tenacity,” a “growth mindset” or “grit.”

 

And it goes something like this:

 

That child isn’t learning? If she just worked harder, she would.

 

It’s the political equivalent of “pull yourself up by your own bootstraps” applied to the classroom.

 

And it’s super helpful for politicians reluctant to allocate tax dollars to actually help kids succeed.

 

The idea and the euphemisms used to describe it were coined by Carol Dweck as early as 1999. It was subsequently popularized by seventh-grade math teacher and psychologist Angela Duckworth.

 

In the early 2000s, Duckworth realized that IQ wasn’t the only thing separating successful students from those who struggled. There was also the tendency to overcome adversity or not.

 

Hey, Angela. Darwin called. He wants his Theory of Natural Selection back.

 

You know Survival of the Fittest was never meant to be prescriptive. As human beings, we’re supposed to be better than mere animals that typically leave the pack’s sick and injured behind to get eaten by predators.

 

But whatever.

 

The term “grit,” is defined as a “passion and perseverance for long-term goals,” according to Frontiers in Psychology. And it’s become one of the buzziest of buzzwords in academia.

 

So much so, that as you’re reading this, standardized test manufacturers are working to develop an assessment to find it in students.

 

The agencies that administer the National Assessment of Education Progress (NAEP) and the Program for International Student Assessment (PISA) are close to including character assessments as a measure of student performance.

 

Oh goody!

 

They foresee a brave new world where multiple-choice tests will determine not just the entire scope of human knowledge but character as well!

 

But what no one wants to admit is that grit is… well… shit.

 

It’s just an excuse for a society that refuses to help those most in need.

 

In our world, there are haves and have-nots. But if we stop there, we ignore how and why this situation came to be.

 

Who places kids into segregated schools? WE DO.

 

Who allocates funding based largely on parental income? US.

 

We set kids up to succeed or fail before they even enter the school system with an economy that rewards the already rich and punishes generational poverty.

 

Yet when anyone suggests offering help to even the playing field – to make things more fair – a plethora of policy wonks wag their fingers and say, “No way! They did it to themselves.”

 

It’s typical “blame the victim” pathology to say that some kids get all the love, time and resources they need while others can do without — they just need more “grit” and a “growth mindset.”

 

Life’s tough. Get over it.

 

That’s easy for YOU to say! Because it’s the have’s who make the rules, it’s the people at the top who are telling the people at the bottom they’re to blame for their own suffering.

 

So you forget all the ways society has helped you and yours. YOU deserve all the credit for your successes.

 

But for those people over there, let’s forget all the ways society has refused to help and instead blame THEM for not overcoming the obstacles (we put) in their path.

 

Don’t get me wrong. I’m not saying effort counts for nothing. But it’s part of a complicated matrix of nature and nurture.

 

Our environments shape us, but we have some control over what we do with what we’re given.

 

Yet as a society, we can’t simply ignore our responsibilities toward others and throw it all on the individual.

 

Good teachers know how to get the best out of their students. We know that most kids – if given a safe, encouraging environment – can succeed.

 

The key often is to scaffold that success. Give them something to do that they can actually master. Then give them something slightly more challenging.

 

You teach them that they have the ability to succeed and success becomes a self-fulfilling prophecy – and not the opposite.

 

However, the teacher – and even the school, itself – can only do so much.

 

As a society, we need to change the environment in which these kids grow up.

 

We need to fully fund our public schools to meet the needs of all students. That means more funding, services and opportunities for the underserved than for those who already have the best of everything and don’t need to rely as heavily on the school system for support.

 

We need wraparound services, counseling, tutoring, after school programs, community schools, jobs programs, continuing education for adults and other services to help heal the trauma of growing up poor in America.

 

But leaving it all to this magical thing called “grit” is just ignoring our responsibilities to our fellow human beings.

 

When you see someone suffering, you need to help them – not comfort yourself with excuses for ignoring them.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The Best Way to Prepare for School Shootings is to Reduce the Chances They’ll Happen at All

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I participated in yet another active shooter drill at my school this week.

 

“Death to the infidels!” shouted Mr. O’Grady, one of my fellow teachers, as he stormed the classroom with a Nerf blaster rifle.

 

I had stuffed myself under a table in another teacher’s reading nook.

 

But it did no good.

 

One of the soft yellow balls came sproinging out of the gun and bounced off the carpet into my groin.

 

Then someone blew a whistle and the scenario was over.

 

The classroom full of teachers collected ourselves from behind overturned tables and under desks before uncertainly getting to our feet.

 

“Who got hit?” asked the principal as he poked his head into the room.

 

A flurry of hands went up including mine.

