You’re Going to Miss Us When We’re Gone – What School May Look Like Once All the Teachers Quit

The alarm buzzed at 4:30 am. Time to get up.

DeShaun and his little brother Marco got out of bed and threw on their clothes.

Mom was in the other room hastily getting her work bag together.

“Are you two ready yet? We’ve got to go in 20 minutes.”

Marco just yawned, but Deshaun dared to complain about the hour.

“We didn’t used to have to get up so early,” he said.

“That was when you still had school. Now I’ve got to get you all to the daycare by 5 or they’ll be full up.”

DeShaun frowned but got ready anyway. He didn’t want to have to sit outside all day again. There were older kids in the park who got kids like him to run drugs during the day. He could make some money that way, but the only kids he knew who did that got hooked on their own supply. That or arrested.

Heck! He’d been arrested for loitering twice this year already.

“Hurry! Let’s go!” Mom shouted as she handed each child a yogurt and a bag of chips.

The bus was full even at this hour.


DeShaun recognized a bunch of kids who usually went to the daycare.

His best friend, Paul, used to ride the bus, but then his mom got him into the private school in the city. She and his dad had to cash in his entire school voucher AND pay an additional $10,000 a year, but they said it was worth it. Still, DeShaun missed his friend.

Octavia was standing a bit further down the aisle though. She was usually good for a trade. He guessed she’d take his yogurt for some Hot Cheetos.

When they got to the right stop, Mom gave his shoulder a squeeze and told him to watch out for his brother. She’d see him at the end of the day.

He and Marco made it just in time.


He saw Octavia get turned away at the door.

“Dang!” He said. He really wanted those Hot Cheetos.

He and Marco took their seats in the back of the room and got out their iPads.

He wanted to play with the toys in the Reward Room, but no one got in there before lunch.

Marco was crying.

“What’s wrong?” He said.

“I can’t find my iPad.”

“Didn’t you pack it?”

“I think I left it on the charger.”

“You dummy!” DeShaun said and handed Marco his own iPad.

“Take this,” he said. “I can use my phone.”

It had a huge crack on the screen but he could probably read through the jagged edges if he tried hard enough. That probably meant no Reward Room though.

First, he clicked on Edu-Mental. It wanted him to read through some stuff about math and do some problems. He couldn’t really see them but he could hear about them through his earbuds.

Then he did Lang-izzy. There was a fun game where you had to shoot all the verbs in these sentences that scrolled across the screen faster and faster. But DeShaun’s timing was off and even though he knew the answers, he couldn’t get a high enough score to get a badge.

He skipped to Sky-ba-Bomb. It had a lot of videos but it was his least favorite. He couldn’t tell which ones were about history and which were advertisements. Plus he got so many pop ups after just a few minutes, he often had to disconnect from the wi-fi or restart his phone.

Oh, what now?

“Miss Lady,” Marco was saying.

The blonde haired new girl came over to him.

“What is it, Sweetie?”

“Can I go to the bathroom?”

She checked her iPad.

“Oh, I’m sorry, Honey. You’ve only been logged on for half an hour. Answer a few more questions and then you can go.”

DeShaun grabbed his shoulder and shook him.

“Why didn’t you go before we left home?”

“I didn’t have-ta go then. I have-ta go NOW!”

He could leave the daycare and go outside. There was even a filthy bathroom at the gas station a few blocks away. But if he left now someone outside was bound to take his spot. And Mom wouldn’t get a refund or nothing.

The blonde was about to walk away when DeShaun stopped her.

“He can take my pass. I’ve been on long enough.”

“That means you won’t get to go until after lunch,” she reminded him.

“I won’t drink anything,” he said.

She shrugged. That seemed to be her main way of communicating with people. She looked barely old enough to be out of daycare, herself.

DeShaun gave Marco his phone and sat there waiting for him to come back.

He remembered what it used to be like.

Back before the pandemic, they used to go to school.

Now that had been SOMETHING!

They had real teachers, not just minimum wage babysitters.

He remembered back in Mrs. Lemon’s class he could go to the bathroom anytime he wanted. In fact, he’d often wait until her period everyday to go to the bathroom. That way he’d have time to walk halfway around the building and look in all the open doorways and see what everyone was doing.

There were groups of kids huddled around desks working on projects together. Other times kids would be sitting in their rows of desks with their hands raised asking questions – and actually getting ANSWERS!


Teachers would stand at the front of the room and talk to them – actually talk and wait to hear their answers!

And if you finished your work, you could draw or read…. Reading…. Yeah they had real books made of paper and everything!

He remembered sitting in a circle in Mr. Sicely’s class and discussing the book they’d read. “The Diary of Anne Frank.” And people got really into it and excited.

We used to complain about the homework, he thought stifling a laugh. What he wouldn’t give for one more day of that homework!

He wondered why they no longer did stuff like that. Why DID the schools close after Covid?

He picked up his iPad that his brother had abandoned on the seat beside him and asked Siri.

He got a bunch of articles about teachers being asked to work in unsafe conditions, getting sick and some even died. He read about the CDC saying that schools could reopen “at any level of community transmission” and that vaccinating teachers wasn’t even necessary.

The government – under both Republicans and Democrats – wouldn’t pay people to stay home so they had to keep working even at nonessential jobs, and doing so just spread the disease. And instead of blaming lawmakers, lots of folks blamed teachers for refusing to risk their lives to teach kids in-person.

Wasn’t that like today, DeShaun thought. But, no, he answered himself. They still taught kids on-line back then. Now there are hardly ever any real people on-line. Kids like him just went from app to app earning various badges in different subjects until they had enough to take the test. Those horrible multiple choice standardized tests!

He could email a question to someone but rarely got an answer back.

When he first started going to daycare, he asked one of the workers a question. There used to be this nice lady, Miss Weathers. She would at least try to answer the kids questions but he thought she got in trouble for doing it and he hadn’t seen her here since.

Now there was rarely the same adult here for more than a week or two. And they kept getting younger. Maybe HE could get a job here if he was good.

Marco came back, snatched the iPad and said “Thanks.”

DeShaun just sat there looking at his cracked phone.

Was this really all he had to look forward to, he thought.

He missed school.

He missed teachers.

He missed everything that used to be.


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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!

What I Told My Students About Yesterday’s Attempted Trump Coup

The moment I had been dreading happened.

Student names started popping up on my screen waiting to be admitted into this morning’s first Zoom meeting.

What was I going to say to them?

Yesterday in Washington, DC, thousands of Trump supporters charged into the Capitol Building at his urging in an attempt to stop Congress from certifying his Presidential defeat.

What would I tell my middle schoolers?

What COULD I say?

We can’t offer you equitable resources. We can’t stop judging you with biased standardized tests. We can’t desegregate your schools. We can’t protect you from gun violence. We can’t even give you in-person classes because of a global pandemic the government has given up even trying to control!

And now I’m supposed to say that even the semblance of our democracy is up for grabs?

I started clicking on their names.

I only had a few moments before I had to speak.

I cleared my throat and began welcoming them, one-by-one as always.

And then it was time.

I stared at all these empty black boxes, and began.

“We’ve got to talk about yesterday,” I said.

“Not yesterday in class. That was fine. Everyone did an outstanding job on yesterday’s assignment.

“We have to talk about what happened yesterday in Washington, DC. Does anyone know what that was?”

And I waited.

Eventually I saw a few messages that individuals had their hands raised.

A few kids said that people had charged the Capitol. But that they didn’t know why.

So I explained it to them.

I told them how Trump was refusing to accept the results of the election. That he had lost, but continued to challenge it in the courts. Both Republican and Democratic judges had turned him down saying that he had no proof. So Trump spoke outside of the White House yesterday telling his followers to march on the Capitol, which they did.

