Students and Staff are Catching COVID at School. What Does That Mean? 

 
 
Everyday people catch Covid-19 at my school


 
Sometimes you can only tell by the vanishing students and teachers or the everyday need to sub for staff members mysteriously absent for days or weeks in a row.  


 
Sometimes a student will stop by the room to tell you she’s leaving and will be quarantined for the next five days.  


 
Sometimes a fellow teacher will cough and sneeze their way through hall duty and then disappear for the next week or so.  


 
But always, ALWAYS the emails and phone calls: 


 
“We have learned that two High School students, two High School staff members, three Middle School students, six Elementary students and one Elementary staff member have tested positive for COVID-19.  Close contacts have been identified and notified.  Thank you.” 


 
What does it all mean? 


 
One thing’s for sure – we aren’t taking this pandemic very seriously.  


 
Gone is any attempt to keep people from getting sick


 
No mask mandate. No vaccine mandate. No random testing to see if anyone even has the disease.

 
 
Now it’s a constant game of chicken between you and a global pandemic. 


 
Will you beat the odds today?  


 
Given enough time and high infection rates, you probably won’t. And no one seems too worried about that.  


 
We’re acting like this virus is just a cold. People get sick. They convalesce at home. They come back. No problem.  


 
But that is just ableism.  


 
The consequences of getting sick vary from person-to-person.  Some people have symptoms that last for months. Others have permanent damage to their hearts, lungs or other organs.  


 
And someone like me who is triple vaccinated but immunosuppressed because of existing medical conditions could have severe complications.  


 
That’s why I’m afraid. I don’t know if getting sick will mean the sniffles, a stay at the hospital or the morgue. 


 
And no one seems to care.  


 
In fact, nothing seems to make anyone do a thing about the dangerous conditions in which we’re working.  


 
Judging by the emails in the last week and a half, alone, there have been at least 60 people in my small western Pennsylvania district who tested positive for Covid. That’s 17 in the high school (10 students and 7 staff), 22 in the middle school (17 students and 5 staff), and 21 in the elementary schools (16 students and 5 staff). And this doesn’t include close contacts. 


 
However, with the new CDC guidelines that people who test positive only need to quarantine for 5 days, some of these people are probably back at school already. Though it is almost certain they will be replaced by more people testing positive today.  


 
I have a student who just came back a day ago who’s coughing and sneezing in the back of the room with no mask. And there’s not a thing I can do – except spray Lysol all over his seating area once he leaves.  


 
The imperative seems to be to keep the building open at all costs. It doesn’t matter who gets sick, how many get sick – as long as we have one or two adults we can shuffle from room-to-room, the lights will be on and school directors can hold their heads high that they weren’t defeated by Covid.  


 
The daycare center – I mean school – is open and parents can get to work.  


 
But this isn’t the number one concern of all parents. Many are keeping their kids at home because they don’t want them to get sick.  


 
We have a Catholic school right next door. It’s closed and classes have moved on-line.  


 
Don’t get me wrong. I hated teaching remotely on and off during the last few years. But safety is more important to me than being as effective as I can possibly be.  


 
When the Titanic is sinking, you get in the life boats and don’t worry that doing so might mean you won’t dock on time.  


 
Somewhere along the line in the past few years we’ve come to accept the unacceptable: 


 
We’re not in this together. 


 
I don’t have your back. You don’t have mine. 


 
When it comes to a disease like Covid – you’re on your own. 


 


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!

Don’t Blame Teachers for Covid Quarantines and Closures

 
This week the US reported more than a million Covid-19 cases in one day – a new global record! 


 
As this latest surge in the pandemic hits, schools all over the nation are closing up again and returning to on-line classes.  


 
People everywhere are wondering if teachers are to blame


 
Here are some things for school directors and administrators to consider:  


 
 
If you don’t require all students and staff to wear masks – don’t blame teachers. 

If you don’t regularly test students and staff for Covid – don’t blame teachers. 


 
If you don’t require all students and staff to be vaccinated – don’t blame teachers.  


 
If your classrooms are not well ventilated – don’t blame teachers. 

If you force staff to come into the building for professional development and don’t allow them to attend remotely – don’t blame teachers.


 
If you don’t provide K95 masks to all students and staff – don’t blame teachers. 


 
If you didn’t devise a schedule to keep students socially distanced – don’t blame teachers. 


 
If you don’t deep clean each classroom and other student spaces between classes – don’t blame teachers.  


 
If you don’t have lunches outdoors or in some other extremely well-ventilated space – don’t blame teachers. 


