The Everyday Exhaustion of Teaching During a Global Pandemic

Teaching is one of the few things in life that is not concerned with now.

It is essentially about the future.

We put all this time and energy into helping kids learn. Why?

Not so that they’ll be able to do anything today. But so that they’ll be able to do things tomorrow.

Sure they may be able to read better or solve math problems, but the reason we want them to know that isn’t so much about what they’ll do with it as adolescents. It’s how those skills will shape the people they grow up to be.

It’s an investment in their future and ours.

We take a bit of today and invest it in tomorrow.


And during a global pandemic that can be especially hard.

The west is on fire. Storms are threatening our southern coasts. Police brutality is out of control and bands of neofascist thugs are given free rein to beat and murder protesters. We’ve separated immigrant families and put their kids in cages. The President has lied to us, disparaged our troops, bragged about breaking countless laws and the government is powerless to stop him. Our political system and social fabric is coming apart at the seams. And everyone from the average Joe to the lawmakers who represent him can’t get up the gumption to take precautions against the killer virus that has already put more Americans in their graves than every war since WWII.

You look at the raging dumpster fire around you and wonder – how do we invest in the future when we aren’t sure there will be one?

I’ve had students in my on-line class for only two days so far.

And it’s been great.

They show up in record numbers smiling and ready to learn.

We talk, they tell me about their summers, and I remember how much I love teaching.

But I had to fight almost every day from June through August just so the school building wouldn’t become an incubation center for COVID-19 and classes could be conducted through the Internet.

I’m not saying it was all me that did it, but I fought and worried and cajoled and wrote and begged and did everything I could think to do. And it very nearly didn’t happen.

Summer is supposed to be a break after the stresses of a long school year. And 2019-20 was perhaps the most difficult year I’ve ever had teaching.

But 2020-21 has already promised to be much more challenging.

After all, when you have to fight just for the safety of your children and yourself as a prerequisite to everything that happens in your class, how much strength is there left for actual teaching?

My district has committed to being on-line only through September, so the fight continues month-by-month.

Where are the local newspapers that would have reported on each school district as people test positive for the virus and others are contact traced? We closed most of them and downsized the newsrooms of others to make up lost advertising revenue.

If you’re not a supersized district serving millions, they only report on bed bugs, poorly trained security guards or whatever public relations statement the superintendent released today.

So we trudge on in silence just hoping to get through the day.

And what days they are!

Teaching on-line is a heck of a lot more work.

You’ve got to plan for just about everything. You put the assignments on Google Classroom and set up the Zoom meetings and make your handouts into PDFs and try to digitize your books and figure out how classroom policies designed around a physical space can be revised for cyber space. You answer countless questions and concerns, videotaping your lessons for those who can’t be there in person. You try to make things interesting with new apps, new software, new grading systems, new approaches to the same material you’ve been teaching for over a decade.

And it never ends.

By the time the day is supposed to be over, the emails are still rolling in, the assignments are still being submitted, administrators are making pronouncements, and you haven’t even finished all the things you have to do to get ready for tomorrow yet.

When is there time for my family? When do I have time to make dinner or check on my own child’s progress in her own online experience?

What’s worse is that when things go wrong, I’m afraid to bring them up for fear that some decision maker long removed from the classroom will simply shoot from the hip and end on-line instruction.

We had all summer to plan how to do this better, but we spent all that time diddling about WHETHER we should teach on-line or not. We should have just bit the bullet and worked on improving the quality of instruction instead of putting all our chips on the gambit that it wouldn’t be necessary.

Now – as usual – it’s all in the hands of everyday classroom teachers. We’re left to just figure it out.

And we do!

Part of me really enjoys it!

I love finding new ways of doing things and seeing if they’ll work out better. I’m excited about seeing how my students will react to a Bitmoji classroom or a new Kahoot or this video or not being hassled if they keep their cameras off in Zoom.

I know on-line teaching can never really hold a candle to in-person instruction. But that’s not an option right now. And pretending like reality is something different than it is will do no one any good.

But just saying something positive about cyber schooling gets the technophobes coming down on you.

They’re so scared that online teaching will replace real, live educators that they can’t admit of any positive qualities to the new normal.

Don’t get me wrong. My heart is with them. I fear that, too. But it’s a war we have to wage later. Just like the election.

Biden is not great on education. Trump is worse. So we have to support Biden while we prepare to fight him in January. And that’s IF we can both defeat Trump at the polls and somehow avoid a constitutional crisis if he refuses to leave the Oval Office willingly.

Everything is one fight after another. We have to win this battle before we can wage the next one.

No wonder we’re so exhausted.

Everyone is worn out, but no one more so than classroom teachers.

We’re caught at the crossroads of nearly every conflagration in America.

I sit here on a Sunday afternoon and my bones feel like boulders under my skin.

I sleep like a beaten boxer – all bruises under the sheets.

But I’ll wake up on Monday, make myself a cup of tea and trudge back to my computer screen ready to begin again.

Because despite it all, there is a core part of me that still believes.

I still believe in the future.

I still believe in teaching.

I still believe my students are worth it.

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I’ve also 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!

Parental Choice Won’t Save Us From Unsafe School Reopening Plans

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I am the parent of a public school student.

 

And I have a choice.

 

I get to decide whether my daughter will go back to school in-person or online.

 

That’s the only thing that should matter to me.

 

At least, that’s what the superintendent of my home district told me when I went before school directors last week asking them to reconsider administration’s unsafe reopening plan.

 

At McKeesport Area School District (MASD), Dr. Mark Holtzman and administration propose unlocking the doors for half day in-person classes Mondays through Fridays.

 

Kids would be split into two groups – one attending in the mornings, the other in the afternoons. That way, with buildings at half capacity, there would be enough physical space for social distancing. The remainder of the time, kids would be learning online.

 

However, if you don’t approve, you can opt out.

 

Any parent who is uncomfortable with this plan could keep his or her children home and have them participate in the district’s existent cyber program.

 

The board hasn’t voted on the proposal yet. It won’t do so until Wednesday.

 

But as I stood up there at the podium last week outlining all the ways this scheme was unsafe and asking my duly-elected representatives to instead consider distance learning for all children, Holtzman told me to be happy I could choose whatever I wanted for my own child and sit back down.

 

Which brings up the question – is parental choice enough?

 

Is the fact that I can choose for my daughter the only concern I should have?

 

Thankfully, no one is forcing me to subject my child to in-person classes. If I don’t think they’re safe, I can keep her away and still have access to an education for her through the Internet.

 

What else do I want?

 

Plenty.

 

First of all, the quality of education offered by the district cyber program is not the same as the district could provide if all students were enrolled in virtual classes.

 

Dr. Holtzman has outlined what that would look like if school buildings were shut down by the governor or the district were overcome with sick students, teachers and/or family.

 

Teachers would provide synchronous classes online through video platforms like Zoom. Students would get to interact virtually with each other and their teachers.

 

By contrast, the existent cyber program is asychronous. Students watch videos and do assignments at their own pace, but human contact and social interaction – even via the Internet – is much harder to come by.

 

Let’s be honest – both options pale in comparison to face-to-face instruction. But the kind of instruction students will receive in-person during this global pandemic will not be face-to-face. Students will interact behind masks and plexiglass barriers under an ever present shadow of fear and menace. Under the proposed MASD plan, teachers would have a mere 20 minutes a period to try to get something done other than just taking role, attempting to get students to comply with safety precautions and calming their fears.

 

Both cyber options are preferable because they avoid these problems. But one of them – the synchronous option with a dedicated class and a teacher behind the curriculum – is superior to the one being offered.