 

The students had been dismissed about an hour earlier. The body count was made up entirely of faculty and staff – teachers, administrators, security guards, substitutes, lunch ladies, etc.

 

The lesson we were supposed to take away from the activity was that hiding was a losing strategy.

 

“Do something,” one of the police officers conducting the drill said.

 

They wanted us to swarm the shooter, throw things at him (Nerf balls in our scenario) or make a run for it. Anything but simply staying put and being sitting ducks.

 

It made me wonder why our lawmakers don’t heed the same advice.

 

Do something?

 

Yeah. Why doesn’t Harrisburg do something? Why doesn’t Washington?

 

That’s where you can make a real difference to keep our schools safe.

 

Instead of making the world safer for our kids, we’re trying to lock them up in a castle and keep the violence out.

 

But it’s impossible. You can’t keep out human nature.

 

The same things that cause shooters to enter the school and go on a killing spree are already in our classrooms.

 

O’Grady may have imagined he was a member of Al-Qaeda as he pretended to blow his co-workers away, but if a shooter ever enters our building, he’s more likely to be a co-worker, parent or student.

 

We don’t need more ways to keep them out. We CAN’T keep them out and still do our jobs!

 

All we can do is try to alleviate the pressure, to counsel mental distress, heal physical trauma, guard against societal hurts.

 

And if that doesn’t work, we can lower the stakes and limit the amount of damage done.

 

Turning the school into a prison will not help. Turning teachers into guards (armed or otherwise) will not solve anything.

 

Back in 1999 in the wake of the Columbine school shooting, the Secret Service and U.S. Department of Education warned against all the things we’re doing now – police officers in the schools, metal detectors, cameras, etc.

 

Instead, they advised us as follows:

 

“Specifically, Initiative findings suggest that [school] officials may wish to consider focusing their efforts to formulate strategies for preventing these attacks in two principal areas:

 

  • developing the capacity to pick up on and evaluate available or knowable information that might indicate that there is a risk of a targeted school attack; and,

 

  • employing the results of these risk evaluations or “threat assessments” in developing strategies to prevent potential school attacks from occurring.”

 

 

That means prevention over disaster prepping. Homeland Security and education officials wanted us to pay close attention to our students, their needs and their struggles.

 

We keep our schools safe by looking to the humans in them and not new ways to barricade the building or watch the whole disaster unfold on closed circuit TV.

 

The fact is that our schools are actually much safer than the communities that support them. Numerous studies have concluded that students are more secure in school than on the streets or even in their own homes.

 

If we want to make the schools safer, we need to make the communities safer.

 

And, no, I’m not just talking about high poverty neighborhoods populated mostly by people of color. I mean everywhere – in our society, itself.

 

There are too many guns out there. We have more firearms than people!

 

According to the Graduate Institute of International and Development Studies in Geneva, Americans now own 40 per cent of all guns in the world – more than the next 25 countries combined. And with every mass shooting and the hysteria trumped up by gun manufacturers with each surge in profits, that number continues to climb.

 

You can do whatever you want to the schools, but you’ll never increase safety until you deal with THAT problem.

 

The fact is countries with more guns have more gun deaths. States and Countries with more rigorous gun control have fewer gun deaths.

 

(If you doubt it, see Florida’s “The Geography of Gun Deaths,” and a 2016 review of 130 studies in 10 countries, published in Epidemiologic Reviews.)

 

We need sane, sensible gun regulations. We need government buyback programs. And we need to smash the NRA’s stranglehold on our political process.

 

These ridiculous safety drills are simply whistling in the dark.

 

They’re not harmless. They’re HARMFUL.

 

They actually make our schools less safe.

 

Metal detectors, surveillance cameras, and resource officers do not create safer schools. According to a study released by the National Association of School Psychologists :

 

“There is no clear research evidence that the use of metal detectors, security cameras, or guards in schools is effective in preventing school violence (Addington, 2009; Borum, Cornell, Modzeleski, & Jimerson, 2010; Casella, 2006; Garcia, 2003). In fact, research has shown that their presence negatively impacts students’ perceptions of safety and even increases fear among some students (Bachman, Randolph, & Brown, 2011; Schreck & Miller, 2003). In addition, studies suggest that restrictive school security measures have the potential to harm school learning environments (Beger, 2003; Phaneuf, 2009).”

 

At this week’s active shooter drill in my school, one of the student aides asked the principal when he thought the state would be arming teachers.

 

For him, it wasn’t a matter of if. It was a matter of when.

 

And if you listen to the cowardly garbage spewing out of our lawmakers mouths, you can certainly understand why he believes that.

 

However, arming teachers or even adding more armed police to the school will not make our classrooms more secure.

 

There is overwhelming evidence that it will do just the opposite.