 
If you don’t require a negative Covid test before sick students or staff can return to school – don’t blame teachers. 


 
If students and staff have steadily been getting sick for weeks and you’ve done nothing to prepare – Don’t Blame Teachers. 


 
 
In short, if you haven’t done everything you can do to prevent an outbreak sweeping through your school and your community – DON’T. BLAME. TEACHERS.  


 
BLAME YOURSELF. 


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!


 

Gadfly’s Most Outrageous Articles in 2021 That You May Have Missed or Been Too Polite to Share

The most popular topic people wanted to read about on my blog this year has been how teachers are dealing with the Covid-19 pandemic.

In short, it’s a mess.

We’re struggling big time.

In the media, they call it a teacher shortage, but it’s really an Exodus away from the profession for educators who are fed up with being treated like crap.

But that’s not the only thing I wrote about in 2021.

At this point in my career with everything crumbling around me, I have no more F’s to give.

I’m laying it all out straight. And this is from a blogger who has often been criticized for not holding anything back BEFORE!

Now I am pointing out all the elephants in the room.

And jaws have been hitting the floor.

Sacred cows? Not here. Have a burger.

So after already publishing a top 10 list of my most popular articles from the past year, I’ve compiled a list of ten more (or so) that didn’t get the acclaim but deserve it.

Some of these articles are not for the faint of heart.

If you’re tired of being polite and ignoring all the flaming dumpster fires that well behaved teachers aren’t supposed to mention, then you might enjoy some of these stories.

So buckle up. Here we go:


10) Lesson Plans Are a Complete Waste of Time 

Published: Sept. 16


 Views: 2,971


 Description: The title says it all. Stop wasting teachers’ time by making us fill out paperwork that won’t help us do our jobs but will make administrators and principals look good. We make our own plans for ourselves. We don’t need to share with you a bunch of BS with Common Core nonsense and step-by-step blah-blah that will probably have to change in the heat of the moment anyway. 

Fun Fact: Teachers in my building rarely say anything to me about my blog. But I got some serious appreciation on my home turf for this one.


9) Where Are the Parents? The School Shortage We Ignore 

Published: Nov. 17


 Views: 2,997


 Description: We talk about missing teachers, subs, aides, bus drivers, but not parents or guardians. We should. They are absolutely essential to student learning. I think there are a lot of good reasons why parents don’t participate in their children’s schooling, but they will never get the help they need if we continue to ignore this issue and throw everything on teachers and the school.


 Fun Fact: So many liberals lost their minds on this article saying I was attacking parents. I’m not. If people were drowning, you would not be attacking them by pointing that out and demanding help fishing them out of the water. It is not “deficit thinking” to acknowledge that someone needs help. It’s authentic advocacy for both students and parents.


8) I Triggered Bill Maher By Writing About Standardized Testing and White Supremacy 

Published: Nov. 3


 Views: 2,076


 Description: It wasn’t just liberals who were butt hurt by my writing – it was neoliberals, too. Comedian Bill Maher actually mentioned my article “Standardized Testing is a Tool of White Supremacy” on his HBO show. He joked that I was devaluing the term ‘white supremacy.” Sure. These assessments only help white people unfairly maintain their collective boot on the throats of black and brown people. That’s not white supremacy. It’s melanin deficient hegemony. Happy now!?

 Fun Fact: Maher’s assertion (I can’t claim it’s an argument because he never actually argued for anything) seems to be popular with neoliberals trying to counter the negative press standardized testing has been receiving lately. We need to arm against this latest corporate talking point and this article and the original give plenty of ammunition. My article was republished on Alternet and CommonDreams.org.

7) School Sports are Overwhelming Academics. Time to Kick Them Out

Published: Dec. 10


 Views: 2,080


 Description: Most of the world does not have competitive after school sports. Kids participate in sports through clubs – not through the schools. I suggested we might do that in the US, too. This would allow schools to use more of their budgets on learning. It would stop crucial school board decisions from being made for the athletics department at the expense of academics. It would remove litigation for serious injuries. Simple. Right?


 Fun Fact: So many folks heads simply exploded at this. They thought I was saying we should do away with youth sports. No. Youth sports would still exist, just not competitive sports through the school. They thought poor kids wouldn’t be able to participate. No, sports clubs could be subsidized by the government just as they are in other countries. Some folks said there are kids who wouldn’t go to school without sports. No, that’s hyperbole. True, some kids love sports but they also love socialization, routine, feeling safe, interaction with caring adults and even learning! But I know this is a radical idea in this country, and I have no illusions that anyone is going to take me up on it.