 

Is it selfish to want the better plan for my daughter?

 

Should I just be glad I have a choice at all? Should I put the individual good of my child aside for the good of others?

 

No. Because administration’s plan is not in the best interests of other children, either.

 

If we reopen schools to in-person classes, chances are good that kids will get sick.

 

A new report from the American Academy of Pediatrics found more than 97,000 children tested positive for Covid-19 just in the last two weeks of July.

 

To put that in context, out of more than 5 million people diagnosed with the virus in the US, approximately 338,00 are children.

 

And nearly a third of those cases have come as we’ve reopened schools and summer camps, as we’ve increasingly exposed kids to the virus.

 

Children typically had low infection rates because schools were closed in March and kids were quarantined before the virus had spread through most of the country.

 

Since June, there have been numerous outbreaks at summer schools in Massachusetts, Arkansas, Arizona, Connecticut, New York, Wisconsin, Missouri, Michigan, and Hawaii, among others. And with some schools now starting their academic year, outbreaks have been even more numerous.

 
I live in Allegheny County – the western Pennsylvania region around Pittsburgh – where Covid cases have spiked.

 

Many local school districts like East Allegheny, Woodland Hills and Wilkinsburg have passed plans to start the year with classes being conducted 100% online. South Allegheny and Duquesne City Schools just passed such plans in the last few days. And the biggest district in this part of the state – Pittsburgh Public Schools – has done the same.

 

If the virus is present in the community – as county health department data shows – opening the schools to students also opens them to Coronavirus.

 

But with the schools open, the virus will no longer be confined to just a few homes. It will come with kids to class and spread among students and staff before it’s brought to their homes as well.

 

That’s how epidemics work. Opening the schools will spread the virus throughout the entire community.

 

And that will affect me, too, regardless of whether I choose a cyber option for my daughter or not.

 

When I go to the local grocery store, gas up my car, even go for a walk – I will be more likely to come into contact with someone infected with the virus and get sick.

 

I can make the safe decision for my family but still suffer the consequences of the irresponsible decisions of others – especially school directors.
In fact, it doesn’t even have to be my own local school board. The decisions of school directors in neighboring districts affects me, too.

 

After all, in my part of the state, school districts are pretty small geographically – not nearly as large as most counties. There are 42 public districts in Allegheny County, alone. So it should be no surprise that I routinely travel through several different districts just running day-to-day errands.

 

MASD school directors can decide to keep buildings closed (and I hope they will) but if a district just one township or borough over decides differently, we will suffer the consequences in McKeesport, too.

 

This is why issues of public safety are usually decided at the county, state or federal level. These decisions affect all of us, but these days no one wants to take the responsibility.

 

It doesn’t even make sense democratically.

 

Since I don’t live in more than one district, I don’t get a say in what school directors at neighboring districts decide. I just have a say in what happens in my tiny portion of the world. But the consequences are not nearly as respectful of our man-made borders.

 

For instance, I work as a teacher at a neighboring district. But since I do not live there, I am barred from speaking at the board meetings unless I am invited to speak as an employee of the district.

 

I can give a report as part of the safety commission if invited by administrators, but I can’t otherwise sign up to speak as an employee concerned about how district policies affects me, my students or their families.

 

I’m a believer in local control, but sometimes control can be too localized.

 

This is why you haven’t heard much from many educators. If they’re allowed to speak, they’re often afraid of how doing so will make them a target for reprisals. If they can get their union to back them, they can speak collectively that way, but otherwise, they have no pathway to being heard at all.

 

As a parent, I get a choice for my child in my district.

 

But what choice do teachers have – especially if they don’t live where they teach?

 

If school directors decide to reopen to in-person classes, they’re forcing educators to decide between their employment and their own families. If teachers return to the classroom with their students in a physical setting, they risk not only their own lives but that of their friends and families.

 

That concerns me even with my choices as a parent.

 

I’ve had some outstanding teachers. My daughter loves her teachers. Is it okay if I don’t want to see them get sick and their lives cut short? If I worry about my own chances of surviving the pandemic and the demands of my employer?

 

Finally, what about people of color? The Centers for Disease Control (CDC) says African Americans and other minorities are hospitalized from the virus four to five times more often than white people.

 

I think their lives matter. But as minorities and people subjected to systemic inequalities, they get less of a say in policy. Should decisions that disproportionately impact their health really be up to a committee? Doesn’t their right to life surpass the decisions making abilities of a handful of elected officials or even middle and upper class parents?

 

Don’t get me wrong. I’m thankful I have choices as a parent for how my daughter is educated.

 

But that doesn’t overcome my concerns about a bad school reopening strategy.

 

School directors need to make reopening decisions that are in the best interests of everyone because we’re all in this together.

 

That’s what so many folks seem to be forgetting.

 

Yes, even from a completely selfish point of view, unsafe school reopening will affect each of us.

 

But epidemics spread through communities. Only communities can effectively combat them.

 

Dividing ourselves into smaller and smaller fiefdoms only empowers the virus. If we all try to fight Covid-19 individually, we will lose.

 

We have to understand that what’s good for our friends and neighbors is in our individual interest, too.

 

We have to care about our fellow human beings.

 

That’s why I will continue to fight these unsafe plans and ask school directors to reopen schools virtually.

 

That’s the path I’ve chosen.


 

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I’ve also 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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Gov. Wolf, You Can’t Shirk Your Duty to Close PA Schools During the Pandemic

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“The Buck Stops Here!”

 

President Harry S. Truman famously displayed a sign on his desk saying exactly that.

 

It indicated that he didn’t pass the buck but accepted responsibility for the way the country was run.

 

What does it say on your desk, Gov. Tom Wolf?

 

Your latest Tweets don’t fill Pennsylvania residents with confidence:

 

“There are widespread rumors that I will soon be announcing a statewide school building closure or cancelling classes this fall. I want to be clear: I am not closing school buildings or cancelling classes.”

 

“School governing boards and administrators will determine if school buildings reopen and if classes resume in person, remotely, or a combination of the two. The best way to find out about these local decisions is to contact your school’s governing board or administration.”

 

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Well, that’s two things you now have in common with President Donald Trump.

 

First, you’re making policy by Tweet.

 

Second, you are side stepping your obligations.

 

“I don’t take responsibility at all,” Trump said when asked about his administration’s inability to test Americans for the Coronavirus during the outbreak.

 

That’s what you sound like today.

 

COVID-19 cases have been spiking throughout the Commonwealth since early June – especially in Allegheny, Philadelphia, Delaware and Montgomery counties.

 

Today in Allegheny County, where I live, the Health Department reported the second highest increase in new cases – 244.

 
That is the most new cases in the state. Philadelphia comes next with 130 new cases. Together, these two counties make up more than 38% of the state’s new COVID-19 cases.

 

And yet we have school directors looking at this same data and making different decisions.

 

In the Pittsburgh region, school boards at East Allegheny, Woodland Hills and Wilkinsburg districts have all decided to reopen schools with classes completely on-line – at least to start. Meanwhile, in neighboring districts like McKeesport Area School District and Steel Valley School District, they are moving forward with hybrid plans that incorporate on-line and in-person classes in the physical school buildings.

 

And those are the outliers.

 

The majority haven’t made decisions yet complaining of a lack of safety guidelines from the county and a lack of direction from you, the governor.

 

You don’t get to decide what schools teach or how local communities make educational decisions.

 

But whether school buildings physically reopen or not during a pandemic is not an educational decision. It is a public safety decision.