At this point I noticed something strange on my screen.

The rows of empty boxes had turned into windows. No more memes or messages or generic names. Most of my kids had turned on their cameras and were meeting my eyes – in some cases – for the first time.

So that’s what Kelsey looks like, I thought. Wow! Marquis is really built. Is that little kid in the grey hoodie really Caulin?

I got flustered and stopped talking, but the students took up the narrative for me.

Some of them mentioned watching videos on-line of the riot. They saw a guy with horns in the President’s chair?

“No, I said. “That was the Vice-President’s chair in the Senate.”

“Wasn’t there someone at someone’s desk?”

“Yes, that was Nancy Pelosi’s desk,” I said. “A rioter broke into her office and put his feet up. She’s the Speaker of the House.”

And so it went on for a few minutes. They brought up things they had seen and I either clarified or supported them.

As a whole, they were wealthy in details but poor in meaning.

Most of the white kids seemed to be taking it ironically. The black and brown kids were more quiet and subdued.

A white boy wrote in the chat that it was “Civil War 2: electric bugaloo.”

I said, “Yes, you’ve hit on an important point. Some of these folks may have been trying to start a new Civil War.”

I tried to put the event in historical context.

I told them how nothing like this had ever happened in my lifetime. That the last time people broke into the Capitol Building like this was during the War of 1812 when the British tried to force the US to become a colony again. However, that was a foreign power invading our country. Wednesday was our own citizens seeking to overturn the results of an election, trying to overwrite the will of the people.

That’s when the first black student spoke up.

“Mr. Singer, why were they waving Confederate flags?”

“Yes! That’s true, Jamal. Many of them DID have Confederate flags and that’s really important.”

Before I could say more I got a series of rapid-fire questions from the same group who had been silent up to this point.

“Why didn’t the police stop them?”

“Why’d they steal stuff? I saw some guy walking away with a podium.”

“Why they so mad?”

I smiled and said that these were all excellent questions.


I asked if any of them knew who George Floyd was.

No one responded.

I told them he was a black guy who was murdered by police when an officer knelt on his neck.

After that happened, there were protests by Black Lives Matter activists and others in several cities including Pittsburgh. The police showed up in riot gear. As these protestors demonstrated almost entirely peacefully – certainly more peacefully than what we saw in DC yesterday – more than 14,000 people were arrested.

“How many people do you think were arrested yesterday?” I asked.

“Didn’t someone die?”

“Yes, a woman was shot in the Capitol and three others died of medical emergencies. How many people were arrested?”

“None,” said a student of color who hadn’t participated before.

“Why none?” I asked.

“Because they was white.”

I told him that he right and wrong. Out of thousands of rioters who broke into the Capitol, thirteen people were arrested. And the reason there were only 13 was because they were white.

I told them that this whole affair needed to be investigated. That we needed to know how and why the police responded the way they did. That we needed to hold the rioters accountable. That we needed to make sure those who instigated this violence were made to pay for it, too.

“Is Trump still President?” Someone asked.

“Yes,” I said. “For about two more weeks. But there are a lot of people who think he should have to step down sooner.”

So we talked about how he could be removed from office. We talked about impeachment and the 25th Amendment. We even talked about how Trump was banned from Twitter and Facebook – how he couldn’t post or tweet but still could send a nuclear missile anywhere he wanted.

And then it quieted down.

I asked them if there was anything more they wanted to know or if there was anything else they wanted to say.

They were still.

A few cameras clicked off.

I told them that I was there if anyone needed anything, that their teachers were here if they were feeling anything and wanted someone to talk to.

And then that was it.

I made one of the most abrupt and inelegant transitions in my career and we returned to our normally scheduled lesson.

Did it help any?

I don’t know, but I told them what I could. I told them the truth as I saw it.

There was a time when I would have been more reticent about it.

But the day after domestic terrorists try to steal our system of government isn’t the time to hold back.

As a teacher, sometimes I feel so helpless.

There’s so much I’d like to do for my students.

I want them to get the resources they need. I want to stop the unfair testing, integrate their schools, keep them safe from gun violence and control Covid-19 so we can return to the classroom.

I want to live in a country where majority rule is cherished and protected, where no one thinks the collective will should be trumped by white privilege.

But when all those things are out of reach, I still have one thing left to give.

The truth.


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.

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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!

The Most Important Education Articles (By Me) That You Probably Missed in 2020

There were so many explosive stories in 2020.

From the never ending antics of our clown President to the Coronavirus to the continuing rise of White Supremacy, it seemed you couldn’t go more than a few days without some ridiculous headline assaulting your senses.

As a result, there were a lot of worthy, important articles that fell between the cracks – more so this year than any other.

Before we charge into the New Year, it might be a good idea to spare a look over our shoulders at these vital nuggets many of us may have missed.

On my blog, alone, I’ve found at least five posts that I thought were particularly important but that didn’t get the attention they deserved.

So come with me please through this survey of the top 5 education articles (by me) that you probably missed in 2020:

5) The Student-Teacher Relationship is One of the Most Misunderstood and Underrated Aspects of Education

Published: June 13 

Views: 940


 Description: Kids usually spend about 1,000 hours with their teachers in a single year. During that time we build strong relationships. And though just about everyone will tell you this is important, we’re often talking about different things. Some policymakers insist we prioritize an “instrumental focus” with students using their personal information to get them to behave and do their work. The goal is compliance not autonomy or problem solving. However, increasing evidence is showing the value of a more “reciprocal focus” where students and teachers exchanged information to come to a mutual understanding and shared knowledge. Here the goal is free thought, questioning, and engagement with authority figures. I provide my own personal experience to support the latter approach.


 
 Fun Fact: This post is full of letters my former students wrote to me during the pandemic. They highlight better than any study the value of authentic relationships to both students and their teachers.

4) Standardized Tests Increase School Segregation

Published: June 19 

Views: 690


 Description: The link between standardized testing and segregation is obvious but hardly ever discussed. In short, it goes like this. Even when students from different racial or ethnic groups aren’t physically separated by district boundaries or school buildings, the way we rate and sort these students within the same space causes segregation. This is because our manner of placing kids into classes, itself, is discriminatory, unfairly resulting in more children of color in lower academic tracks and more white kids in advanced placement. If segregation is an evil, so is the standardized testing often used to place kids in remedial, academic or advanced classes.


 Fun Fact: It seems to me this has immediate and important policy implications. There are so many reasons to end the failed regime of high stakes testing. This is just another one.

3) Virtual Instruction: Top 5 Pros & Top 5 Cons

Published: October 11


 Views: 622


 Description: Virtual instruction has been a hot button issue this year in the wake of school closings caused by the COVID-19 pandemic. The fact that in-person instruction is more effective has been used as an excuse to keep many schools open when logic, reason and facts would dictate otherwise. However, the kind of in-person instruction being offered in a pandemic is, itself, not as effective as the kind of in-person instruction offered under normal circumstances. Moreover, distance learning is not all bad. It does have some advantages such as it being generally low pressure, more difficult to disrupt class and easier to contact parents. At the same time, it presents unique challenges such as increased student absences, the problem of when and if to keep the camera on and difficulties with special needs students. 

Fun Fact: We desperately need an honest accounting of what is going on with real virtual classrooms around the country and how students and teachers are meeting these challenges. If there was more discussion about how to make distance learning better, the education being provided during the pandemic would be so much more effective than spending all our time and effort trying to reopen school buildings regardless of the risks of infection to all involved.

2) The Ongoing Study of How and When Teachers Should Praise Students

Published: February 2


 Views: 303


 Description: When should teachers praise students and when should they use reprimands? The research is all over the place. Some studies say praise is good but only so much and only in certain circumstances. Others say reprimands are more effective and still others caution against when and how to use them. My own experience has shown that honest praise and thoughtful reprimands are more effective than not.