6) Critical Race Theory Articles

A) If You’re Afraid Kids Will Learn Racism is Bad, Perhaps Public School is Not For You 

B) Public Schools Are Not Indoctrinating Kids About Racism. Voucher Schools ARE

C) Muzzling America’s Teachers with a Ban on Critical Race Theory is What Orwell Warned Us About

Published: (A) Oct. 14, (B) Jun3 17, (C) July 2


 Views: (A) 1,918, (B) 1,869 , (C) 1,207


 Description: Republicans have a new racist dog whistle. They pretend white people are being taught to hate themselves by reference to a fake history of the US called Critical Race Theory. In reality, schools are teaching the tiniest fraction of the actual history of racism and Republicans need that to stop or else they won’t have any new members in a few generations. I wrote three articles about it this year from different points of view than I thought were being offered elsewhere.


 Fun Fact: I’m proud of this work. It looks at the topic from the viewpoint of academic freedom, the indoctrination actually happening (often at taxpayer expense) at private and parochial schools, and the worthy goal of education at authentic public schools. Article B was republished on CommonDreams.org.

5) County Council Election Articles


A) Why a Public School Teacher is Running for Allegheny County Council

B) A New Children’s Fund – Reducing Student Inequality Through Allegheny County Council


C) I Fought the Do-Nothing-Incumbent, and He Won

Published: (A) March 19, (B) April 2, (C) May 26


 Views: (A) 514 (B) 111 (C) 248


 Description: I ran for office this year in western Pennsylvania. I tried for Allegheny County Council – a mid-sized position covering the City of Pittsburgh and the rest of the second largest county in the state. Ultimately, I lost, but these three articles document the effort. 

Fun Fact: These articles explain why a teacher like me ran for office, how I could have helped public schools, and why it didn’t work out. Article C was republished on CommonDreams.org.

4) Vaccine Articles


A) How I Got the Covid Vaccine: an Immunization Odyssey

B) Hope During a Pandemic is Both Hard and Inescapable


Published: (A) Jan. 30, (B) March 11


 Views: (A) 451 (B) 229

 Description: These are terrifying times. In the future people may look back and wonder what happened. These two articles document how I got vaccinated against Covid-19 and my thoughts and feelings about the process, the pandemic, and life in general.


 Fun Fact: It hasn’t even been a full year since I wrote these pieces but they somehow feel like they were written a million years ago. So much has changed – and so little.

3) What is Taught in Public Schools? Volunteer as a Substitute Teacher and See for Yourself! 

Published: Oct. 20


 Views: 733


Description: Pennsylvania Republican state legislators were whining that they didn’t know what teachers were doing in public school. So they proposed a BS law demanding teachers spend even more of their never-ending time giving updates. I suggested legislators could just volunteer as subs and see for themselves.


 Fun Fact: So far no Republicans have taken me up on the offer and their cute bit of performative lawmaking still hasn’t made it through Harrisburg.

2) We Don’t Need More ADVICE on How to Safely Reopen Schools. We Need RULES.


Published: July 29


 Views: 1,180 

Description: When it comes to stopping a global pandemic, we need federal action. This can’t be left up to the states, or the counties, or the townships or every small town. But all we get from the federal government about Covid mitigation in schools are guidelines. Stand up and do your F-ing jobs! Make some rules already, you freaking cowards!


 Fun Fact: As I write this, President Joe Biden just came out and said there is no federal solution to the pandemic. It’s not that I think the other guy would have done better, but this was a softball, Joe. History will remember. If there is a history after all this is over.


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


Published: Jan. 8


 Views: 2,297 

Description: On January 6, a bunch of far right traitors stormed the Capitol. This articles documents what it was like to experience that as a public school teacher with on-line classes during the pandemic.


 Fun Fact: Once again, history may want to know. Posterity may have questions. At least, I hope so. The article was republished on CommonDreams.org.


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 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:

 

2021:

Gadfly’s Top 10 Articles of 2021 – Shouts in the Dark

2020:

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

Stop Normalizing the Exploitation of Teachers 

 

Nearly everyday I get to school only to be confronted by the call-off sheets


 
Pages and pages of people who aren’t coming in to work – and the substitute teachers assigned to take over their classes.


 
Yikes, it’s a long list today.

I see Mrs. K is still out. She was sobbing in the faculty room last week. Wonder what that was about.