 
Back in March when the virus started spreading throughout the state, you choose to close down businesses and schools.

 

As chief executive of the state, you had an obligation to do that.

 

It’s a crying shame that many in government have politicized every aspect of this disaster and the response to it.

 

I know you have taken a lot of criticism from Republicans trying to score points off your quick and sound judgement in this matter. They call you a tyrant because you did what every previous governor has done during a statewide disaster – you made decisions to safeguard lives.

 

Nothing has changed. If anything, there are significantly more cases reported every day now than in March.

 

If schools needed to be closed to in-person classes and education needed to be conducted on-line back then, that is still true today.

 

Perhaps this doesn’t have to be statewide. Perhaps it can be decided county-by-county. But you need to work collaboratively with county officials and school boards to coordinate the response to the virus.

 

Otherwise, there inevitably will be outbreaks at schools that reopen to in-person schooling. And since most districts are not separated by wide open spaces and residents frequently travel between them to buy groceries or other necessities, those outbreaks will spread.

 

A district that wisely decides to keep children 100% online will be susceptible to infections from residents in neighboring districts and bring those infections home.

 

This is not the responsibility of local school directors. It requires an authority that goes beyond the neighborhood and provincial decision making.

 

This is YOUR responsibility.

 

Frankly, the federal government, too, should be playing a larger role to help coordinate state responses. After all, the virus is not limited by state lines either.

 

But just because this President has neglected his duties, that does not give you the right to do the same.

 

If you refuse to make this decision, many more people will get sick from COVID-19 than would otherwise. Many more people will eventually die.

 

These are teachers, mothers, fathers, grandparents, and – yes – even children.

 

You can do something about that.

 

You have a responsibility to do something about it.

 

Do your duty.


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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I’ve also 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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Waiting For a Teaching Assignment This Year is Like Anticipating a Death Sentence

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Going to the mailbox each time, my heart flutters.

 

I open the lid and see a stack of letters. My heart sinks.

 

Is today the day?

 

Has my teaching assignment finally arrived?

 

It’s not that I’m so anxious to find out what grade I’ll be teaching this year or whether I have lunch duty or have to monitor in-school suspension.

 

It’s whether I get to live or die.

 

And that’s no hyperbole.

 

As the summer whittles down, my district has yet to release its reopening plan. Meanwhile, no communication from administrators or school directors, no public meetings, nothing.

 

Meanwhile surrounding districts release plans that go against Center for Disease Control (CDC) guidelines in the name of expediency, politicians use the issue to demonize teachers and rally their base, and our unions pretend the only problem is a lack of funding.

 

The Sword of Damocles dangles over my head and the rope that keeps it in place looks more frayed with every pendulum swing.

 

For a person like me with at least two pre-existing conditions, an assignment in the school building during a global pandemic could be a death sentence.

 

Teaching has taken a huge toll on my body. I have heart disease and Crohn’s Disease. Not to mention that I’m certainly not getting any younger.

 

That’s at least twice the average risk of getting COVID-19 if my employer decides to assign me back in the building.

 

And it’s something my doctors made a point of mentioning.

 

From the middle of June to the middle of August, teachers like me try to take care of all our personal needs before the hectic classroom schedule begins.

 

That means renewing clearances, financial planning, medical visits, etc.

 

So when I went to a routine cardiologist appointment, I was somewhat taken aback as the doctor told me, “Remember, you can’t get sick.”

 

“I’m sorry? What?” I said.

 

He had just given me a clean bill of health.

 

“Remember, you can’t get sick. You simply cannot afford it,” he said.

 

Then he went on to complain about living in a country that put economics before science.

 

I heard much the same from my gastroenterologist.

 

They were both furious at how the pandemic is being handled but had no more advice on how I could protect myself.

 

“If they want you to go back to work, what else can you do?” one asked me.

 

Refuse?” I said.

 

I still don’t have a better answer.

 

It’s incredibly unfair that decision makers may force me to choose between my job and my life.

 

I love my job.

 

Teaching has been one of the most meaningful experiences I’ve ever had. Every day I get to help kids become the people they want to be. I get to introduce them to a world of reading where voices long past get to speak to each of them individually. I get to show them how to participate in a conversation that’s been raging for millennia.

 

It’s challenging and exhausting and difficult, but I know I’m making a difference.

 

I love every minute of it.

 

But I love breathing more.

 

I don’t want to be buried under a respirator as my lungs slowly fill with fluid.

 

I don’t want to die gasping for breath.

 

Not if I don’t have to.

 

“You might want to update your will,” a friend told me with a grin when I mentioned this to him.

 

But there’s really nothing to smile about here.

 

I feel like I’m about to be thrown to the wolves.

 

After 17 years in the classroom, years of helping kids learn how to read and write, years of listening to their needs and worries, years of helping them overcome their anxieties and fears, years of advice, counsel and friendship – is this all I’m worth to the community?

 

I chaperoned field trips with school directors and their children, I’ve taught board members kids and sat across from the adults at parent-teacher meetings regaling them with tales of mischief and academic triumphs. Will they now callously decide that I need to put my life at risk or else step down?

 

How many times did I joke and laugh with administrators, how many times did I try my best to do what they asked, how many times did I go above and beyond – and now have they no qualms about making my wife a widow and forcing my daughter to navigate the rest of her childhood without her daddy?

 

It doesn’t have to be this way.

 

A sane society wouldn’t reopen school buildings when Coronavirus cases are spiking. A rational country wouldn’t politicize safety precautions, undermine scientists and disparage facts. It would pay people to stay home, suspend rent payments, provide everyone with personal protective equipment (PPE) and universal healthcare.

 

And it’s not too late.

 

By the end of August, we can continue the distance learning initiatives we began in the spring.

 

To be honest, there were a truckload of problems in April and May. But at least we know what they are and can do better a second time around.

We can make sure all students have access to computers, devices and the Internet. We can make expectations clear and achievable and increase project based assignments. We can habituate participation, increase interactivity and offer multiple chances to do the work.

 

I’m not saying it would be perfect. On-line learning will never be as effective as in-person learning.

 

But any education attempted under the shadow of a pandemic will be less productive than under normal circumstances.

 

Even if we dispense with masks and social distancing in the classroom – which would be incredibly risky for all involved – children would be on edge, traumatized and frightened.

 

Distance learning is the safest way to go. Any academic shortfalls could be made up in subsequent years. But you have to survive first.

 

My life would certainly be at risk in the physical classroom. But so would every other staff member, children’s families and even the students, themselves.

 

The same people advocating for a full reopen of schools like to cite studies showing young people are immune or mostly asymptomatic. But kids were the first group to be quarantined.

 

As we have opened summer camps and daycare centers, an increasing number of children – especially those 10-19 – have gotten sick. And even the younger ones have been known to bring the virus home to their parents.

 

If my life has no value to you, what about your own? What about your child’s life?

 

Being a teacher kind of commits you to a sort of optimism.

 

To dedicate your life to young people, you have to believe the future can be better than the present and the past.

 

I let out a deep breath and went through the letters in my mailbox.

 

My assignment wasn’t there.

 

It may arrive tomorrow or the day after.

 

The uncertainty is hard, but it’s better than some certainties. I still have every hope that my community will not sacrifice my life.

 

But if it does, I will not go quietly.

 

I can’t be here for your kids, if I’m not here.


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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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Mask-to-Mask Instruction May Be More Problematic Than Distance Learning

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People talk about the upcoming school year as if we have a choice between in-person classes or distance learning.

 

We don’t.

 

The fact is there will be NO face-to-face learning this year.