 Fun Fact: This may seem like a simple issue but it highlights the complexities of teaching. Educators are not working with widgets. We’re working with real, live human beings. There is no simple solution that will work every time with every student. Effective teaching takes good judgement and experience. If we ever want to improve our school system, it is vital that we understand that moving forward.

1) Did Rosa Parks Really Support Charter Schools?

Published: January 29


 Views: 233


 Description: Forty years after the Montgomery bus boycott that was sparked by Rosa Park’s refusal to give up her seat to a white man, the civil rights icon lent her name to a charter school proposal in 1997. However, the Detroit school that would have been named for her and her late husband, the Raymond and Rosa Parks Academy for Self Development, was never approved. In any case, Charter school advocates like to pretend this mere proposal means Parks was an early champion of charter schools and thus that school privatization is an extension of the civil rights movement. Yet a closer look at the facts shows a sadder story. At the time of the proposal, Parks was suffering from dementia and under the sway of countless corporate consultants who used her name and clout to enact several projects. It ended in a protracted legal battle after her death between her family and the consultants to whom she willed a treasure trove of civil rights artifacts. 

Fun Fact: I think this is one of the most important articles I wrote in 2020. It’s not a pretty story, but it’s the truth. The school privatization movement likes to co-opt the language of the civil rights movement while violating the civil rights of students and families with substandard education and pocketing tax dollars as profit that were meant to educate children. The exploitation of Parks in this way is symptomatic of what you’ll see in any inner city charter school where entrepreneurs are getting rich off of the children of color whom they pretend to be serving.


Gadfly’s Other Year End Round Ups

This wasn’t the first year I’ve done a countdown of the year’s greatest hits. I usually write one counting down of my most popular articles and one listing articles that I thought deserved a second look (like this one). Here are all my end of the year articles since I began my blog in 2014:

 

2020:

Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

A Gadfly’s Dozen: Top 13 Education Articles of 2018 (By Me)

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2017:

 

What’s the Buzz? A Crown of Gadflies! Top 10 Articles (by Me) in 2017

 

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Hidden Gadfly – Top 5 Stories (By Me) You May Have Missed in 2017

 

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2016

Worse Than Fake News – Ignored News. Top 5 Education Stories You May Have Missed in 2016

 

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Goodbye, 2016, and Good Riddance – Top 10 Blog Post by Me From a Crappy Year

 

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2015

 

Gadfly’s Choice – Top 5 Blogs (By Me) You May Have Missed from 2015

 

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Who’s Your Favorite Gadfly? Top 10 Blog Posts (By Me) That Enlightened, Entertained and Enraged in 2015

 

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2014

 

 

Off the Beaten Gadfly – the Best Education Blog Pieces You Never Read in 2014

 

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Top 10 Education Blog Posts (By Me) You Should Be Reading Right Now!

 

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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!


Outrunning the Pandemic – Racing Through Gadfly’s Top 10 Stories of 2020

On most weekends back in the 1980s, you’d probably find me at TILT, the mall’s crowded video game arcade.

When I was about 12 – around ’86 or so – one of my favorite games was “Outrun” by Sega.

Ever play it?

In a cherry red Ferrari convertible with the wind blowing through my virtual hair, I’d race through various summer style environments from beach to forest, to mesa to mountains.

I even got to pick which song to play on the highway – something Latin, Caribbean, or just smooth and easy.

But the real kicker – the thing that really sold this wish fulfillment fantasy – wasn’t the cool car, clement weather or soundtrack.

It was the long haired swimsuit model sitting next to me in the passenger seat.

Not only was I a real badass racing through a summer dream, but I had someone by my side, reclining at ease, sharing the journey.

And if I crashed – which often happened cresting a hill – after the car flipped multiple times in the air – my digital 80s crush and I both ended up somehow unhurt on the road. She’d sit on the white lane marker staring at my dazed avatar with all the reproach that could be programmed into a mere 16 bits.

Sometimes I think that’s a good metaphor for blogging.

I’m still in the drivers seat, steering through the twists and turns of education, equity and politics. Yet sometimes I can’t help but hit an obstacle and go flying. Through it all there’s been one constant: you – my readers – relaxed and belted in for whatever may come.

I’ll admit, this year has been one heck of a bumpy ride.

From the global COVID-19 pandemic to the critical failure of government to deal with it at nearly every level, it’s been like some sort of science fiction fantasy more than anything else.

From the spectacular sore losership of Donald Trump to the science denial of his followers and the death cult of capitalism poisoning all in-between, it’s been a year to test the hopes of just about anyone.

So much pain, confusion and death. So much isolation, betrayal, bone deep exhaustion and depression.

I’d rather imagine myself parked on an overlook, leaning back in my red sports car watching the sun set with a good friend by my side.

Since we’re stopped for the moment waiting for the last zero on the dial to scroll up to a 1 and become that terrifying number of numbers, 2021, let’s take a look back at the year that was in blogging.

I’m not sure how to characterize it other than to say it must have been some kind of success.

About 49,000 more people read my articles this year than in 2019.

The site had around 347,700 hits this year – the most since 2017. My cumulative total in 5 and a half years even hit the 2 million mark (2,080,000 to be more precise).

Not bad for a school teacher, a laptop and a dream.

A lot of what I had to say in this year’s 72 posts focused on the pandemic and how our leaders were blowing it.

That sounds like rational criticism, but it was really just me pointing out what things looked like on the ground and begging the people in power not to put myself and the people I care about in jeopardy – with mixed results.

The other major theme was the Presidential election. The Democrats had their last chance to nominate and elect Bernie Sanders, the candidate best equipped to meet the times we live in. And they blew it again.

Neoliberalism triumphed. Only time will tell the price we’ll have to pay for that blunder. Will we destroy the neofacist architecture of the Trump years only to return to the corporatist utopia of Obama and George W Bush? And if so, will we still have any chance to tear that Hellscape down in favor of a world that actually values the people living in it more than the value they can create for the one percent?

On top of that were a smattering of articles about school issues, equity and how we might fix things.

Over all, I’d say I crashed the Ferrari more often than I navigated the hairpin turns. But every now and then I feel like I was heard, that I helped stop something even worse from coming our way.

And at the end of the day, we made it to the checkpoint.

We got an extended time bonus, and a chance to do it all over again next year.

Hopefully, it will be a more clear path.

Hopefully, we’ll still have a chance to cross the finish line.

And hopefully, you’ll still accept my invitation for another ride into the sunset.

Here are my top 10 articles of 2020 based on popularity:

10) Top 10 Reasons to Vote for Joe Biden in the 2020 General Election

Published: April 10


 
Views: 5,508


 
Description: When Bernie Sanders dropped out of the 2020 Democratic Primary, I could think of only these 10 reasons to vote for Joe Biden in the November general election: 1-10 were “He’s not Donald Trump.”


 
Fun Fact: Apparently, it was enough.

9) Public Schools Can Recover from the COVID-19 Quarantine by Skipping High Stakes Tests

Published: March 15


 
Views: 6,924


 
Description: When the COVID-19 pandemic first crashed down on us, I was one of many saying that high stakes testing made no sense as schools nationwide were closing. The best way to allow teachers to make up for lost time with their students was to prioritize learning over assessment.


 
Fun Fact: It worked. We actually cancelled the big standardized test in 2019-2020. And now here we are a year later in a similar position making similar arguments and the testing companies and their lackeys are fighting against us tooth and nail.


8) For Teachers, “Silence of Our Friends” May be Worst Part of Pandemic

Published: December 5


 
Views: 7,443


 
Description: The most depressing thing about the pandemic has been how uniform the attack has been on educators. Demanding a safe work environment for ourselves and our students has been seen as unreasonable by lawmakers, school directors, union leaders and even some public school advocates.