Rumor has it Mr. C was rushed to the nurse to have his blood pressure taken after his face turned beet red in the middle of his last class yesterday. Not a shock that he’s missing.

And Ms. P’s out again. I can’t blame her. If one of my students attacked me, I’d have trouble coming back, too.

My eyes pour down the names of absent teachers and present substitutes only to find the one I’m dreading – my own.

I’m expected to sub for Mrs. D’s 8th period – again.

Great.


 
Too many kids I barely know stuffed into a tiny room. Last time there was almost a fight. Will they even listen to me this time?

I have my own classes. I shouldn’t have to do this.


 
But that’s exactly what’s expected of teachers these days.  


 
If your colleagues are absent and there aren’t enough subs, you have no choice. You have to fill in somewhere.  


 
Normally, I wouldn’t mind all that much. After all, I AM being paid for doing the extra work. But day-after-day, week-after-week, for months on end – it’s exhausting.  

It’s not my responsibility to make sure every room in the building is covered.  


 


I never applied to fix the district’s supply and demand issues. 


 
It makes it harder to do my own work. Beyond the increased stress of being plopped into a situation you know nothing about, subbing means losing my daily 40-minute planning period.  


 
Grading student work, crafting lessons, reading IEPs, doing paperwork, making copies, filling out behavior sheets, contacting parents, keeping up with Google Classroom and other technologies and multi-media – one period a day is not nearly enough time for it all.

Not to mention it’s my only chance outside of lunch that I can go to the bathroom.  


 
And now I don’t even get that! If I’m going to do even the most basic things to keep my head above water, I have to find the time somewhere – usually by stealing it from my own family


 
Even under normal circumstances I routinely have to do that just to get the job done. But now I have to sacrifice even more!  


 
I’ll be honest. I often end up just putting off the most nonessential things until I get around to them. 


 
This month, alone, I’ve only had four days I didn’t have to sub. That’s just four planning periods to get all the groundwork done – about one period a week. Not even enough time to just email parents an update on their children’s grades. So little time that yesterday when I actually had a plan, there was so much to do I nearly fell over.  


 
When I frantically ran to the copier and miraculously found no one using it, I breathed a sigh of relief. But it turned into a cry of pain when the thing ran out of staples and jammed almost immediately.  


 
I didn’t have time for this.  


 
I don’t have time for things to work out perfectly! 


 
So like most teachers after being confronted with the call-off sheet for long enough, that, itself, becomes a reason for me to call off. 

I am only human.


 
I figure that I might be able to do my own work today, but I’m just too beat to take on anyone else’s, too.

Some days I get home from work and I have to spend an hour or two in bed before I can even move.

And my health is suffering.  

I’ve had more trips to the emergency room, doctor’s visits, medical procedures and new prescriptions the beginning of this year than any other time I’ve been teaching.


 
It’s a problem of exploitation and normalization. 


 
Exploitation is when you treat someone unfairly for your own benefit. 


 
Our schools have been doing that to teachers for decades – underpaying them for the high responsibilities they have, expecting each individual to do the work of multiple people and when anything goes wrong, blaming them for it. 


 
The way we mishandle call-offs is a case in point. 


 
When so many educators are absent each day, that’s not an accident. It’s the symptom of a problem – burn out.  


 


We’ve relied on teachers to keep the system running for so many years, it’s about to collapse. And the pandemic has only made things worse.  


 
We piled on so many extra duties – online teaching, hybrid learning, ever changing safety precautions – these became the proverbial straw that broke educators’ backs.  


 
And now we’re screaming in pain and frustration that we can’t go on like this anymore. That’s what the call-off sheet means. It’s a message – a cry for help. But few administrators allow themselves to see it. 


 
They won’t even admit there is a problem.  


 
I can’t tell you how many times I’ve heard principals and administrators talk about the call-off sheet like it’s an act of God or a force of nature like a flood or a tornado.  


 
No! This wasn’t unpredictable! This didn’t just happen! It’s your fault!  


 


If there have been a high number of call-offs nearly every day for the past few weeks, it’s not a freak of nature when it happens again today! Administrators are responsible for anticipating that and finding a solution. 


 
This is not a situation where our school leaders are helpless. 


 
There are things they can do to alleviate this situation – reducing nonessential tasks, eliminating unnecessary paperwork, refraining from excess staff meetings, forgoing new initiatives, letting teachers work from home on professional development days – anything to give us a break and an opportunity to heal from the years of overburdening.