 

Neither in our school buildings or on-line.

 

No matter which path we choose, we will be teaching behind a mask or behind a computer screen.

 

There is no middle ground here – nor should there be.

 

Even if schools try to execute some hybrid model where kids only attend classes in-person two or three days a week and go on-line for the remainder of the time, when they are in the school building everyone will be wearing masks.

 

And that’s as it should be.

 

When in a public place during a global pandemic like that of COVID-19, we need to wear face masks to reduce the spread of the disease.

 

But let’s not pretend this has no side effects.

 

Social distancing, limited mobility, plexiglass barriers, cleanliness protocols – all will have an impact on academics.

 

So if we reopen physical school buildings, we will not be returning to the kind of face-to-face instruction students enjoyed as recently as January and February.

 

It will be a completely new dynamic that may present as many difficulties – if not maybe more – than learning on-line.

 

That’s something people would do well to understand before deciding which course is best.

 

Mask-to-mask learning will not be face-to-face learning.

 

Social distancing may rob the physical classroom of almost all of its benefits over distance learning.

 

Again, I’m not suggesting we do without PPE or safety measures. But let’s be honest about how these measures will alter academics.

 
First, let’s look at masks.

 

Admit it. It is hard to be heard in a mask.

 

Imagine trying to get a message across to a classroom of middle school children with a piece of fabric hiding half of your face, obscuring your expressions and garbling your words.

 

I’m not saying it’s insurmountable, but it’s not indistinguishable from classroom teaching at the beginning of last school year, either.

 

It generates distance, just as it’s supposed to do. But teaching requires connection, understanding and relationship building.

 

Many of my students come into my class with trust issues. They’ve been let down by adults and authority figures. They aren’t about to put in their best work for just anyone. They have to know the teacher can be trusted and cares about them as individual people.

 

How are you supposed to generate trust when students can only see your eyes?

 

Moreover, masks are a permanent symbol of the danger we’re all in just being together. Every time we look at each other we’ll be reminded of risk, threat and our own vulnerability.

 

These do not make for good teaching. On Abraham Maslow’s Hierarchy of 
Needs, only physiological necessities like food and water take precedence. Without a sense of safety, it is difficult to impossible for students to achieve their full potentials.

 

Unfortunately, facial coverings aren’t the only problem. Consider physical proximity.

 

As a teacher, I rarely sit when students are in the room.

 

During a 40 minute class, I probably lap the space as many times going from desk to desk observing students progress, answering questions, reading work, making suggestions, etc. This will be much more difficult with the threat of Coronavirus in the room.

 

How can I closely observe my students from a minimum of 6 feet away?

 

I would suspect this will be even more profound with kids with special needs. Just because they’re in the classroom with the teacher does not mean the teacher will be able to serve them as well as under normal circumstances. This is bound to lead to increased frustration and acting out.

 

The most common diagnosis my middle school students have is ADHD. The most common adaptation I’m told to make to help them overcome this is to repeatedly prompt them back on task. And you don’t want to do this in a way that will draw attention to the issue. I often walk up to students and ask questions privately, or point to something on their papers.

 

This will not be easy when trying to avoid their physical space. Any verbal queues would be loud enough to be heard by the rest of the class.

 
Nor does this allow for students to work together on group projects. They can’t push their desks together and work on assignments cooperatively in the physical classroom. In fact, in the time of COVID, these kinds of projects may actually be better served on-line.

 

Finally, imagine the difficulty of getting children to comply with social distancing mandates.

 

If we can’t get adults to wear masks, how can we expect to get their kids to do it?

 

Moreover, children are mischievous. Some may try to purposefully cough on their classmates just to get a reaction. Others could intentionally take off their masks to annoy classmates. As every teacher knows, some kids will do anything for attention. Even negative attention.

 

In-person teaching could easily degenerate into a game of trying to get kids to obey the rules with little to no actual instruction going on.

 

Are administrators and school boards really prepared to suspend students for endangering their classmates? Are parents willing to accept such punishments?

 

And let’s not forget the elephant in the room.

 

What do we do when safety measures fail?

 

When a student gets sick, do we quarantine for two weeks all the other students who came into contact with him? When a teacher gets sick, who teaches her classes while she is in isolation? And do we keep her students home, too?

 

Before we can reopen schools to in-person instruction, there are a host of problems we have to solve.

 

We have to figure out how to get kids to and from school without crowding them together on buses. We have to arrange classes and move students safely from point A to point B within the building. We have to figure out how to safely feed them – since no one can wear a mask while they eat. We have to figure out how to adequately ventilate buildings that were in need of repair for decades prior to the crisis.

 

One has to wonder – is it worth it?

 

With so many challenges involved with reopening school buildings, might it not be better to just continue distance learning initiatives?

 

As we’ve seen, the push for in-person schooling isn’t justified by academic concerns.

 

Though under normal circumstances face-to-face learning is worlds better than on-line learning, that is not what we’ll be doing if we reopen schools this year.

 

In truth, the pressure to reopen schools during this crisis comes more from political and economic considerations than pedagogical ones.

 

Lawmakers and policymakers don’t want to put forward the funding necessary to reduce the risks. Teachers fear they’ll be laid off if they speak out against unsafe working conditions. Parents fear they won’t be able to return to their own jobs if they have to stay home to take care of their children.

 

These issues can all be solved by good government. Our lawmakers need to follow the lead of nearly every other country that has lowered infection rates. We need federal relief checks so people can pay their bills without having to risk their lives working through a pandemic. We need personal protective equipment (PPE), protection from evictions, and universal healthcare so that we can weather the storm.

 

It is not the job of schools and teachers to fix these problems. We can’t. We can only further enable bad leadership.

 

But putting aside political and economic issues, there is an obvious best course of action.

 

Under these circumstances, continuing distance learning is the best choice from the standpoint of both safety AND academics.

 

In any other year, having a teacher physically present in the classroom with a cohort of students is worlds better than Brady Bunch style ZOOM meetings or assignments posted on-line.

 

But this isn’t any other year. It’s 2020 and Coronavirus cases have topped 3 million in the United States. There were nearly 60,000 new cases just yesterday.

 

You don’t close schools when there are only thousands of cases and then reopen them when there are millions.

 

One thing to recommend on-line learning at the present time is that we know it can be done. We already tried it last school year. There were certainly major problems but we have a good idea what they are and can make changes to at least attempt to solve them.

 

We can do a better job ensuring all students have access to computers, devices and the Internet. We can make expectations clear and achievable and increase project based assignments. We can habituate participation, increase interactivity and offer multiple chances to do the work.

 

Don’t get me wrong. Distance learning will never be as effective as face-to-face instruction.

 

But we will not have face-to-face instruction this year. It will be mask-to-mask or screen-to-screen.

 

That cannot be emphasized enough.

 

None of the possible solutions does a perfect job overcoming the problems.

 

There are not enough adequate virus screenings to tell who has the disease. Nor can we screen those who have it and keep them quarantined from the rest. Nor do we have adequate PPE to reduce infection. Nor does any vaccine appear to be forthcoming.

 

With the exception of the last point, many other developed countries have done much better with these things and so are in a better position to reopen schools.

 

But we have to face facts. The United States is not in the same position. In fact, we’ve made wearing a mask a political statement instead of what it is – a public health concern.

 

Until we solve these issues, there will be no perfect solution for schools. We just have to choose the best of several imperfect options.

 

In my opinion, the only way forward is distance learning.

 

To do otherwise is like trying to figure out how to live in a burning building instead of putting out the fire.