 
Fun Fact: If anything has the potential to unravel the ties made by pro-public school forces in the last few decades, it is this. I know people are scared that closing school buildings in favor of remote learning may give the upper hand to the ed tech industry when the pandemic is over. But if you can’t stand behind teachers’ right to life now, you cannot expect us to continue to fight for the profession, local control and your children later.

7) Covid-19 Has Eroded My Faith in Public Schools

Published: Nov. 14


 
Views: 7,763


 
Description: COVID-19 has shown a failure of leadership at every level – including our public schools. The damage has been enough to make anyone doubt everything – including the coherency of the public school project altogether.


 
Fun Fact: The biggest difference between this and the previous article is that this one is more a mark of despair. The other is more a mark of anger.

6) INCONVENIENT TRUTH: Remote Teaching is Better Than In-Person Instruction During a Pandemic

Published: Nov. 21


 
Views: 8,678


 
Description: When more than 19 million people have caught COVID-19 and 330,000 have died, it does not make sense to keep public schools open. This is an airborne virus that can cause life-long debilitating conditions even in those who survive or are asymptomatic. Yet you need a school teacher to explain to you why distance learning is better under these circumstances.


 
Fun Fact: Simple truths told simply. Ammunition to save lives. The fact that it’s necessary tells us more about human intelligence than any standardized test ever could.

5) There Are No Bernie Bros, Just Diverse Supporters Being Made Into What They’re Not

Published: February 8
 


Views: 11,775


 
Description: One of the major media criticisms of the Bernie movement was that it was racist, sexist and homophobic. Yet a substantial portion of supporters were female, racially diverse and/or LGBTQ. For example, women under 45 made up a larger share of Sanders’ base than men of the same age. Two women of color, Ohio state Sen. Nina Turner and San Juan, Puerto Rico Mayor Carmen Yulín Cruz, were co-chairs of the campaign, along with Indian-American Rep. Ro Khanna (D-CA) and Ben & Jerry’s co-founder Ben Cohen. Sanders’ campaign manager was longtime progressive activist Faiz Shakir.

 
Fun Fact: File this in the history books under Gas Lighting.

4) Bernie Sanders Supporters Have Every Right to Be Furious

Published: April 12


 
Views: 21,984


 
Description: Don’t tell me this primary was fair. When Bernie was winning state after state, the media acted like it was a literal invasion of brownshirts. Yet when Biden was winning, it was the best news since sliced bread. Bernie was running away with the primary until nearly all the other candidates mysteriously dropped out all at once right before Super Tuesday. And now we find out Barack Obama gave them each a call before hand – putting his finger on the scale. The Democratic National Committee literally pushed to continue primaries in Illinois, Florida and Arizona during the pandemic in case waiting might bolster Bernie – the candidate with policies tailor made to fight COVID-19. And the result was a flood of sick people and a nearly insurmountable delegate lead.


 

 
Fun Fact: Was this the moment my heart died? No, I think it was already on life support from 2016. And the subsequent response to the pandemic only took out another ventricle.

3) Trapped On a Runaway Train to a Public School Disaster

Published: June 30


 
Views: 24,185


 
Description: When the pandemic began, many of us didn’t expect it to last that long. Certainly we wouldn’t still be in the same situation as summer rapidly came to a close and school was about the begin again! Right? What would we do? What should we even hope for?

 
Fun Fact: Despite heavy doses of despair, I think I saw clearly what needed to be done even this far back. Many policymakers still don’t see it as a New Year is about to dawn.

2) You Can’t Have My Students’ Lives to Restart Your Economy

Published: April 18


 
Views: 25,003


 
Description: When the pandemic began, far right ideologues threatened to reopen schools to keep the economy going. Almost everyone jumped on them for being uncaring idiots willing to sacrifice children on the altar of commerce.

 
Fun Fact: What was an unpopular opinion in April became mainstream by the end of August as the media bombarded readers with unsubstantiated (and subsequently disproven) reports about how children couldn’t be hurt by the Coronavirus. Subtext: And who gives a crap about the teachers who would have to put their lives on the line to educate these children?

1) Mask-to-Mask Instruction May Be More Problematic Than Distance Learning

Published: July 11


 
Views: 33,446


 
Description: Everyone knows distance learning cannot equal in-person instruction. However, we often ignore the fact that in-person instruction is not the same during the pandemic as it was before COVID-19. Social distancing, limited mobility, plexiglass barriers, cleanliness protocols – all have an impact on academics. Reopening physical school buildings is not returning to the kind of face-to-face instruction students enjoyed as recently as January and February. It is a completely new dynamic that presents as many difficulties – if not maybe more – than learning on-line.

 
Fun Fact: More ammunition to explain the simple truths of this brave new world where we find ourselves these days. Sadly, it has been ignored as often as it has been heeded. Perhaps more.


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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!

Covid-19 Has Eroded My Faith in Public Schools

I am a public school advocate.

I teach at a public school.

My daughter goes to a public school.

I have spent most of my professional career fighting for public schools against every form of school privatization imaginable.

But since the beginning of this school year and the incredibly reckless way many public schools have dealt with reopening and keeping students and staff safe, I feel much of that enthusiasm drying up.

It’s not something I’m proud of feeling.

I’m actually kind of embarrassed about it.

But there are so many people I will never be able to look at the same way ever again.

There are so many organizations, unions, school boards, administrators, policy makers who have lost my trust – perhaps forever.

I’m not saying I love charter schools or private schools.

I don’t.

I still think they’re mostly scams bent on using the laws to cash in on kids while taking our tax money and running.

But the idea that public schools are fundamentally better – that idea has suffered tremendously.

I used to believe that local control was something to cherish, that a board made up of neighbors duly elected by the community would more often than not have the best interests of that neighborhood at heart when making decisions.

And, frankly, I just don’t feel that way anymore.

How can you preserve such an ideal in the face of so much evidence to the contrary – so many school boards who vote to open classrooms – and keep them open – despite raging infection rates? Despite students and teachers getting sick? Despite quarantines and warnings from epidemiologists?

SCHOOL BOARDS

McKeesport Area School District, where I live, has had more than 14 cases of Covid among students and staff since September and the school board isn’t even considering closing.

In fact, in October when most of these cases were coming to light and Center for Disease Control (CDC) guidelines suggested schools should temporarily close to ensure the virus wasn’t running out of control, administration chose to ignore the CDC on the basis of advice by the Allegheny County Health Department.

Seriously.

Administrators prioritized local officials telling them what they want to hear over national experts in infectious disease with hard truths. In short, keeping the doors open was considered more important than student safety.

Meanwhile, the district where I work, Steel Valley Schools, smartly decided to open with virtual learning in September. However, the board decided to change to a hybrid model in November to test the waters.

Yes, the board decided to make students and teachers guinea pigs in an experiment to see if they could somehow avoid getting sick while cases surged throughout the country and state.

And after only five days, a high school student tested positive and numerous kids and staff had to quarantine.

Yesterday the state Website announced that our county, Allegheny County, – which had been considered moderate in terms of infections – is now in the substantial category. The incidence rate is 138.7 per 100,000.

Also in the substantial category are nearby Armstrong, Butler, Beaver, Washington, and Westmoreland counties.

Will Western Pennsylvania schools do the right thing and go to remote learning? Will Steel Valley finally give up this in-person experiment? Will McKeesport?

Without a strong leader like a Governor or President to order a shut down and take the heat, I’m not sure local school directors will have the courage to act.

They keep blaming everything on academics, saying they have provide what is best to help students learn – never mind the dangers to child, parent and teachers’ bodies. But even more hypocritically they ignore the well being of huge swaths of their students who refuse to take part in their in-person experiment.