These are just the short term solutions – the things that don’t require money or political will


 
However, most administrators refuse to do any of it! They refuse to even admit there is a problem.  


 
They’re happy to just let teachers keep picking up the slack


 
That’s what I mean by normalization.  


 
It’s taking a bad situation and redefining it as usual, typical and expected. 


 
It’s like saying “This is the way things are now. This is school. This is our new baseline.”  


 
However, it is not sustainable! 


 
We cannot continue to apply the old model of public schooling to the problems we have today. It didn’t work before the pandemic and now it is frayed to the breaking point.  


 
When the first wave of Covid-19 washed over us and many schools went to online learning, leaders promised we’d rebuild back better when they finally reopened. 


 
This was the perfect chance, they said, to change, to reform the things that weren’t working and do all the positive things we’d wanted to do for years.  


 
Even at the time I thought it was rather optimistic to the point of naivety. Time has proven me correct.

 


 
Since schools have reopened, there has been no rebuilding back better. We’ve been forced to accept things worse.  


 
Teachers were already trickling away from the profession before Covid-19 was even discovered. Now they’re running away in droves.  

Standardized tests were always poor assessments of student learning. Now we’re encouraged to spend every minute teaching to those tests to overcome the bogeyman of “learning loss.”

Poor and minority students often suffered more traumas and insecurities than their wealthier and more privileged peers. Now after as much as two years of online learning, student trauma is the norm. Kids lack the basic social skills needed to communicate without fighting and they’re taking out their frustration on their teachers.

It’s a raging dumpster fire. And few people in a position to take action have the courage to do so.

Few are even brave enough to admit the dumpster is on fire.

Teachers cannot be exploited forever.

Even we have our limits.

We want to be there for students and their families, but we can’t do that if we’re sick and suffering.

We are a renewable resource but we need renewed.

If society is not willing to do that, there will be none of us left.

The call-off sheet will stretch to the horizon and there will be no one there to take our place.


 

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!

Teachers Absorb Student Trauma But Don’t Know How to Get Rid of the Pain

 
 
Today a middle school student said he hated me.  


 
He told me to go F- myself.  


 
He wrote all over his desk.  


 
He shouted insults at the other students. 


 
He asked to be sent home.  


 
He said he wished he was dead.  


 
He asked to see the school counselor.  


 
I let him. 


 
And this was all in one 42 minute period. 


 
By the time the bell rang for the next class, I was exhausted.  


 
I was worried about my student. I wondered how I could help


 
But I could barely stand up. 


 
I wiped at my eyes. They were unaccountably filled with tears. My hands were shaking.  


 
I didn’t have time for this now. I had to put on a smile and welcome in the next class. 


 
Perhaps there would be time to feel all this later. 


 
Incidents like this take a tremendous toll on educators. 


 
We’re highly trained adults, but people forget – we’re human, too.  


 
When someone unexpectedly yells at you or gets in your face, you feel it. 


 
This is especially true when it’s a child. 


 
When a student is crying out in pain and that pain manifests itself as negative and violent behavior, it impacts you. 


 
We end up absorbing it all like a sponge.  


 
But what do we do with all that poison once it’s over? 


 
Psychologists call this experience vicarious trauma


 
According to the American Counseling Association, this is sometimes called the “cost of caring” and can result from “hearing [people’s] trauma stories and becom[ing] witnesses to the pain, fear, and terror that trauma survivors have endured.” 


 
Vicarious trauma affects teachers the same way it does students


 
The brain emits a fear response releasing cortisol and adrenaline which, in turn, increases heart rate, blood pressure, and respiration, followed by a rush of emotions.  


 
The biological response can display itself in mental symptoms such as anger, headaches, or even physical ones like missing staff meetings, lateness to work or avoiding certain students or situations. 

You want to know why classroom teachers are taking an increasing number of sick days lately? Dealing with vicarious trauma is a big part of it.


 
“Being a teacher is a stressful enough job, but teachers are now responsible for a lot more things than just providing education,” says LeAnn Keck, a manager at Trauma Smart, an organization that helps children and adults navigate trauma.  


 
“It seems like teachers have in some ways become case workers. They get to know about their students’ lives and the needs of their families, and with that can come secondary trauma.” 


 
This is an aspect of the job for which most teachers are unprepared.  


 
According to a 2020 survey by the New York Life Foundation and American Federation of Teachers, only 15% of teachers felt comfortable addressing grief or trauma.  


 
When I first entered the field two decades ago, I was taught how to design lessons, sequence curriculum, manage classes, calculate grades, etc. Never once did anyone mention that I would be standing between a hurting child and a world he is desperately trying to lash out against. 