 

As Melinda Wenner Moyer reports in Scientific American, “guns are associated with an increased risk for violence and homicide”—but not with greater safety.

 

Just look at the facts.

 

Security cameras were present at Sandy Hook and Virginia Tech. They didn’t stop anything from happening.

 

Armed resource officers were present at Columbine and Parkland. That didn’t stop anything from happening.

 

All these measures do is criminalize our students. It turns them from prospective learners into would-be prison inmates – and as we know, our prisons are not exactly the safest places to be.

 

“How’d I do?” asked Mr. O’Grady, my co-worker who had posed as the shooter during the last scenario.

 

“You shot me in the dick,” I said.

 

He laughed. And I laughed.

 

But it was the kind of laugh that dies in your throat and leaves a taste of ashes.

 

School safety is a joke in 2018. Not because of what teachers and districts are doing.

 

When society fails to meet its obligations – as it does time-and-again – it’s our schools that continually step up to take the slack.

 

The problem is that we can’t even pretend to do this one on our own.

 

We can’t keep the schools safe if you won’t do anything about the community – if you won’t reduce poverty, violence and trauma.

 

We can’t keep the schools safe, if you won’t do something about the river of guns that flow through our nation like a high caliber Mississippi.

 

Do something?

 

Take your own advice, America.


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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FBI Warns EdTech Puts Student Safety at Risk

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Pandora’s box may not be a heavy wooden chest.

 

It might just be a laptop or an iPad.

 

The Federal Bureau of Investigations (FBI) issued a warning late last week about the proliferation of educational technologies (EdTech) in schools and the dangers they pose to student safety and privacy.

 

The devices and applications singled out by US domestic intelligence services all involve software that asks for and saves student input.

 

This includes classroom management tools like Class Dojo and eBackpack as well as student testing and remediation applications like Classroom Diagnostic Tools and StudyIsland.

 

The alert cautions schools and parents that the widespread collection of student data involved in these applications could cause safety concerns if the information is compromised or exploited.

 

It’s just such technologies that have proliferated at a breakneck pace in districts throughout the country while legislation, cybersecurity and even awareness of the danger has lagged behind.

 

The Bureau is concerned about EdTech services because many are “adaptive, personalized learning experiences” or “administrative platforms for tracking academics, disciplinary issues, student information systems, and classroom management programs.”

 

The Bureau clarified that use of EdTech applications was not, in itself, the problem. They are a tool, and like any tool, they can be used for good or ill.

 

Advocates say when used correctly, these systems offer the potential for student collaboration, and for teachers to collect and compare information about students to help design better lessons. On the other hand, critics warn that the problems with most EdTech is essential to the way it operates and that it is designed more for the purposes of student data mining and profitization by corporations than with academic success for children in mind.

 

In either case, the dangers posed by such devices are indisputable.

 

The amount and kinds of data being collected about students has not been well publicized or understood. Many school boards, administrators, teachers, parents and students may be using EdTech without a full appreciation of how it often surreptitiously collects data on children.

 

Analysts listed several types of student particulars being stockpiled:

 

  • “personally identifiable information (PII);

 

  • biometric data;

 

  • academic progress;

 

  • behavioral, disciplinary, and medical information;

 

  • Web browsing history;

 

  • students’ geolocation;

 

  • IP addresses used by students; and

 

  • classroom activities.”

 

This is highly sensitive information that could be extremely harmful to students if it fell into the wrong hands.

 

Pedophiles could use this data to find and abduct children. Criminals could use it to blackmail them. It could even be sold to unscrupulous corporations or exploited by other children to bully and harass classmates.

 

These concerns are not merely academic. Data breaches have already occurred.

 

According to the FBI:

 

“…in late 2017, cyber actors exploited school information technology (IT) systems by hacking into multiple school district servers across the United States. They accessed student contact information, education plans, homework assignments, medical records, and counselor reports, and then used that information to contact, extort, and threaten students with physical violence and release of their personal information. The actors sent text messages to parents and local law enforcement, publicized students’ private information, posted student PII on social media, and stated how the release of such information could help child predators identify new targets.”

 

Though the Bureau did not mention them by name, it cited two specific cybersecurity failures in 2017 at two large EdTech companies where millions of student’s private information became publicly available.

 

The FBI seems to be referring to Edmodo and Schoolzilla. Hackers stole 77 million user accounts from Edmodo last year and sold that data to a “dark web” marketplace. Likewise, Schoolzilla stored student information on a publicly accessible server, according to a security researcher, thereby exposing the private information of approximately 1.3 million children.

 

It was these data breaches that prompted the Department of Education to issue a Cyber Advisory alert in October of 2017 warning that cyber criminals were targeting schools that had inadequate data security. Criminals were trying to gain access to this sensitive material about students to “shame, bully, and threaten children.”