 

The only sane option is to get to a relatively safe place first.

 

I hope we can do that for our children, families and communities.

 

I hope that the death cult of capitalism doesn’t require teachers to jump on the pyre of economic growth.

 

We all deserve better.


 

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Do NOT Play Russian Roulette with Our Lives – No In-Person Schooling During a Pandemic

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Are you responsible for gambling with another person’s life?

 

The Pennsylvania Supreme Court says “yes.”

 

Back in 1947, James Malone, 17, and William Long, 13, played a version of Russian Roulette during a sleepover.

 

Malone stole a revolver from his uncle and Long sneaked into his father’s room and got a bullet.

 

They put the cartridge in a chamber, spun the cylinder and then took turns pointing the gun at each other and pulling the trigger. On the third try, Malone put the gun to Long’s head, pulled the trigger and the gun fired, killing Long.

 

Malone was convicted of second degree murder even though he said he hadn’t intended to kill his friend.

 

The case, Commonwealth v. Malone, eventually went to the state Supreme Court where justices upheld the conviction.

 

They ruled:

 

“When an individual commits an act of gross recklessness without regard to the probability that death to another is likely to result, that individual exhibits the state of mind required to uphold a conviction of manslaughter even if the individual did not intend for death to ensue.”

Lawmakers and school administrators better pay heed to this and similar nationwide decisions.

 

Reopening schools to in-person classes during the COVID-19 pandemic is tantamount to Russian Roulette with the lives of students, teachers and families.

 

Every day with this virus in the physical classroom is like spinning the cylinder and pulling the trigger.

 

You might survive, but every time you enter the building your chances of getting sick increase until the law of averages will come for someone… perhaps many someones.

 

The safest course is to continue with distance learning in the fall despite the numerous academic problems with that method of instruction.

 

With Coronavirus cases rising by about 50,000 a day in the United States, there is simply too much virus out there to ensure anyone’s safety in the physical classroom.

 

Students inevitably will get sick and spread the disease to adults – teachers and their own families.

 

We can’t take such chances with people’s lives.

 

But don’t just take my word for it.

 

Decisions makers are taking the possibility seriously enough to try to change the laws to reduce their liability.

 

They want to ensure they won’t end up in court if they reopen schools and people get sick.

 
In May,Senate Majority Leader Mitch McConnell called for schools to be legally protected from lawsuits that could arise due to resuming classes.

 

Along with fellow Republican Senator John Cornyn, McConnell proposed new liability laws protecting schools and businesses from Coronavirus-related lawsuits.

 

McConnell told reporters:

 

“Can you image the nightmare that could unfold this fall when K-12 kids are still at home, when colleges and universities are still not open? That is a scenario that would only be further aggravated in the absence of some kind of liability protection that reassures school administrators that they can actually open up again… Without it, frankly that’s just not going to happen as soon as it should have.”

 

The Kentucky Senator went on Fox News in late April saying that such legal protections would be necessary for Republicans to even consider any new Coronavirus relief bills.

 

And it’s not just lawmakers. In May, 14 college presidents from around the country teleconferenced with Vice President Mike Pence and U.S. Education Secretary Betsy DeVos asking for the same thing.

 

According to those who were either on the call or were knowledgeable about the conversation, the college presidents said they needed to know their institutions would not get sued if people got sick – which they thought was almost a certainty.

 

One way the federal government can help “is to have some kind of liability protection,” said University of Texas at El Paso president Heather Wilson, who was on the call. Wilson is a former Republican congresswoman from New Mexico.

 

Big business is also calling for liability protection. Groups like the U.S. Chamber of Commerce have been asking to be freed during the pandemic from being held liable if workers, customers or others get sick on their property. Notably, a lawyer for Texas Christian University told senators such a situation is “foreseeable, perhaps inevitable.”

 

All of which begs the question of what we mean by safety.

 

Is it our responsibility to make sure customers, workers, students and teachers are safe from the virus? Or is it our responsibility to make sure businesses and schools aren’t sued for taking chances with our lives?

 

There are things we can do to increase safety.

 

We should not reopen schools until the county where it is located reports zero new Coronavirus cases for two weeks. That would be taking safety seriously.

 

And it shouldn’t be too much to ask because other countries have been able to do such things.

 

Other nations have been able to test for the virus and identify those who have the disease. They have been able to trace these people’s contacts and isolate them from the rest of the population.

 

But that requires a vast expansion of our testing ability through coordinated federal action.

 

The problem is our lawmakers don’t care enough to do this.

 

Nor are they willing to provide us with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare so that were can weather the storm.

 

It’s much easier to protect business from consumers and protect schools from the kids, teachers and families who make up the community.

 

Some will say the danger is overblown.

 

Children, in particular, are less susceptible to COVID-19 than older people.

 

And while it’s true that young people have shown fewer symptoms and include the lowest numbers of deaths, this virus has been around barely more than a year. We simply don’t know much about it and its long term effects.

 
A recent study from the journal the Lancet found that teenagers are just as susceptible to the disease as older people.

 

 

Researchers found few children 5-9 (the youngest included in the study) who had contracted the disease but those ages 10-19 were as likely to contract it as people ages 20-49 – and more likely than adults older than that.

 
So even if young people remain mostly asymptomatic, it is entirely possible they can spread the disease to older people who have a more difficult time fighting it off.

 
The only consensus about children and COVID-19 is that we don’t know enough about how it affects young people.

 

 

We certainly don’t want to end up like countries that have opened schools too quickly with too high infection rates.

 
In May, two weeks after Israel fully reopened schools, there was a COVID-19 outbreak. There were at least 130 cases at a single school. Students and staff were infected at dozens of schools causing a rash of renewed closings.

 
We should not be taking chances with schools.

 
Any action comes with some level of risk, but we should err on the side of caution.

 

 


Our government needs to serve us.

 
Representatives who do not serve our interests need to be sent packing.

 

And anyone who gambles with our lives needs to be held liable.

 

Anyone who demands we place our heads against the barrel of a loaded gun as a prerequisite to jump start the economy, needs to be held responsible for that decision.

 

The chances of dying during the first round of a game of Russian Roulette using a standard six-shot revolver is 1/6. With each pull, the chances increase – 1/5, 1/4, etc.
The average number of consecutive pulls before the gun fires is 3.5.

 

We know more about that than the Coronavirus.

 

In effect, we don’t know how many chambers are loaded, but we know there are bullets in the gun.

 

There are too many hidden factors to be able to say for sure what our chances are exactly. And in the presence of such ignorance, we should assume the worst.

 

That’s exactly what decision makers are doing by trying to protect themselves from responsibility.

 

We should take that as seriously as a loaded gun put to our temples.


 

 

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Trapped On a Runaway Train to a Public School Disaster

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Congratulations, America.

 

We did it.

 

We screwed up the response to COVID-19 so badly that things can only get worse in the fall.

 

I’m a public school teacher and the father of a public school student.

 

I spent the last 9 weeks of class trying to create a new on-line curriculum for my 7th and 8th grade students out of thin air. Meanwhile, I had to assure my 11-year-old daughter that everything was okay during a global pandemic that robbed her of friends and teachers – all while trying to help her with her own school work.

 

And now at the end of June during Summer break I look at the upward curve of Coronavirus infections in the United States, and I want to cry.

 

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We had this thing on a downward trajectory in May. It continued until about the middle of June and then took off like a rocket to the moon – straight up.

 

 

More than 126,000 deaths, and 2.5 million cases – with 40,000 new cases for each of the last four days, according to the Center for Disease Control (CDC).