 
Most teachers aren’t taught how to help students who have experienced trauma. Nor are we taught how to handle the toll it takes on our own health and personal lives.  


 
And unfortunately things are getting much worse. 


 
According to the Centers for Disease Control and Prevention (CDC), more than half of all U.S. children have experienced some kind of trauma. This includes abuse, neglect, violence, or challenging household circumstances. And 35 percent of kids have experienced more than one type of traumatic event. 


 
In class, these traumas can manifest in many ways such as acting out. However, they can also be more subtle such as failure to make eye contact, repeated foot tapping, etc. 


 
Childhood trauma was not unknown before the pandemic, but it was much less frequent.  


 
Since returning to the physical classroom after months or more of on-line learning, many students are having a difficult time readjusting. And some show signs of compounded emotional trauma. 


 
The student who exploded today is a prime example. 


 
Clearly something may have happened to him. 


 
A few years ago he had been an A student. He was academically gifted. But when we went to on-line classes to protect against Covid-19, he disappeared.  


 
Only to come back like this. 


 
As a classroom teacher with two decades of experience, I know that when a student acts this way, punishing him won’t help. He needs support coping, but that’s easier said than done. 


 
I need help coping with HIM! 


 
These adverse childhood experiences (ACEs) can impact kids well into adulthood with higher risks for alcoholism, liver disease, suicide, and other health problems. 


 
And it affects their teachers, too. 


 
Since schools have reopened, many kids don’t seem to know how to interact without teasing, goading or tormenting each other. We’re seeing children scream at each other in class over things as simple as finding a pencil. There are more frequent fights, vandalism, bullying, cyber bullying and even attacks against teachers.

 
 
Last week at my school, a student in the hall pushed another student into a teacher’s back. The first student was trying to fulfill the infamous TikTok challenge of hitting a teacher, but he wanted to avoid punishment by being able to claim it was an accident. 


 
This increase in negative behaviors can be directly attributed to the pandemic. 


 
More than 750,000 Americans have died from COVID.  


 
According to the CDC, more than 140,000 children in the U.S. have lost a primary or secondary caregiver such as a live-in grandparent or another family member to the virus.  


 
No wonder kids are having trouble with self-control! Their support systems are in tatters!  


 
With fewer role models at home and less time in the classroom over the last year and a half, kids are suffering. And that’s not just anecdotal. The facts back it up. 


 
The CDC reports that children between the ages of 5 and 11 visiting an emergency department because of a mental health crisis increased 24 percent from April through October of 2020 compared to the previous year. Among 12- to 17-year-olds, the number increased by 31 percent.   


 
Suicide attempts among 12- to 17-year-old girls increased by about 50 percent over winter 2019, according to the CDC.  


 
And these numbers are probably under reported since these increases took place at the height of the pandemic when many people were hesitant to seek medical attention.   


 
The increase in student trauma and the lack of additional supports is undoubtedly contributing to the speed at which teachers are leaving the profession. 


 
We want to help our students but many of us feel ill-equipped to do so. And it’s negatively affecting our own health.  


 
As we are constantly attacked in the media for everything from teaching an accurate history of America to failing to meet every need our students have, many educators are throwing up their hands and moving on. 


 
It is vital that people stop hurling stones and understand the increased burden placed on teachers’ shoulders. Not only that, but it’s well past time for people to get off the side lines and actually support educators.  


 
We can’t do it all alone.  


 
For example, one of the most important things teachers need is time.  


 
This is time untethered to students, time without classes to teach or papers to grade or paperwork to fill out or even duties to perform.  


 
We need time to talk with our colleagues about what we’re experiencing. 


 
That’s not just gossiping or socializing. It’s necessary to function. 


 
Educators need the ability to talk through what they’re experiencing and what they’re feeling with other teachers coping with secondary trauma, according to Micere Keels, an associate professor at the University of Chicago and founder of the TREP Project, a trauma-informed curriculum for urban teachers. 


 
“Reducing professional isolation is critical,” said Keels. “It allows educators to see that others are struggling with the same issues, prevents the feeling that one’s struggles are due to incompetence, and makes one aware of alternative strategies for working with students exhibiting challenging behavior.” 


 
However, this can’t be something teaches do on their own. This is an essential part of the job.  


 
Part of our profession has become being put in harm’s way. We need the time to cope with that on the job with our colleagues.

 
 
In addition, this allows teachers to work together to develop coping strategies.  