 

In February, another cybercrime was reported by the Internal Revenue Service. The agency released an “urgent alert” about scammers targeting school districts with W-2 phishing schemes.

 

Of particular concern to the FBI are school devices connected directly to the Internet. They offer hackers an immediate link to private student information. This is true even if a school device is in the student’s home.

 

Tablets, laptops or monitoring devices such as cameras or microphones could be exploitable by tech savvy criminals – especially since many EdTech programs allow remote-access capabilities without the user even being aware of what is happening.

 

Indeed, some EdTech companies collect information on students’ feelings; become student data brokers and use voice-activated speakers in the classroom.

 

 

The FBI listed several recommendations for parents and families:

 

  • “Research existing student and child privacy protections of the Family Educational Rights and Privacy Act (FERPA), the Protection of Pupil Rights Amendment (PPRA), the Children’s Online Privacy Protection Act (COPPA), and state laws as they apply to EdTech services.

  • Discuss with their local districts about what and how EdTech technologies and programs are used in their schools.

 

  • Conduct research on parent coalition and information-sharing organizations which are available online for those looking for support and additional resources.

 

  • Research school-related cyber breaches which can further inform families of student data vulnerabilities.

 

  • Consider credit or identity theft monitoring to check for any fraudulent use of their children’s identity.

 

  • Conduct regular Internet searches of children’s information to help identify the exposure and spread of their information on the Internet.”

 

The warning concluded by asking those who have information about cybercrimes or who have been victimized by data breaches to file a complaint with the Internet Crime Complaint Center at www.ic3.gov.

 

For some, the FBI’s warning highlights the need for greater education funding for cybersecurity.

 

“While other industries are investing in greater IT security to protect against cyber threats, many schools are facing budget constraints that result in declining resources for IT security programs,” staff members from the Future of Privacy Forum wrote on their blog. “Schools across the country lack funding to provide and maintain adequate security,” they wrote.

 

Others see the problem as one of antiquated legislation not keeping up with changing technologies.

 

The FBI memo highlights a need for Congress to update federal student privacy laws, said Rachael Stickland, co-founder and co-chair of the Parent Coalition for Student Privacy.

 

At present, these issues are covered haphazardly from state to state, a situation Strickland finds intolerably inadequate.

 

The main federal law safeguarding student data privacy, The Family Educational Rights and Privacy Act, should be updated, she said. It must address exactly which ways districts should be allowed to share data with EdTech companies.

 

“What we need is a comprehensive approach at the federal level to address these outdated federal laws,” she said. “We really need these modernized to address not only the cybersecurity threats but also the potential misuse of this data.”

 

However, some critics are skeptical of the very use of EdTech in the classroom, at all.

 

They see the potential dangers being so massive and difficult to guard against that any remedies to fix the problem would be counterproductive.

 

Instead of spending millions or billions more on cybersecurity measures, we should use any additional funding for more essential budget items like teachers, tutors, nurses and counselors.

 

The goal is to provide a quality education – not to provide a quality education with increasingly complex technologies. If the former can be done with the latter, that’s fine. But if we have to choose between the two, we should go with proven methods instead of the latest fads.

 

EdTech corporations are making staggering profits off public schools while almost every other area goes lacking. In the nexus of business and industry, we may be losing sight of what’s best for students.

 

The question is have we already opened Pandora’s box, and if we haven’t, can we stop ourselves from doing so?

 


Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Wannabe Terrorist Attempts to Flood Our Schools & Public Spaces With 3D Printed Guns to Make Common Sense Restrictions Moot

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In the United States, we literally have more guns than people.

 

Yet we’re trying really hard to make even more available with the touch of a button.

 

It’s not enough that our right to kill is better protected than our right to live, we need to make it EASIER to commit murder. In the land of the drive-by shooting, slaughter needs to be as convenient as ordering a pizza.

 

Cody Wilson, a wannabe terrorist who apparently believes John Wayne westerns are documentaries, claims to have invented the first gun that can be made almost completely on a 3D printer. And he wants to post the plans on-line so anyone with access to the device can make one.

 

He was stopped by a U.S. District judge in Seattle who temporarily banned the plans from publication on the Internet this week following a last-minute lawsuit filed by seven state attorneys general.

 

They argued that 3D-printed firearms would be invisible to metal detectors and could bypass gun restrictions recently adopted after a string of school shootings in some states.

 

The issue will go back to court on August 10, when the sides will discuss whether a preliminary injunction is needed.