 

To put that in context, the CDC also says our testing is so inadequate, there are likely 10 times more actual cases than that!

 
The coronavirus is spreading too quickly and too widely for us to bring it under control, said Dr. Anne Schuchat, principal CDC deputy director.

 

“We’re not in the situation of New Zealand or Singapore or Korea where a new case is rapidly identified and all the contacts are traced and people are isolated who are sick and people who are exposed are quarantined and they can keep things under control,” she said. “We have way too much virus across the country for that right now, so it’s very discouraging.”

 

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Source: European CDC

 
Nearly every other comparable country kept that downward trend. But not us.

 

The United Kingdom, France, Italy, Germany, Canada…

 

But the United States!?

 

Ha!

 

You think we can wear masks in public to guard against the spread of infection? No way! Our President politicized them.

 

Stay indoors to keep away from infected people? It’s summer and the beaches are open.

 

And – heck! – we’ve got to make sure restaurants and bars and other businesses are open, too, or else the economy will suffer – and we can’t figure out how to run the country without a never-ending game of Monopoly going.

 

Gotta find out who owns Boardwalk and Park Place. (Surprise! It’s the same 1% who always have and now they’ve got enough to buy a few more hotels!)

 

A sane country would come together and provide people with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare. But we don’t live in that country.

 

Instead we’re all just going to have to suffer.

 

Not only you and me, but our kids, too.

 

Because they will have to somehow try to continue their educations through all this madness – again. And this time it won’t merely be for the last quarter of the year. It will be at the start of a new grade when everything is new and fresh and the groundwork is being laid for the entire academic year.

 

I don’t even know what to hope for anymore.

 

Would it be better to try to do a whole year of distance learning?

 

I speak from experience here – April and May were a cluster.

 

Kids didn’t have the necessary technology, infrastructure or understanding of how to navigate it. And there was no way to give it to them when those were the prerequisites to instruction.

 

Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)

 

Let’s talk motivation. Kids can be hard to motivate under the best of circumstances, but try doing it through a screen! Try building a trusting instructional relationship with a child when you’re just a noisy bunch of pixels. Try meeting individual special needs.

 

A lot of things inevitably end up falling through the cracks and it’s up to parents to pick up the pieces. But how can they do that when they’re trying to work from home or working outside of the home or paralyzed with anxiety and fear?

 

And this is probably the BEST option, because what else do we have?

 

Are we really going to open the school buildings and teach in-person? While that would be much better from an academic standpoint, there’s still the problem of a global pandemic.

 

Kids will get sick. As time goes on we see increasingly younger people getting infected with worsening symptoms. We really don’t know what the long term effects of this disease will be.

 

And even if young people are mostly asymptomatic, chances are good they’ll spread this thing to the rest of us.

 

They’ll bring it home to their families. They’ll give it to their teachers.

 

Even if we only have half the kids one day and the other half on another day, that won’t help much. We’re still being exposed to at least a hundred kids every week. (Not to mention the question of how to effectively teach some kids in-person while the rest are on-line!)

 
Even with masks on – and can you imagine teaching in a mask!? Can you imagine kids wearing masks all day!? – those respiratory droplets will spread through our buildings like mad!

 

Many of us are in the most susceptible groups because of age or health.

 
Don’t get me wrong – I want to get back to my classroom and teach my students in-person more than almost anything – except dying.

 

I’d rather live a little bit longer, thank you.

 

And even if you could guarantee I’d eventually pull through,I really don’t want a ventilator shoved down my throat in order to breathe.

 

It’s better than not breathing at all, but I’m not taking unnecessary risks, thank you.

 

So even with all its dysfunctions and discontents, I guess I’d rather teach on-line.

 

On the plus side, the state where I live, Pennsylvania, has done better with infections than many others.

 

Cases are generally down though we had more than 600 new ones a few days ago.

 

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Pennsylvania Cases – Source: PA Dept. of Health

 

But the Commonwealth is not a closed system. It just takes one fool to travel across state lines from a closed arena of thousands where he heard an insecure public figure spout racist diatribes. One fool like that can spread his infection to thousands more.

 

And he can spread Coronavirus, too!

 

So we seem to be facing a no win situation here.

 

We seem to be hurtling forward in time from July to August while a hard reality is waiting to smack us in the face like a brick wall.

 

We’ll have to make a final decision about what to do with schools soon.

 

And as much as I hate the idea, there seems only one sensible solution.

 

We can’t reopen the classroom until it is safe to do so.

 

It is not yet safe. It does not appear that it will be in August.

 

COVID-19 cases are not trending downward. We do not have adequate testing to ensure that it is doing so. And we have no vaccine.

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

We will pay for it, but that’s the best we can hope for – that we’ll all survive long enough to make it right somewhere down the line.


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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I’ve also 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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Defund the Police to Fund Public Schools

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Back in the pre-Coronavirus days when we still had in-person classes I used to come to school in a suit.

 

Every day, suit and tie.

 

I didn’t have to – the dress code allowed me to wear pretty much whatever I wanted and most teachers dressed much more casually.

 

Now let me be clear – I’m not saying my way was the only way. Each teacher has his or her own way of doing things that work in their particular cases. But as for me, I’ve always agreed with the old adage that you should come dressed for the job you want, not necessarily the job you have.

 

I think educators are professionals. They should be respected and taken seriously.

 

And on the first day of school that’s what I want to tell my students without even opening my mouth: Hey! We’re doing important work here today.

 

However, as time goes on I often wear whimsical ties. A saxophone, multicolored fish, Space Invaders on test days.

 

In fact, this year some of the kids nicknamed me “tie man” and even if they didn’t have me as their teacher they’d pop their heads into the room to see what was hanging from my neck that day.

 

So when I see police officers lined up at George Floyd rallies, I’m aware of what they’re saying without saying a word.

 
Wearing riot gear, armed with billy clubs and shields. Tear gas canisters and rubber bullets at the ready. Backed by military style tanks and helicopters flying overhead.

 

That all sends a message: We’re not here to protect and serve. We’re here to pacify and put down.

 

And like my choice of school attire, this message isn’t just for the observer. It’s for the wearer, too.

 

There’s no mistaking what you’re there to do with a sport jacket across your shoulders and a piece of fabric knotted around your neck. Just as I’m sure there’s no mistaking your intent when you survey the public behind a plexiglass helmet with a heavy wooden club in your gloved fist.

 

You’re a soldier and the protesters are your enemy.

 

Any individual police officer can act differently, but if they do, they’re going against the tide.

 

That’s why many people are saying “Defund the Police.”

 

To some that may sound kind of scary.

 

Defund the police? If we do that, who will protect us from violent criminals?

 

But hear me out.

 

Defunding the police doesn’t have to mean abolishing the police (though some would go that far).

 

For me, it means a radical reinvention of what it means to be a police officer and their role in our society.

 

Let’s not forget that policing began in this country not so much as law enforcement but as a way to catch runaway slaves and put down labor unions.

 

It’s not enough to suggest our law enforcers not dress like stormtroopers.

 

It’s not enough that we ask often progressive mayors not to use their police as thugs and bullies.

 

It’s not enough that we demand racists be screened out of the hiring process and for more rigorous training before officers become a permanent part of the force.

 

We should do all of that, but let’s not be blind to what we’ve seen the last week.

 

A 75-year-old man shoved to the ground and left to bleed in Buffalo, NY. A police SUV driving through a crowd of protestors in Brooklyn knocking several to the ground. A group of police in Philadelphia using a baton to hit a man on the head before pinning him to the ground. In Minneapolis police shouting “Light ‘em up” before firing paint canisters at a woman standing on her own front porch. And in many cities police using teargas, flash-bangs and rubber bullets on a peaceful protesters.