In both districts, about 60% of parents favor in-person schooling and 40% prefer remote.

So the boards are doing what the majority wants, but it’s a slim majority.

There is a significant portion of parents who feel these in-person plans are unsafe and very little is being done to educate their children.

At McKeesport, parents can enroll their kids in the district cyber program. No live teachers. No synchronous lessons on-line. Just a canned credit recovery program through the Edmentum company.

It’s terrible, and administration knows it’s terrible.

I’ve heard Superintendent Dr. Mark Holtzman say as much at school board meetings. But he and most of the board feel they have done all they need to do by providing this option.

They are actually betting that the poor quality of the cyber program will increase the number of parents sending their kids to in-person instruction.

And I’ve heard similar comments among administration at Steel Valley.

There at least we don’t force kids into our (likewise crappy) cyber program. We just have classroom teachers post assignments on-line.

Remote students in K-5 get live teachers instructing on-line. But remote students in 6-12 only get one half day of synchronous instruction on-line a week. The rest is asynchronous worksheets, etc. And somehow that’s supposed to be enough.

We have enough teachers that we could provide more, but why encourage remote learning? Might as well let them eat asynchronous and hope their parents will lose hope and just make them come to school during a global pandemic.

I have zero respect for administrators who think this way. I have zero respect for school board members who vote for it.

So how do I keep my respect for local control and the school board system?

This is very personal to me.

I have heart disease and Crohn’s Disease. My doctors tell me I can’t risk my life going into the school buildings to teach as infections run rampant through the state.

But my district has refused to allow me a safe work environment.

I am not allowed to teach remotely.

I have to burn my sick days so I can stay safe at home. But at the same time, I’m encouraged to take overtime hours to put up remote lessons, grade papers and contact parents.

I’m ready to do that as part of my job, but they won’t let me. They’d rather pay me and a sub who babysits my students in-person while I do what I’m allowed to do remotely at the same time.

So how do you look an administrator in the eye who refuses to lookout for his own employee’s safety?

Answer: you can’t. Ever, ever again.

UNIONS

And the same goes for many in my union.

Let me tell you, I love my union. I’m a union man. I believe in collective bargaining and worker solidarity.

I just wish my local did, too.

Because the leadership is perfectly fine with agreeing for the staff to work in unsafe conditions and no special protections for those like me who are more likely to contract the disease.

Leaders throw up their hands and say “We’re an association not a union,” and “If the boss says you come back to work, you have to come back to work.”

It’s even worse that I work in Homestead – the site of the historic strike.

So how do I look union leaders in the eye who have no problem throwing me to the wolves?

Answer: I can’t. Never, ever again.

And the state and national unions aren’t much better.

To be fair, I was pleasantly surprised when Pennsylvania State Education Association (PSEA) President Rich Askey called for schools in areas with substantial infection rates to follow state guidelines and go to remote learning.

This after months of…. Nothing.

And what is PSEA threatening if districts don’t comply?

Nothing…. So far.

But I guess saying something about it is better than what they were doing before.

The national unions – the National Education Association (NEA) and American Federation of Teachers (AFT) – certainly haven’t taken any hardline stances.

No one wants to rock the boat, but we’re talking about human life here.

There is no place further back to draw the line. We can compromise on salary and benefits but not on health and safety!

My God! That’s a human right!

We’re either unions in solidarity with our members – all our members – or we’re not.

And right now there is no solidarity, no leadership, nothing.

When I say things like this, people tell me I’m angry.

OF COURSE I’M ANGRY!

How many lives are we going to put at risk before it’s enough?

How many children? How many parents? How many staff?

Even if healthy people catch this thing, even if they get over it, they could have lifelong debilitating injuries from it.

That is not worth risking.

EDUCATION ACTIVISTS

And even the education activist community has been complicit in it.

When I tell some of my fellow grassroots organizers that schools should be open remotely, they complain about how that opens an opportunity for ed tech companies, charter and private schools.

They’re afraid teaching on-line will make ed tech companies an eternal part of school curriculum and replace real, live educators.

But that’s obviously false.

We’ve seen during lockdown periods that no one likes asynchronous teaching programs. No one likes these ed tech learning platforms. What works best in these times is curriculum created by classroom teachers taught by those classroom teachers to their students over online platforms like Zoom.

The technology should be merely a tool to connect students and teachers not as a provider of that learning.

The backlash against ed tech has been far greater than any embrace.

Yet some education activists decry how public schools going remote makes privatized schools who don’t look good.

That’s nonsense, too.

Teaching recklessly is bad – no matter who does it. If parents want to endanger their own kids, that’s their prerogative, but in the long run no one will earn brownie points for enabling such negligence.

However, where privatized schools will earn points with parents is for providing high quality remote learning when public schools refuse to do so.

I know all of them aren’t doing that. But some of them are.

And, frankly, they deserve any praise they get for it.

Look, I love public schools, too. But when public schools abandon their duties to their students as so many have done during this crisis, they deserve to have their students stolen. Even if these privatized schools often have more money to work with in the first place.

CONCLUSIONS

Bottom line: This is a crisis the school board system should have been able to overcome.

It’s a crisis the unions should have been able to battle.

It’s a crisis the activist community should have been able to see clearly.

But leadership has failed at every conceivable level. Time and again.

Strangely, that’s the only saving grace of the whole situation.

It isn’t the system that failed. It is the people in power in the system.

I know in my heart that the best way to run a school is still duly elected members of the community.

Just not THESE duly elected members.

I know that unions are vital to protecting workers rights. Just not unions lead by such wishy washy timid officers.

I know that education activism is necessary to keeping school privatization at bay. But activists can’t let their fears of what might be thwart people’s health and safety right now.

That’s the problem with Democracy. The leaders you get are representative of the community.

And our communities are perverted by one overwhelming belief – capitalism.

That’s why the schools are open. School boards are afraid keeping them closed will hurt business in the community.

That’s why administrators make such reckless reopening plans. They’re afraid that if we stay on remote it will become obvious how irrelevant they are to the running of a virtual school.

That’s why union leaders put up next to no resistance. They’re more afraid of furloughs than death or lifelong health consequences.

That’s why some parents support reopening schools – so they have someone to watch their kids while they’re at work. They never spare a moment for how the government is cheating them out of stimulus checks, mortgage relief, rent forgiveness, free testing, hazard pay and healthcare so they don’t have to put their own lives on the line working during a pandemic.

In all honesty, we were a sick country long before COVID-19 hit our shores.

We are sick with outdated and malicious economic ideas.

When you look across the ocean at the more socialist countries, you see much better plans to deal with the pandemic. Not perfect, but better.

When everything isn’t dependent on money changing hands, you can more easily prioritize human life.

So, yes, my faith has been shaken in our public schools.

I still think the idea of a public school is one to be cherished and fought to protect.

But the leaders we have – nearly all of them – should be rejected.

We need an army of citizen activists, parents and teachers to come forward at the first opportunity to replace them.

Anyone in a leadership role this year should have to explain themselves – what did you do to protect students and staff during the pandemic?

If they can’t prove they took real steps to keep people safe and not sacrifice the people they were charged to protect on the altar of capitalism – if they can’t do that they should step down.

They should step down with tears in their eyes and forever have their names sullied by their cowardice and stupidity.

They have failed us all.


 

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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!

I Just Want to Teach, but My District Won’t Let Me Do it Safely

I love teaching.

But I can’t do it if I’m dead.

Therein lies the back to school nightmare I’ve been living through for most of the summer and fall.

The Coronavirus pandemic has affected people unequally.

Folks like me with pre-existing conditions are at greater risk from the virus than others.