 

The whole matter was almost settled in 2013 when the Obama administration originally stopped Wilson from putting his plans online with a lawsuit. After years of back and forth, the federal case against the virtual arms merchant seemed like a slam dunk. Then Donald Trump came into office and not only stopped the suit but paid Wilson $40,000 in damages.

 

So the question remains – why would any sane human being want to post a do-it-yourself gun kit on the Internet where any criminal, psychotic or violent fanatic could easily access it?

 

Wilson says he’s not in it for financial gain. He wants to make a political point – to flood the world with so many cheap, untraceable guns that the idea of passing any kind of regulations on them would be impossible.

 

No, really.

 

As he told Wired:

 

“All this Parkland stuff, the students, all these dreams of ‘common sense gun reforms’? No. The Internet will serve guns, the gun is downloadable. No amount of petitions or die-ins or anything else can change that.”

 

Not only that, but the owner and founder of Defense Distributed, an Austin, Texas, based start up that pretends to be a nonprofit organization, says he is prepared to kill police and federal agents if the courts don’t continue seeing things his way.

 

In the same Wired interview, he says he wasn’t expecting support from the Trump administration. He expected Hillary Clinton would win the White House in 2016 and that she would continue to oppose his 3D printed firearms.

 

As Wired reported:

 

“If that happened, as Wilson tells it, he was ready to launch his [3D printed gun] repository, regardless of the outcome of his lawsuit, and then defend it in an armed standoff. “I’d call a militia out to defend the server, Bundy-style,” Wilson says calmly, in the first overt mention of planned armed violence I’ve ever heard him make. “Our only option was to build an infrastructure where we had one final suicidal mission, where we dumped everything into the Internet,” Wilson says.”

 

So let’s be clear about one thing – the guy pushing for 3D printed firearms is literally a terrorist imitator.

 

He is an American extremist. He is to us as Osama bin Laden is to mainstream Muslims.

 

Or at least he wants to be that.

 

While we’re rounding up brown people and separating them from their children without any workable plan to reunite them on this or that side of the border, we have a US citizen making terroristic threats with the means to carry them out and he’s walking around free.

 

Oh, but he’s a privileged white dude, so no harm no foul.

 

If Wilson’s little plastic death dealers do become widely available on-line, they won’t immediately make a huge difference.

 

It’s hard to make a 3D-printed gun. You need an expensive, top-of-the-line 3D printer and some knowledge of how to work it. And even then the result is a shoddy firearm at best. It may only fire a few bullets before falling apart.

 

A shooter would have to work extra hard to accomplish his goal with Wilson’s design. It would be much easier to use one of the billions of firearms already available – and much more deadly.

 

But it wouldn’t take much to make a 3D-printed gun more dangerous.

 

To comply with federal law, Wilson’s design requires a metal firing pin, which he claims would set off a metal detector. However, it may be relatively easy to bypass that metal part to make his design truly concealable from such devices.

 

Moreover, technology is always advancing – 3D printers will probably be able to create stronger and more deadly firearms in time. With these sorts of designs readily available, it is easy to imagine a school shooter accessing a device in a tech or computer lab and creating a weapon of mass destruction. He wouldn’t set off any alarms because he wouldn’t have the gun when he entered the building. He’d make it in school.

 

Some shrug at these dangers saying that they’re inevitable.

 

Even if we stop Wilson, these sorts of designs will eventually be available in some form on-line. That’s the double-edged sword of mass media – all information is available including easy ways to kill a large number of people.

 

However, I think this is a cop-out.

 

For instance, the Internet and computer technology make it fairly easy to mass produce currency as well as firearms. In fact, it’s theoretically much easier.

 

Yet we don’t see a major influx of counterfeit bills. The reason? Business and industry have collaborated with government to make sure this doesn’t happen.

 

Programs like Adobe Photoshop include software that restrict the printing of your own money. We could do the same with future 3D printers. We could recall those already in service and retrofit them with such code.

 

Oh, sure not everyone will comply. There will always be someone who breaks through the safety net. But if all we can do is greatly reduce the spread of 3D-printed firearms, that doesn’t make it futile.

 

There is a mountain of research proving that the more firearms you have in a country, the greater the number of firearm deaths.

 

We should be working to restrict guns to responsible people.

 

But the Wilson’s of the world don’t want to allow us that choice.

 

They want to force us all to live in a world where guns are even more pernicious than they are today.

 

Will we let them?

 

Human beings have such potential, but we seem determined to kill ourselves.

 

If intelligent aliens came to Earth today and landed in the USA, what would they think of us?

 

Would they see what we might become or would they only see a pitiful animal struggling to put itself out of its own misery?


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Five Things I Learned About Ed Tech While Playing ‘Zelda: Breath of the Wild’

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I don’t mean to brag, but I just beat “Zelda: Breath of the Wild.”