 

The fact that there was so much police brutality at nationwide anti-police brutality protests proves the need to radically rethink what it means to be law enforcement. And that starts with the money we put aside for this purpose.

 

If the police are not an occupying army, we shouldn’t fund them or outfit them like the military.

 

According to a recent analysis of U.S. Census Bureau data conducted by the Urban Institute, the cost of policing has tripled in the last four decades to $115 billion while violent crime has declined.

 

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In most cities, the police budget is orders of magnitude greater than many other departments. For example, Los Angeles spends $1.8 billion annually on law enforcement – nearly 18% of the city’s entire budget.

 

From 2014-19, New York City spent $41.1 billion on police and corrections while spending $9.9 billion on homeless services and $6.8 billion on housing preservation and development. If you combined the city’s spending on homelessness and housing and quadrupled it, that would still be less than what the city spent on policing and corrections.

 

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Even before the Coronavirus pandemic ravaged the economy, legislators made deep cuts to other services like education, parks, libraries, housing, public transportation, youth programs, arts and culture, and many more. But police budgets have only gotten bigger or remained largely untouched.

 

As Joe Biden said while Vice President, “Don’t tell me what you value, show me your budget, and I’ll tell you what you value.”

 

If we don’t want the police to be militarized thugs that keep people in line by force, we shouldn’t give them the tools to do so. 
Officer Friendly doesn’t patrol in a tank and Barney Fife never fired a rubber bullet or tear gas canister at anyone in Mayberry.

 

Likewise, if we value things like social services and public schools, we should give a lot of the savings to them. A culture of life invests in future generations. The land of the brave and home of the free does not value obedience over free thought and the learning necessary to become an educated participant in our democracy.

 

I live in Pennsylvania.

 

No other state in the country has a bigger gap between what it spends on rich vs. poor students, according to the U.S. Department of Education.

 

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The state legislature has been paying less and less of public schools’ budgets over the last four decades. The Commonwealth used to contribute 54% of all public school costs in the early 1970s. Today it pays only 35% of the costs, leaving local taxpayers to take up the slack. Since districts are not equally wealthy, that increases the disparity of resources between rich and poor districts.

 

The difference is significant. Rich districts spend $10,000 to $20,000 on each student, while poorer districts barely pull together $5,000-$6,000.

 

In addition, impoverished students have greater needs than rich ones. They often don’t have books in the home or access to Pre-kindergarten. Poor students often suffer from food insecurity, malnutrition, a lack of neonatal care, worse attendance, are less well rested and have greater special needs and suffer greater traumas than wealthier students. Moreover, it is no accident that the group privileged with an abundance of funding is made up mostly of white students and those being underprivileged are mostly students of color.

 
What better way to show that black lives really do matter than to invest in black minds?

 

The situation isn’t limited to Pennsylvania.

 

Education still hasn’t recovered from the Great Recession. You see today’s public schools employ 250,000 fewer people than they did before the recession of 2008–09. Meanwhile enrollment has increased by 800,000 students.

 

So if we wanted today’s children to have the same quality of service kids received in this country only a decade ago, we’d need to hire almost 400,000 more teachers!

 

Instead, our children are packed into classes of 25, 30 even 40 students!

 
And it’s about to get worse!

 

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

 

If police are there to protect people, what are they protecting us from?

 

The system is set up to criminalize citizens and keep them in line with brutality.

 

We’ve criminalized homelessness, drug addiction, even poverty, itself. And lacking a quality education increases a student’s chances of becoming part of the criminal justice system – the school-to-prison pipeline.

 

We need a new system that works for us.

 

We need a system where murdering black people – even if you’re wearing a uniform – sends you to jail, and not only after global protests.

 

We need a system where people feel safe, where no one has to worry about being targeted because of skin color, nationality, religion, immigration status, sexuality, gender or creed.

 

We need a system where mass gatherings don’t trigger a police response but a political one to redress our grievances.

 

And to get there we need to defund the police.


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

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I’ve also 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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America Has Failed in Every Way But One

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This year has been a disaster.

 

We are living through a global pandemic yet have inadequate health screenings, medical equipment or a viable vaccine.

 

We are witness to public lynchings of black people at the hands of law enforcement yet our legal system continues to be slow to act if at all.

 

Our schools and hospitals are starved for resources yet police have riot gear, tear gas and army surplus tanks to patrol the streets.

 

Climate change causes unprecedented storms, droughts, wildfires, hurricanes and other extreme weather yet our policymakers refuse to take any action to change it or even acknowledge it’s happening.

 

We’re experiencing record unemployment and a stalled economy yet the super rich loot and pillage recovery efforts to record profits.

 

White supremacists are terrorizing our communities yet we ignore it until someone is killed and refuse to see any pattern, just a series of loners unrelated and unstoppable.

 

Refugees with nowhere else to go seek shelter at our door and yet we respond by rounding them up like criminals, separating them from their children and caging them like animals…

 

Guns are unregulated. Truth is uncelebrated. Fascism rebranded.

 

All while America burns and the President hides in his bunker.

 

But he is not the only one.

 

Nearly every leader in America has failed to meet these challenges.

 

So maybe the problem isn’t just our leadership but where these people come from in the first place.

 

Our politics is so beholden to monetary interests it cannot function for anyone else.

 

We are left out of the system and told that the only solution is participation in it.

 

We go door-to-door, organize and hold rallies for our chosen candidates. We navigate political labyrinths of red tape in an edifice labeled “Democracy” but at every turn stifled of collective voice. And sometimes we even win and see our preferred public servants inaugurated.

 

But every year nothing much changes.

 

Things get progressively worse no matter who is in office.

 

And we’re told to clutch at changes that are not nearly adequate or which are cosmetic at best.

 

It’s no wonder, then, that so many folks have taken to the streets to express their outrage and demand justice.

 

No one really wants a revolution we’re told, until the streets are on fire and the riot shields and rubber bullets come out.

 

In frustration we burn the place down begging to be noticed, to be heard, for anything to finally happen.

 

And the only response is echoes of the past: “When the looting starts, the shooting starts.”

 

America is a failed state.

 

We are a failure.

 

But there is at least one thing that gives me hope, and it is this.

 

There is one major way that our country and our people have not failed.

 

There is one way that we have surveyed the present scene and responded appropriately.

 

We have not lost our outrage.

 

When George Floyd, a black man, was murder in May by Minneapolis Police Officer Derek Chauvin who kept his knee on Floyd’s neck for more than 8 minutes, we did not look away.

 
Nor did we forget Breonna Taylor, a Black woman, who in March was killed in Kentucky by police serving a “no knock” warrant at her apartment for criminals they already had in custody.

 

Nor did we forget Ahmaud Arbery, a Black man jogging near his home in February who was followed and shot to death by two white men who claimed they suspected him of committing some sort of crime.

 

It would be easy to become complacent about such things.

 

They happen every year. Every month. Nearly every day.

 

But we have refused to accept them.

 

We refuse to shrug and let this just become normal.

 

America is angry. She is sick and tired of being unheard and unheeded.

 

She is fed up with unjust systems, gas lighting leaders and political thugs.

 

To quote James Baldwin, “Not everything that is faced can be changed, but nothing can be changed until it is faced.”

 

We are trying to face the truth.

 

Only time will tell whether it destroys us or we conquer it.