I have heart disease and Crohn’s Disease.

My doctors tell me that I am more susceptible to contracting the virus because my medications suppress my immune system. And that also means that if I do contract the disease, I will be more likely to have severe, life-threatening complications from it.

So what am I to do?

The western Pennsylvania district where I work, Steel Valley, is reopening next week with a hybrid model.

The United States recorded more than 98,000 coronavirus cases yesterday – the highest single day count since the pandemic began. Two dozen states – including Pennsylvania – are reporting their worst weeks for new cases — and none are recording improvements.

This is not a good time to be reopening schools.

The district originally opened in September with virtual instruction for all students, and it was a huge success.

I taught my classes online, we’ve bonded and made academic gains I wouldn’t have believed possible with this model just a year ago.

However, starting Wednesday, about 60% of parents in my district have chosen to send their kids back to the buildings.

Of these, half the students will come in during the morning and half in the afternoon. Each will go through all their classes in 20 minute periods. On Fridays, the buildings will be closed and teachers will instruct virtually for half the day and plan during the other half.

The new reopening plan cuts instruction time by half and doesn’t meet parents need for childcare or certainly student safety. But it is better than being open 5-days a week and it provides the possibility of social distancing.

School directors said that this schedule was just a test to see if in-person instruction was feasible. They plan to reevaluate the measure in three weeks and decide whether to fully reopen in December or go back to virtual instruction for all students.

Nevertheless, this experiment presents problems for me.

Being in the school building, being in the classroom in close proximity with tens of middle school students – especially during a time when COVID cases are surging throughout the county – puts my life in danger.

So I went to my principal asking if I could continue to teach online.

I documented my conditions, gave him doctors’ notes, and had my doctors fill out pages and pages of questions from the district’s lawyers.

In the end, my principal told me the district could not meet my request.

Administrators could provide some protections like a plexiglass barrier and take me off hall duty, but they couldn’t let me continue to teach remotely.

Certain teachers in grades K-5 have been given this option, but not secondary teachers like me. Elementary students whose parents don’t want them to return to the building will get full synchronous virtual instruction with a teacher through a video conferencing site like Zoom. Secondary students who do not return to the buildings will only get asynchronous assignments most of the week posted by their classroom teachers.

He suggested I look into taking a leave of absence.

And I guess I can see where he’s coming from.

If administrators let me teach remotely, it’s possible enough students would return to the classroom that the teachers willing to return wouldn’t be enough to meet the load. My absence from the building might necessitate a substitute teacher to be in the physical classroom with students.

Why pay for two teachers when you only need one?

Except…

…I’LL STILL BE PAID WHEN I’M ON LEAVE.

It’s just that then I’d have to sit at home instead of teach my students.

So benching me doesn’t save the district any money.

In fact, it will cost the district MORE money for me to stay home, because I could still do everything they expect of me and more for the sizable number of students whose parents say they aren’t returning.

So I brought this up to my principal figuring he must have overlooked it.

But no. He said he knew all about it.

He said this is what the district’s lawyers were telling him to do so that’s what he was going to do.

I couldn’t believe it.

I went to school board directors I had developed a relationship with teaching their children, going on field trips with them, working with their spouses.

I got the same answer.

So here I am – being asked to choose between my life and my livelihood.

Go to work and risk everything – or sit at home burning my sick days and still collecting a paycheck.

This is not what I want.

It’s not good for anyone.

I teach 8th grade Language Arts. Last year I also taught 7th grade.

So many of my students this year were in my class in the spring. We already know each other.

I’ve already built a rapport with them. I know what their academic deficiencies are and what they missed as we went to remote learning in March when Coronavirus cases were much fewer than they are now.

But more than that, I know what they like and dislike. I know their hopes and fears. I know what motivates them and what supports their individual learning.

I’ve seen tremendous growth the first 9-weeks of school and could really help them overcome the gargantuan hurdles that will be inevitable the rest of the year.

And that’s what I’d really like to do.

I don’t want to sit home collecting the taxpayer’s money when I could be making a difference in these young people’s lives. I don’t want to have to wait for an outbreak to allow me to continue my work.

Being benched like this makes me feel so worthless, and I’m not.

I’m a heck of a teacher! I’m Nationally Board Certified. I was nominated for the Champions of Learning Award from the Consortium for Public Education in 2018. I won the Ken Goodman “In Defense of Good Teaching” Award last year. In fact, the University of Arizona was going to fly me out to Tucson to accept the award but had to cancel due to the pandemic.

I gave a TED talk on education at Central Connecticut University in 2018. I wrote a book called “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform” in 2017 and have written a nationally recognized blog since 2014.

Wouldn’t everyone be better served with me instructing my students rather than being thrown to the side?

That can’t happen without help.

I’m just a human being like anyone else.

I have people who care about me and whom I care about.

I have a wife and daughter.

I can’t roll the dice with my life or chance taking an infection home to my loved ones.

Is a safe work environment really too much to ask?

I don’t want to sit at home.

I want to teach.


 

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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!

 

An Originalist Reading of Public Schools

Let’s say you went to a restaurant and ordered a big ol’ meat sandwich only to find nothing but straw between two pieces of bread.

“Waiter!” You say, calling over a server.

“What’s wrong, Sir?”

“There’s no meat in my sandwich.”

“Oh, Sir?” He says smiling, examining your plate. “Here at Scalia’s Bar and Grill we adhere to a strict originalist interpretation of language.”

“What does that have to do with my sandwich?”

“Well, Sir, in Old English ‘meat’ meant any solid food, anything other than drink. As in ‘A Journey to the Western Islands of Scotland’ (1775), Samuel Johnson noted, ‘Our guides told us, that the horses could not travel all day without rest or meat.’”

“But that’s not what I ordered!”

“Oh yes it is, Sir. You ordered the meat sandwich. Enjoy your fresh hay and oats.”

In everyday life, you wouldn’t put up with that kind of nonsense.

But for some reason, far right ideologues think it’s exactly the right way to interpret the U.S. Constitution.

The meanings of words change over time.

But ignoring that fact allows disingenuous crackpots to sweep over centuries of judicial precedent in favor of what they pretend to THINK the words meant at the time the law was written.

It’s not even about what the writers of the law SAID it meant. It’s about what today’s justices decide some hypothetical average Joe of the distant past would take certain words to mean.

The most obvious example, according to Pulitzer Prize winning historian Joseph Ellis, is District of Columbia v. Heller, 554 U.S. 570 (2008), which reversed 200 years of precedent on gun regulations.

Before this ruling, the Second Amendment was interpreted to be referring only to service in the militia. The Militia Act of 1792 required each able-bodied male citizen to obtain a firearm (“a good musket or firelock”) so he can participate in the “well regulated militia” the Amendment describes.

It was about the obligation to serve your country, not the right to own a gun. However, Supreme Court Justice Antonin Scalia – the most infamous proponent of judicial originalism – orchestrated the majority opinion in this case changing all that. By doing a thought experiment about what words might have meant in the 1700s, he papered over two centuries of established law. He was so proud of it that he even described it as “my masterpiece.”

THAT’S judicial originalism.

And now that Scalia fanboy and federal judge for not even three whole years, Amy Coney Barrett, is being rammed through Senate Confirmation Hearings, that preposterous ideology is about to have another proponent on the highest court in the land.

Just imagine if we interpreted everything like people living in the 18th Century!

Black people would lose any semblance of equal rights even being forced back into slavery.

Women couldn’t get checking accounts, their own healthcare, make decisions about their own bodies, even vote (least of all hold positions on the Supreme Court).

And our public schools wouldn’t even exist!

After all, there was no widespread, comprehensive system of public education in the country before John Dewey championed it in the 1930s.