 

This summer I sat down with my 9-year-old daughter and together we played the most popular Nintendo Switch game for hours, days, weeks.

 

And at the end of all that time, I came away victorious – something I wasn’t sure I’d be able to do when I started.

 

There are so many buttons to learn, two joy sticks, various info screens and menus.

 

But when it was all over, I had cleared all four divine beasts. I got all 18 captured memories. I completed about 80 shrines. I mastered about 45 side quests. I shredded guardians, lynols and bokoblins. And, yes, I opened a major can of whoop ass on Calamity Gannon.

 

As the kids say, I’m jelly.

 

My video game skills are lit.

 

You can’t handle me, bro.

 

And so on.

 

 

But I’m not a kid. I’m a grown man.

 

Didn’t I have anything better to do?

 

Couldn’t I have found a more productive use for all that time?

 

Maybe. Maybe not. However, beyond the sheer fun, I did learn something from the whole experience.

 

As a public school teacher, I learned about my students by following in their footsteps.

 

That’s really why I started playing in the first place – my middle school kids this year loved that game.

 

I got more Zelda doodles, more Hyrule poetry, more Link fan fiction than you might at first believe.

 

The world of the game was really important to my children and having even a passing knowledge of that world helped me relate to them.

 

I even asked for a few tips after class.

 

One of my best students took her Switch out of her backpack and showed me a prime location to pick hot peppers so I could withstand the cold of Mount Hyrule (Don’t ask).

 

It was worth doing just for that – I showed my willingness to be the student and for them to be the teachers. I showed them we were all a community of learners.

 

At least, that’s my hope.

 

But now that the dog days of summer are here and my video game victory is complete, I keep thinking of the implications of my experience in Hyrule on the world of education.

 

Specifically, I’m thinking about education technology or Ed Tech.

 

I’m thinking about how we use various software packages to try to teach students and how they invariably fail at the task.

 

Well-meaning administrators hear about this program or that classroom management system or an assessment app and they spend beaucoup bucks on it.

 

We’re instructed to give up valuable instruction time so our kids can sit in front of a computer while a digital avatar attempts to do our job.

 

Kids listen to a cartoon person instruct them in the rudiments of grammar or literacy, play loose skills exercises and earn digital badges.

 

It may sound like fun to us, but they hate it.

 

The reason: nine times out of ten it’s little more than a standardized test given on a computer.

 

Sure, there are lots of bells and whistles, but the kids catch on mighty quickly. There is no student as bored as a student forced to play an educational video game.

 

I have real concerns with issues of student privacy and how the data being collected by these apps is used. I have real problems with how this technology facilitates dumbing down the curriculum – narrowing it to only that which can be measured on a multiple choice assessment. I take umbrage that these programs are used by some as “evidence” that human educators and brick and mortar schools are unnecessary. And I shed real tears at the massive amounts of funding being funneled to corporations that could be better spent in our own districts.

 

But playing this game has given me hope.

 

In seeing how “Zelda” succeeds with kids – because it succeeded with me – I think we can illuminate some ways ed tech goes awry.

 

I found five distinct lessons from the game, five areas where “Zelda” succeeds where ed tech fails.

 

Perhaps these could be used to improve the quality of ed tech devices to make them better at teaching students.

 

Or they could show why ed tech will never be as effective at teaching as flesh and blood instructors.

 

In any case, here is what I learned.

1) Focus on Fun

 

One of the biggest differences between ed tech and “Zelda” was the focus.

 

The games we make children play at school are designed to teach them something. That is their purpose. It is their raison d’être. The point behind the entire activity is to instruct, test and reward.

 

By contrast, the purpose of “Zelda” is fun.

 

Don’t get me wrong. “Zelda” can be very educational.

 

There are points where the game is actively trying to teach you how to do things usually associated with game play.

 

You have to learn how to make your character (Link) do what you want him to do. You have to learn how to manipulate him through the world. How to run, how to climb, how to heal, how to use weapons, how to cook and make elixirs, etc.

 

However, the point behind the entire game is not instructional. It’s fun – pure and simple.

 

If you have to learn something, it is all in service to that larger goal.

 

In the world of the game, learning is explicitly extrinsic. It helps you have more fun playing. Only the pursuit of winning is intrinsic or even conceptualized as being so.

 

In real life, this may not be the right approach to education, but it seems to be a rule of virtual experience. If it is superseded, the game becomes just another class assignment – lifeless, dead, boring.

 

If educational software is going to be effective in the classroom, it must find a way to bridge this divide. It must either put fun before pedagogy or trick the user into thinking it has done so.

 

I’m not sure this is possible or desirable. But there it is.

 

2) Logic and Problem Solving Work but not Curriculum

 

There are many aspects of “Zelda” one could consider educational.