 

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Good News: Harrisburg is Not Cutting Education Funding! Bad News: Handouts for the Rich & Charter Schools

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If you live in Pennsylvania, you can breathe a sigh of relief now that the legislature has passed a stopgap budget that does not cut education funding.

 

But you can let out that breath in a cry of disgust when you see where much of that money is going and how many underprivileged kids will be left wanting.

 

GOOD NEWS

 

With the economy in tatters due to the Coronavirus pandemic, the state legislature never-the-less passed a budget this week providing flat funding for most state programs for five months.

 

The major exception is public schooling. That has been fully funded for the entire year.

 

So for 12 months, there will be no state cuts to basic and special education or block grant programs for K-12 schools. Nor will there be state cuts to pre-kindergarten programs or colleges and universities receiving state funding such as community colleges.

 

That’s really good news in such uncertain times.

 

School directors can get their own financial houses in order for 2020-2021 without wondering whether the state is going to pull the rug out from under them.

 

In any other year, flat funding would be a disappointment though.

 

Public schools have basically three revenue streams – the federal government, the state and local neighborhood taxpayers.

 

The federal government pays about 10% of the cost across the board. The problem in Pennsylvania is that the state isn’t meeting its obligations thereby forcing local neighborhoods to shoulder most of the costs.

 

Pennsylvania state government pays a ridiculously low percentage of the bill – 38%.  That’s the 46th lowest in the country. The national average is 51%.

 

In rich neighborhoods, the local tax base can pick up the slack. In middle class neighborhoods, they can try. But poor communities end up relying more on the state to help or else their kids (who already have greater needs growing up in poverty) have to do without.

 

Last year, Democratic Gov. Tom Wolf was able to increase funding for K-12 schools by $160 million, $50 million more for special education and $25 million for Pre-K programs.

 

Even this victory was a baby step to healing the billions of dollars looted from our schools during Republican Tom Corbett’s administration which has never been fully replaced or outpaced with increased inflationary costs.

 

Flat funding is great in a time of a global pandemic.

 

But in the broader view, it still shirks our duties to subsequent generations.

 

BAD NEWS

 

The 2020-21 state budget also includes $200 million in one-time funds to help districts pay for additional costs incurred during the Coronavirus crisis.

 

This includes the price of new technology to allow for distance learning, as well as deep cleanings in school buildings, new materials, remodeling, etc.

 

This money includes $150 million received from the federal government’s CARES Act and $50 million from state taxpayers.

 

That’s good news. Districts need extra money to help with unforeseen costs during this health crisis.

 

Unfortunately, this money is not being allocated by need.

 

Those with greater problems are not given more money to deal with them. Instead, the money is being divided nearly evenly.

 

If you think that’s fair, imagine dividing $10 so a rich person, a middle class person and a poor person could get lunch. They’d each get $3 and change. The poor person can eat off the dollar menu at a fast food restaurant. The middle class person can use it to pay for tip at a sit-down restaurant. And the rich person can light his cigar with it on the way to a fine dining establishment.

 

In the case of theCOVID-19 stimulus money, each school district will get a minimum of $120,000 while each intermediate unit, career and technical center, charter school, regional charter school and cyber charter school gets $90,000. If there is any money left over, those funds will be distributed to school districts based on 2018-19 average daily membership.

 

However, why should cyber charter schools receive this money at all? They don’t have any extra costs for transitioning to distance learning. That is their stock and trade already. Moreover, they don’t have buildings that need deep cleaning or remodeling. This money is a no strings gift to such enterprises while other educational institutions go wanting.

 

Moreover, brick and mortar charter schools almost always serve smaller student populations than authentic public schools. Why should they receive a flat $90,000? Wouldn’t it be better to given them a portion of this money based on the number of students they serve and the degree of poverty these kids live in?

 

In fact, wouldn’t it make more sense to do the same among authentic public school districts, too? Why should a rich district where almost everyone already has wi-fi and personal technology devices get the same as a poor one where these services are much less widespread? Why should the state give the wealthy as much help as those who can’t meet their basic obligations to children without it?

 

It’s not like the Commonwealth doesn’t already have a measure to allocate funding more fairly. The legislature passed a bipartisan Basic Education Funding formula that we could have used to ensured districts would have received funding proportionate to the needs of their students.

 

The fact that the legislature neglected to use it here shows too many in the Republican majority are not committed to equity. In fact, they revel in being able to bring unnecessary money to their wealthier districts.

THE COMING STORM

 
These measures from the state legislature are a start at addressing the financial impact of the 
Coronavirus crisis.

 

But the worst is yet to come.

 

Across the nation with the inevitable loss of taxes after shutting down the economy to save lives during the global Coronavirus outbreak, local districts are bracing for a 15-25% loss in revenues next fiscal year.

 

In Pennsylvania, districts anticipate $850 million to $1 billion in revenue shortfalls.

 

That could result in massive teacher layoffs and cuts to student services just as the cost to provide schooling increases with additional difficulties of life during a worldwide pandemic.

 

The state legislature can’t fix the problem alone.

 

The $13.5 billion in CARES Act stimulus provided to states is a fraction of the $79 billion that the federal government provided during the Great Recession. U.S. Congress needs to step up federal aide to protect our children and ensure their educations aren’t forfeit for economic woes they played no part in causing.

 

At the same time, Harrisburg can do more to stop giving handouts to educational entities that don’t need or deserve it thereby freeing up that money to patching holes in funding streams to local districts.

 

At the top of the list is charter school funding reforms already proposed by Gov. Wolf.

 

It is way passed time to end gross overpayments to cyber charter schools and eliminate all charter schools ability to profit off of students with disabilities. Gov. Wolf estimates this would save districts more than $200 million while stopping wasteful spending by charters on advertising and other things that should not be bankrolled by taxpayers.

 

Another way to generate extra money is to stop letting businesses and the wealthy cut their own taxes to support private and parochial schools.

 

The Educational Improvement Tax Credit (EITC) program allows people and businesses to donate their expected tax bill to the state for the purpose of helping parents pay off enrollment at a private or religious school for their children. Then these same people or businesses get between 75-90% of that donation back.

 

So if your tax bill is $100 and you donate $100, you can get back $90 – reducing your total tax bill to a mere 10 bucks.

Heck! Since this money is classified as a “donation” you can even claim it on your taxes and get an additional refund – even to the point where you end up making money on the deal! Pennsylvania even allows a “triple dip” – so you get the EITC tax credit, a reduction in your taxable income, and a reduction in your federal taxable income. We actually pay you to shortchange us on your taxes!

Now I’m oversimplifying a bit since you can only use the EITC for up to $750,000 a year, but it’s still a sweet deal for those who take advantage of it.

 

Meanwhile, this is less money for the rest of us to pay for much needed services. We lost $124 million in 2018-19, alone, to this program. Yet the legislature still voted to increase the program by $25 million last year.

 

We cannot afford to give away hundreds of millions of dollars annually to private and parochial schools while our authentic public schools which serve more than 90% of our children are underfunded.

 

And this doesn’t even address the blatant unconstitutionality of the program which, itself, is an obvious workaround to the separation of church and state!

 

It’s high time we closed this and many other loopholes that allow unscrupulous people and businesses to get away without paying their fair share.

 

Societies only work when everyone pulls their weight.

 

The commonwealth will only weather this storm if we stop the fiscal shenanigans and pull together for the benefit of all.

 

We are all being tested here.

 

Will Pennsylvania pass or fail?


 

Like this post?  You might want to consider becoming a Patreon subscriber. This helps me continue to keep the blog going and get on with this difficult and challenging work.

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

I’ve also 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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