 
For instance, it’s never good to meet a student’s anger with yelling or fury of your own. Educators need to find ways to de-escalate and bring the tension down in the classroom.  


 
However, there’s no need to reinvent the wheel, either. Investing in high quality professional development for trauma-informed practices and enacting them school-wide would also be incredibly helpful. As would an influx of professional counselors, social workers and psychologists who are actually trained to deal with these situations.


 
Finally, it is essential that teachers are allowed the latitude to go home from their jobs. 


 
By that, I don’t mean that teachers are held hostage, that any district forces their staff to stay in the building 24/7. I mean that many teachers find it difficult to go home and stop being teachers. We’re always on. We need time to turn off and tune out. 


 
Educators often take mountains of work home, grade papers, call parents, etc. All on their own time. 


 
There needs to be a demarcating line between our professional and personal lives. And the district, administrators, school directors and parents need to respect that line. 


 
Teachers cannot be there for children if they do not have time for themselves and their families. 


 
And these are really just the tip of the iceberg.  


 
Teachers need higher salaries, lower class sizes, and above all – RESPECT.  


 
Accomplishing all of this will not be easy. But I’ll bet every district can accomplish SOME of it.  


 
Every district can accomplish some of it TOMORROW.  


 
If we want to continue having teachers – I mean flesh-and-blood teachers with college degrees and hard won experience, not just technology, apps or a rotating cast of minders and babysitters – we have to take care of them.  


 
They take care of our children.  


 
It’s time we gave back what they need to get the job done. 


 
It’s time we gave back the respect they deserve. 


 
It’s time we gave them the opportunity to heal from the trauma of coping with our children. 


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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 is Taught in Public Schools? Volunteer as a Substitute Teacher and See for Yourself! 

Some lawmakers want more transparency in public schools.

Meanwhile, there’s a nationwide substitute teacher shortage.

It seems to me we can solve both problems at once.

PROBLEM 1: BOGUS LEGISLATION

Pennsylvania state Representative Andrew Lewis is terrified that students are being taught things in school.

Things like history and science and – oh my word! – socialism.

To make sure this doesn’t happen, the Republican businessman is sponsoring a bill requiring public schools to post curriculum materials online.

This would include a course syllabus or written summary of every class, the state academic standards for each course, and a link or title for every textbook used.

It sets up a mountain of paperwork for the state’s already overburdened teachers to repeat information that’s readily available elsewhere.

Moreover, the whole thing is really just a political sham to stoke the radical Republican base. The measure has little chance of actually being implemented.

The bill (HB 1332) passed the House largely along party lines last week with a few Republicans joining Democrats against it.

Now it is set for a full vote by the Senate where it will probably sail through with GOP support after which Democratic Governor Tom Wolf has already promised to veto it.

So why is Lewis putting on this dog and pony show?

In a now deleted Facebook post, the 33-year-old Dauphin County man wrote:

“Parents need to be in the driver’s seat when it comes to education, not some out-of-state textbook publisher teaching heaven knows what (hint: anti-American socialism) to our students.”

Apparently Lewis doesn’t understand that parents vote and serve on school boards that, in fact, pick the textbooks which are used in public schools.

Moreover, I guess no one told him that state law already requires that public schools give parents and guardians access to information about instructional materials.

Or that Medicare, Social Security, Minimum Wage and Child Labor Laws are all examples of – GASP! – socialism.

Lewis and other Republicans continue to spread the insinuation that something nefarious is happening behind the closed doors of our public schools.

Well guess what, fellas! Those doors aren’t closed at all.

PROBLEM 2: SUB SHORTAGE

Nationwide there’s a substitute teacher shortage. And you can apply!

Even schools in the Keystone state are scrambling to find enough subs.

If you want to know what happens in public schools, you can do better than clicking on some Website. You can actually volunteer to come in and cover an absent teacher’s class!

“Substitute lists are very small in most districts,” says Mark DicRocco, Executive Director of Pennsylvania Association of School Administrators (PASA).

The organization reports that the Commonwealth is experiencing a dramatic decline in the supply of new teachers. 

The number of state Instructional I licenses granted for all subject areas in grades K-12 has decreased by at least 49% from 2011 to 2018. 

About eight years ago, 40,000 teachers were graduating from Pennsylvania colleges a year. This past year, it was only 14,000. 

That means not only fewer classroom teachers to replace those who retire, but fewer substitute teachers to take over for professional absences.