 

However, when it comes to things that have importance outside of the game, the biggest would be problem solving and logic games.

 

A great deal of game play can be characterized under this umbrella.

 

The ostensible mission is to defeat the bad guy, Calamity Gannon. However, to do so you often have to solve various puzzles in order to have the strength and skills to take him down.

 

The most obvious of these puzzles are shrines. There are 120 special areas throughout Hyrule that Link needs to find and solve.

 

Each one involves a special skill and asks the gamer to decipher problems using that skill. For example, one asks you to manipulate fans so that the air flow makes windmills turn in a pattern. Another asks you to get a ball through an obstacle course.

 

In each case, the emphasis is on logic and critical thinking.

 

That has tremendous educational value. And it’s something I’ve seen done easily and well in many educational video games.

 

The problem is it doesn’t teach any particular curriculum. It doesn’t teach math, science, English or social studies – though it does help contribute to all of these pursuits.

 

 

Ed tech games are not nearly so coy. They often try to go right for the curriculum with disastrous results. Ed tech software, for instance, will have you find the grammatical error in a sentence or solve an equation in order to move on in the game.

 

That just doesn’t work. It feels false, extraneous and forced. It’s doesn’t seem like an organic part of the experience. It’s something contrived onto it from outside and reminds the gamer exactly why you’re playing – to learn.

 

3) Option to Seek Help

 

One of the most surprising things to me about playing “Zelda” on the Switch was how much of an on-line gaming community has formed around the whole experience.

 

If you get stuck in a particular area, you can find numerous sites on-line that will help you get passed it. You can even find gamer videos where YouTubers will show you exactly how they solved this or that problem. And they don’t all have the same solution. Some provide elegant, well-detailed advice, and others seem to stumble on it and offer you their videos as proof they could actually get the job done somehow.

 

It’s a lot different from when I was a kid playing video games. Back then (30 years ago) you had your friends but there were few other places to go for help. There were fan magazines and a few video game companies had tip hotlines. But other than that, you were on your own.

 

One of my favorite YouTubers this summer was Hyrule Dude. His videos were clear, informative and helpful. However, I didn’t always agree with his solutions. But they invariably helped me find things that would work for me.

 

It reminded me a bit of Khan Academy and other learning sites.

 

If kids really want to grasp something today, they have so many places they can go on-line. As educators, it’s hard to incorporate them into a classroom environment because there are certain things we want kids to find out for themselves.

 

For instance, as a language arts teacher, I want my students to do the assigned readings on their own. Yet I know some of them try to skip to the on-line summaries they can find and use that instead of reading the text. I have no problem if they access good summaries and analysis but I don’t want them to take the place of trying to comprehend the text on their own first.

 

I think there are ways to use this larger social media community to help support learning without spoiling the hard work kids need to put in on their own. But it’s something we need to think about more and find better ways to incorporate.

 

4) Open Ended

 

One of the most striking things about this new “Zelda” is how much choice the gamer has. In most games you have to complete the first board and then the second and so on until you win.

 

On the Switch, the world you’re thrust into is incredibly open ended. You can do pretty much what you want, when you want. Or at least you can try.

 

At first, your character is limited to one area of the world – a plateau. But once you complete a certain number of the challenges there, you get the paraglider which allows you to access most of the rest of the world.

 

It’s a huge area to explore – impossible to travel the entire length of it without spending hours of game play. And it’s entirely up to you where to go and what to do next.

 

The central mission of the game is to defeat Calamity Gannon in Hyrule Castle. However, that would be incredibly difficult early on. You’re advised to get the four Divine Beasts first. And you can do them in any order you want.

 

Moreover, I mentioned shrines earlier. When you complete four shrines, you can either increase your hearts (the amount you can be hurt without dying) or your stamina (how long your character can do something hard like climbing or swimming without having to rest). Technically, you don’t have to complete more than a few shrines, but doing so makes your character stronger and better able to get the Divine Beasts and defeat Gannon.

 

There are also side-quests (totally optional) that reward your character with money, items, etc.

 

I think this is the secret to the game’s success. It’s why game play is so immersive and addictive.

 

Ed tech software is exactly the opposite. You must do section A before section B before section C. It’s little more than a multiple choice test with only limited possible answers of which only one is correct.

 

In “Zelda” there are often multiple ways to achieve the same end. For instance, I would assume the programmers wanted me to fight my way through every room of Hyrule Castle to get to Calamity Gannon. However, I simply climbed over the walls and swan through the moats – a much quicker and efficient method.

 

If we could recreate this freedom of movement and multifarious solutions within educational software, we might really be onto something. But, frankly, it’s something that even traditional video games have difficulty being able to recreate.