Sure, Presidents Washington, Adams, Jefferson and Madison all spoke at length about the importance of education to a free and just democratic society.

But remember, originalists don’t care about the writer’s intent. They only care about what regular people would understand by the terms. And regular people wouldn’t even understand the words “public” and “school” used together as a single concept at the time.

The first school that opened in what would become the United States was The Boston Latin School in 1635.

Its mission, and that of other colonial schools, was not to teach academics like math and literacy. It taught religion, family values and community spirit kind of like many parochial schools today.

Moreover, most schools were for boys only. If they deigned to teach girls at all, they taught them how to read but not write. No reason to give people a voice who weren’t seen as worthy of being heard.

Academics didn’t become something schools were responsible for until the mid-1800s. And even then, how they went about achieving it differed greatly from region to region of the country.

In the South, education rarely had anything to do with anything we’d call a school today. Rich families paid private tutors for their children. Everyone else was expected to work as soon as they were able.

In fact, it wasn’t until the Civil War ended and the Reconstruction era began when public schooling really became a thing in the South.

And even when it did, it didn’t look much like our schools of today. These were often one-room schoolhouses where a single teacher tried to educate children of various ages, grades and abilities.

Moreover, these schools weren’t solely supported by taxes – if at all. These Common Schools were more like private or parochial schools of today. Parents paid tuition, provided housing for the teacher, or contributed other commodities in exchange for their children’s education.

Even then, the learning students received wasn’t nearly as comprehensive as our kids routinely expect in even the most under-funded urban public schools today. And special education services was non-existent. Kids with special needs were routinely left out of education altogether.

Only 31 states passed laws requiring children to go to school by 1900, and kids only went from age 8-14. It wasn’t until 1918 that every state even required elementary school.

But let’s not forget segregation.

It was the law of the land until Brown vs. Board in 1954, and even then it took until the late 1970s to become even moderately enforced.

Subsequent rulings have weakened school integration efforts to such a degree that today many districts are as segregated – if not even more – than they were in the 1950s.

Just imagine if Barrett gets together with the wingnut Republican majority on the court to reevaluate that ruling!

Imagine how many centuries of slow progress she could overturn by appealing to the common man – of 1776.

Imagine if she and the regressive right examined free speech cases! After all, many of these laws were written during the time of the Adams Administration’s Alien and Sedition Acts which radically cracked down on free expression.

We could expect a rush to return to the mire and muck that many of our enlightenment heroes were trying to escape in the first place.

But originalists like Barrett claim only they can interpret what the language in these laws originally meant. Yet their training is in law, not literacy or antiquity. They’re not linguists or historians. They don’t have some shortcut to what people used to mean by these words. They’re just playing with the language to make it mean what they want it to mean so they can rule however they so choose.

Even if they could figure out the original meaning of the words in these laws, that doesn’t guarantee it would make sense in today’s world. How, for example, do the founding fathers views on medicine have anything to do with today’s healthcare system that didn’t exist in the 1700s and that the founders couldn’t even comprehend? How do the founders views on gun rights relate to today’s firearms when they knew only of muskets and not automatic weapons?

Finally, why should we give preference to antiquated ideas over modern concepts? The laws of yesteryear may have been suited to the days in which they were written. However, if a law cannot grow to encompass the world as it exists, it has no right to continue to exist.

Judges are not supposed to overturn precedent based on lingual folderol. They’re supposed to uphold the law based on logic, reason and sound judgement.

Any judge that disagrees has no place in our courts.

It’s ironic that such degeneration would come from the Republican Party.

After all, the GOP platform is certainly different today than it was when Abraham Lincoln was sworn in as their first President.

They used to stand for abolitionism, immigrant rights and progressive values.

Now they’re the party of plutocrat neofascist Christian fundamentalism.

If anything were to revert back to its original meaning, I wish it were the Grand Old Party, which is now neither grand, barely a party and merely old.


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!

Trump Has COVID. What That Means For Public Schools

It had to happen eventually.

Donald Trump, the ultimate science denier, got bit in the butt by science.

He’s got Coronavirus, and is in Walter Reed National Medical Center fighting for his life.

Apparently the virus isn’t a hoax.

You don’t catch it by testing for it.

You don’t treat it with hydroxychloroquine.

It’s a global pandemic, and the only way to fight something like that is with rationality and logic.

You have to wear a face mask, dumb-ass.

You have to practice social distancing.

You can’t just reopen the economy and pretend that this won’t cost hundreds of thousands of lives.

You can’t steamroll over more than 200,000 Americans lost simply because most are elderly, poor and/or brown skinned. And they don’t matter to you.

Eventually your ethos of pretending to be what a weak man thinks a strong man is evaporates into thin air.

Your entire persona is as fake as your elaborate combover.

The lady’s man who has to pay for sex.

The billionaire who’s broke.

The stable genius who refuses to believe the facts.

And while there is a certain poetic justice in this buffoon getting a taste of his own medicine, its ramifications for our country will be dire indeed.

With only four weeks before the election, no one can predict what the outcome will be politically.

Will he live? Will he die? Will this mean a boost for his opponent Joe Biden? Or will people wrap themselves in the flag and come to his side?

No one knows.

But one thing is undeniable – we cannot continue to live this way.

The reality tv rollercoaster must stop, its constant flood of outrages, disasters and season finale moments!

Being a public school teacher, I see its impact on education most clearly.

Long before Trump went from being a clown to a contender, policymakers tried reforming our schools with only wishful thinking and a marketing plan.

High stakes testing, charter schools, voucher plans, value added measures, Teach for America – whether proposed by Democrats or Republicans, it is all nothing but science denial wrapped in a stock portfolio.

These are the ways Wall Street has cashed in on schools pretending to be saviors while hiding the reality of their vulture capitalism.

And Trump has been no different.

Except that his instrument – billionaire heiress Betsy DeVos – made it harder to deny.

She barely even tried to pretend to be anything other than what she is – an unimaginative opportunist dead set on destroying the public in public schools.

Now that her spray tanned master has – through inaction and ineptitude – unleashed a plague upon the nation, our students are suffering worse than ever.

Many schools are shuttered from sea to shinning sea, their students forced to learn via the Internet.

Others are open part time while trying desperately to make shrinking tax revenues pay for the quantum leap in costs to even pretend to keep people safe in their buildings.

In some places, the adults don’t even do that much and just try to run a full day schedule, rolling the dice as outbreaks appear at every turn.

In a few places, the virus is under control and schools function almost as normal – though the fear that one infected child could change all that sits in class with every student and teacher.

Nowhere is there uniformity.

Nowhere is there consensus.

Nowhere do we all admit the simple truth – in areas of moderate to high infection, online learning is the best that can be done to balance safety with academics.

Instead, leaders deify choice – letting us decide between these different models – without a basic understanding of citizenship, governance or economics.

That, I think, is what must change.

After all, if the virus can reach the most powerful person in the world if he doesn’t take adequate precautions, it can get your kids, too.

So now that Trump is receiving an experimental antibody cocktail that would not be available to you or me to fight the disease, we can no longer pretend that personal choice is the answer to every problem.

Freedom is a wonderful thing and should be preserved as much as possible.

But your freedom ends where mine begins.

Your choice not to wear a mask in public increases the infection rate in my community. Your decision to eat in a restaurant, go to a bar or spend a weekend at an amusement park puts not just you and your family at risk, but me and mine as well.

And if you send your child to a school building in an area of moderate to high infection rates, you are increasing the likelihood that someone I care about will get sick and perhaps die.

We have both rights and responsibilities.

If you live out in the woods all by yourself, you don’t need to constrain your personal freedom. You can do whatever you can get away with.

But if you live in a community – as nearly all of us do – you have to give up some of that freedom to the rest of us.

This is simple civics – something you would have known had our schools not stopped teaching it because it wasn’t on the big annual standardized tests.

Just as many of us would have known about how pandemics work if we hadn’t narrowed the curriculum because science doesn’t count on the test, either.

When all knowledge is only instrumentally important because it will get you a certain score, none of it has value.

Science, logic, critical thinking, empathy – all lost because someone thought they could make more money by removing them.

We can’t do that anymore, either.

We have to respect knowledge. We have to respect each other.

And we have to understand economics instead of being slaves to one stunted view of how they operate.

Economics is about how to best divide resources for the survival of communities. In times of scarcity, there are certain best ways and in times of abundance there are others.

However, we live in a time of abundance but continue to use the rules for scarcity. In fact, we create scarcity just to ensure an antiquated and ineffective distribution of resources.

Those with the most have refused changes that would be best for everyone including themselves. And many of us can’t even think outside of the conceptions of economics we’re propagandized to believe.

This has to stop, too.

A new world is possible. In fact, it is inevitable.

We will either all die on a scorched wreck of a planet that we have systematically destroyed so that a few will live longer and in more luxury than the rest.

Or we will all move forward into a new, better world together.

I know times are hard – harder than they’ve ever been in my lifetime.

But this is what I see in the light shinning through the crack in the maelstrom of nonsense we have been living in lately.

We can all come together and create schools that serve everyone regardless of race, religion, creed, sexuality, gender or difference. We can teach facts, thought, history, science, arts and humanities.

And armed with such tools, we can recreate society in that image.

That is the lesson of Trump’s diagnosis.

You can lie and cheat and steal.

You can fool people into believing that you’re not a liar and a cheat and a thief.

But eventually, the truth will catch up to you.

Politics puts blinders on us. Propaganda inculcates us. And stunted education makes it harder to see what’s really there.

However, reality exists independent of our ability to recognize it.

If we stumble forward blindly for long enough, we will fall into the pit before us – irrespective of whether we recognize it is there or not.

How much better to open our eyes!


 

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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!

R.I.P., R.B.G. – The Lesson She Lived

“I ask no favour for my sex. All I ask of our brethren is that they take their feet off our necks.”

US Supreme Court Justice Ruth Bader Ginsburg

There are few people known for their whole name – first, middle and last.

Even fewer known just for their initials.

And maybe no other white, Jewish, woman in history to be christened with an honorific reminiscent of martyred rap royalty.

But Ruth Bader Ginsburg was all that and more.

R.B.G.

The Notorious R.B.G.

Let it never be said that she was given that title out of public relations or pique.

No matter where you stood, she earned the designation “notorious.” Because she WAS. In nearly everything she did.

Whether it was issuing the dissenting opinion on Bush v. Gore or lifting weights in a blue sweatshirt emblazoned with the words, “SUPER DIVA,” she was in your face and indomitable.

She was an icon, a pioneer, a living piece of “that strength which in old days moved earth and heaven,” as Tennyson might say.

And though she made her most indelible mark as a Supreme Court Justice, in a 2018 documentary about her life, RBG, she said she felt like a teacher:

“I did see myself as kind of a kindergarten teacher in those days, because the judges didn’t think sex-discrimination existed. One of the things I tried to plant in their minds was, ‘Think about how you would like the world to be for your daughters and granddaughters.’”

She did eventually teach law at Columbia University where she enumerated the changes in sexual discrimination litigation throughout her career. While in private practice, she won five cases involving women’s rights before donning the Supreme Court robes. At the time, she was quoted in Time magazine as saying her strategy was to “attack the most pervasive stereotype in the law – that men are independent and women are men’s dependents.”

To live at the same time as such a figure is not that uncommon.

We’re often surprised to read obituaries of great historical heroes we hadn’t known were still alive until their passing.

But that such a model was still WORKING, still doing that for which she had built her reputation, still holding together the fragments of our system as it threatened to crumble! That was truly amazing.

She was there. STILL there. For all of us.

Working well into her 80s through colon cancer, pancreatic cancer and lung cancer.

And now she’s gone.

It’s hard to fathom.

This is the horror story we’d been warned about every election season for as long as I can remember. This is the nightmare scenario used to shepherd the Democratic flock together, to keep us all under one big tent while lightning flashed and thunder raged.

And it is here. Now. Today.

I never met Justice Ginsburg. Never talked with her. Never had the honor.

But I don’t think she accepted being used in this way. After all, if her biggest concern was the Chief Executive or even Congressional politics, she could have stepped down near the end of President Barack Obama’s first term and been replaced.

Or could she?

Perhaps she had to rethink her own retirement plans after the whole Merrick Garland affair when Senate Republicans refused to even discuss Obama’s Supreme Court nominee in the wake of Justice Antonin Scalia’s sudden death a full nine months before the election.

There’s no way to know for sure.

But given Ginsburg’s record of tenacious dissent in the face of injustice, I can’t imagine her counseling moderation as solidarity.

She stood for justice when no one else would.

That’s what she did!

In 2007, her dissent in a case involving Lilly Ledbetter – a supervisor for Goodyear Tires – was so compelling it sparked the passage of the Lilly Ledbetter Fair Pay Act. She literally explained why the court was wrong and that this was a case of discriminating against women in employment, and that led to a change in the law two years later!

In 2013, when the court all but struck down the 1965 Voting Rights Act, her dissent was equal parts logic, prophecy and prescription. The majority of the justices made the bizarre argument that the Voting Right Act – and one of its features, known as “preclearance” – had already solved voter suppression.

Ginsburg responded:

“Throwing out preclearance when it has worked and is continuing to work to stop discriminatory changes is like throwing away your umbrella in a rainstorm because you are not getting wet.”

When she read the dissent aloud in court, she went beyond her written remarks quoting Dr. Martin Luther King, Jr.: “The arc of the moral universe is long, but it bends toward justice.” Then she added that it only bends that way, “if there is a steadfast commitment to see the task through to completion.”

Her remarks about what would happen in the wake of this decision have largely proven true with waves of voter suppression sweeping the country – especially in areas where this would have been impossible had the court ruled differently.

There’s a lesson here for all of us.

Dissent should not be dismissed as divisive.

In the presence of injustice, it is the only proper response.

When refugee children are being locked away in cages at the border, there is no other viable response than dissent.

When police are being militarized and used as thugs to violently put down largely nonviolent protests, there is no appropriate response other than dissent.

When the President is lying to us, flouting our laws, and Congress refuses to hold him accountable, there is no other response than dissent.

We must all have the courage of the Notorious R.B.G. to stand up against injustice and call it by its true name – even to its face.

This doesn’t necessarily mean that doing so will somehow be enough to dismantle that injustice.

But we have to try.

And even if we don’t succeed today, we will have saved ourselves from becoming a part of the injustice around us.

Just days before her death, Ginsberg told her granddaughter, Clara Spera:

“My most fervent wish is, that I will not be replaced until a new president is installed.”

If Republicans retreat from their own precedent and push through a new justice 47 days or less before the election, there are still things we can do.

We can fight like Hell to get rid of the worst President in American history, Donald J. Trump, and elect Joe Biden. We can vote like our lives depend on it to get a progressive majority in Congress.

And when we win, we increase the number of justices in the Supreme Court and pack them full of progressives.

We undo all the chicanery Republicans have done for decades – end the filibuster, make Puerto Rico and DC states, end gerrymandering and pass a new Voting Rights Act that actually protects the most important principle of our system of government – the one without which our system is nominal at best.

This and more is the dissent we must wage.

They give us injustice, we respond with its opposite.

We must look this fetid, decaying nation in the eye and say with all the ferociousness of our fallen Supreme Court Justice:

I dissent!

I dissent!

I dissent!


 


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!

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.

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!