 

5) Choice to Play or Not

 

And speaking of choice, there is the choice whether to play or not.

 

Video games are one of the things kids choose for leisure. When we force kids to play them in school, that choice is gone.

 

They become a task, a trial, an assignment.

 

Moreover, not every child enjoys video games.

 

We can’t mandate kids learn from games – even the best of ed tech games. At best, they should be an option. They could be one tool in the toolbox.

 

In summary, I think the goal of the ed tech industry is deeply flawed.

 

Ed tech will never adequately replace brick-and-mortar schools and flesh and blood teachers.

 

At best, it could provide a tool to help kids learn.

 

To do so, games would have to primarily be focused on fun – not learning. They would have to be organized around critical thinking and logic – not curriculum. They would need to utilize the on-line community for help but not cheating. They would need to be open ended worlds and not simply repackaged standardized testing. And finally, students would need the choice whether to play them or not.

 

Unfortunately, I am skeptical that the ed tech industry would even attempt to incorporate these ideas in its products.

 

They are market driven and not student driven. The corporate creatures behind these products don’t care how well they work. They only want to increase profitability and boost market share.

 

Cheaper commodities are better – especially when the consumer isn’t the student forced to play the game but the politician or administrator in charge of school policy.

 

Ed tech’s potential as a positive tool in a school’s toolbox has been smothered by the needs of business and industry. Until we recognize the harm corporations do in the school, we will be doomed to dehumanizing students, devaluing teachers and wasting our limited resources on already wealthy big business.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Antwon Rose’s Life Matters

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Antwon Rose could have been my student.

 

I teach 7th and 8th grade language arts in a district located minutes away from where the 17-year-old was shot and killed by police.

 

East Pittsburgh, the neighborhood where his car was stopped and where he ran from officers before being shot three times in the back, is minutes from my house.

 

He went to Woodland Hills School District, minutes from my house.

 

Michael Rosfeld, the officer who just started working at East Pittsburgh less than two hours before he shot and killed Antwon, had been fired with cause from his previous job as a security officer at the University of Pittsburgh, where I got both my graduate and undergraduate degrees and where my wife works.

 

The poem Antwon wrote about not wanting to become another statistic that was read aloud at a protest was the product of an assignment I give my own classes.

 

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So I say again – he could have been my student.

 

I have had many children like him.

 

Most of my kids are like him.

 

Promising, smart, burdened by fears no teenager should have to face.

 

When I look at the smiling picture of Antwon released to the media, he looks like so many others I have known and loved.

 

How many kids have passed before me worried that they’ll be the victims of police violence?

 

How many kids have sat in those seats trying to concentrate on my work while anxious about the reality of the streets they have to walk just to get home?

 

How many kids have been afraid that if the worst happens, the rest of us will forget their humanity?

 

I am a white teacher. I don’t know what it’s like to live as a black person in America except by extension of what my kids and others tell me.

 

When my daughter goes to school or plays in the yard, I don’t have to worry the police will consider her a threat simply because of the amount of melanin in her skin.

 

But I do see how white people like me blame a 17-year-old kid for his own death.

 

If he hadn’t been in that car, he’d still be alive. If he hadn’t run from police, they wouldn’t have shot.

 

Maybe. Maybe not.

 

But being in the wrong place at the wrong time shouldn’t bring with it a death sentence. Running away shouldn’t bring with it the finality of the grave.

 

Yesterday Allegheny County Medical Examiner’s Office ruled the death a homicide. That’s a good start.

 

But plenty of questions remain.

 

Rosfeld is still on unpaid leave. Why hasn’t he been arrested?

 

Civil rights writer Shaun King reports that when Rosfeld worked at the University of Pittsburgh, he had a history of harassing black students and was only let go after he harassed one of the chancellor’s own children. If true, was that reported to East Pittsburgh before they hired him?

 

Why is it police can apprehend white shooters with no violence, but when a suspect is black the rules of engagement start and end with bloodshed?

 

Protests have rocked this city for two days and will continue today.

 

And I’m glad.

 

We need answers to those and more questions. We need justice for Antwon.

 

But more than anything we need to recognize that he was a human being.

 

He was a little boy with his whole life ahead of him.

 

His life matters.

 

I don’t say “mattered” because even though he’s gone, his life still matters.

 

We can’t bring him back, but we can honor who he was.

 

We can recognize his common humanity is the same as anyone else’s.

 

We can give him and his family justice.

 

And we must – we MUST – make sure that things like this don’t happen again.

 

I’ve had far too many students die at the end of a gun.

 

At absolute minimum, the hand holding it shouldn’t belong to someone tasked with the job to serve and protect.

 


 

Like this post? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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