The situation has gotten so bad that the legislature (on which Lewis serves) had to pass a new measure allowing college students who are studying education to fill in as substitutes.

Many districts such as Erie, Greater Latrobe and State College have increased substitute pay to entice more people to apply for the job.

And, frankly, almost anyone can do it.

Even folks like Lewis and his Republican buddies! Heck! The legislature is only in session a few weeks every month! They have plenty of time to moonlight as substitute teachers and get the low down about what’s really happening in our public schools!

To be a sub in most public school districts in Pennsylvania, essentially all you need is a bachelors degree (it doesn’t even have to be in education) and pass criminal background checks.

Districts that aren’t experiencing a shortage may require a teaching certificate as well, but beggars can’t be choosers. In districts where it is hard to get subs (i.e. those serving poor and minority kids) you can get emergency certified for a year.

And many states are lowering the bar even further!

In Oregon, where the shortage of subs is even worse, the state is even temporarily waiving the need to have a bachelor’s degree!

SOLUTION: VOLUNTEER AS A SUB

Just imagine!

Republicans uneasy about public school can get in there and see it all first hand.

And they’ll even get paid to do it!

Not as much as they make as lawmakers. Pennsylvania’s legislature is paid the third highest salary in the country! Way more than classroom teachers or certainly substitutes. But they’d get remunerated for their time.

All they’d have to do is watch over classes of 30 or more real, live students!

Not only would lawmakers have a chance to look over teacher’s lesson plans, but they’d get detailed instructions from the absent teacher about how to actually teach the lesson!

They’d get to interact with principals as they’re told which additional classes they have to cover in their planning periods and which extra duties they’d be responsible for performing.

They’d get to do things like monitor the halls, breakfast and lunch duty, watch over in-school suspension, and – if they’re lucky – they might even get to attend a staff meeting and be front row center for all the educational initiatives being conducted in the school!

If our representatives took this opportunity, they would learn so much!

They might even understand that this critical race theory thing they’re being warned about on Fox News and on talk radio isn’t actually taught in public schools. It’s a legal framework you only find in colleges and universities, and even there it’s mostly in the law department.

They’d see that indoctrination isn’t really something we do in public schools.

I mean, sure, we encourage kids to stand for the pledge to the flag and things like that but when it comes to telling them how to think – that’s not a public school thing. That’s a private and parochial school thing.

They’d see that public school lessons give students information on a subject but then ask them to come to their own conclusions about it.

They’d see our students struggle with large class sizes, crumbling infrastructure and facilities, and an overabundance of standardized tests.

They’d see kids grappling with social and emotional needs caused by the Covid-19 pandemic, generational poverty, and systemic racism.

They’d see the scarcity of resources available to classroom teachers to meet those needs and the profusion of expectations heaped on them. (For example, the expectation of bills like HB 1332 that they post all their curriculum and daily lessons on-line in addition to everything else they have to do on a daily basis.)

They’d see the dangers of putting themselves on the front line of a global pandemic and in the line of fire of potential school shooters without adequate gun safety laws.

In fact, this would be such an educational experience, I think legislators on both sides of the aisle should take advantage of this unique opportunity.

And not even just those in Harrisburg. What better way for school directors to understand the institutions they’re overseeing than to volunteer as subs? What better way for the mayor and city council to understand the needs of children than putting themselves in the classroom when the teacher can’t be there?

Instead of pontificating about the culture wars, class grievances, business interests or innuendos, lawmakers might actually learn what the real problems are in our public schools and what needs to be done about them.

It could make them better public servants who craft legislation that would actually do some good in this world and not – like Lewis – just showboat to enrage partisans and stoke them to vote for people willing to feed their fears and prejudices.

Any takers?


 

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!

My Students Haven’t Lost Learning. They’ve Lost Social and Emotional Development  

 


  
  

There is a student screaming across the hall.  
  
He is holding his gut and rocking back and forth in cries of wordless emotional pain as the rest of the class looks on in bewilderment.  
  
Students from other rooms start to cluster around the door until a security guard makes them go away.  
  
I close the door to my own classroom and try to settle my students down – but we can still hear him through the walls.   
  
And then:  
  
“Shut up!”  
  
“You’re stupid!”  
  
“Why don’t you make me!?” 
 
  
Believe it or not, this is not what teaching middle school used to be like.   
  
Eighth grade students were never perfect angels, but at least by then they used to know how to talk to one another. They could usually interact without constant sniping. They knew what was expected to get respect from each other and at least tried to do it.   
  
But things have changed.   
 
After 18 months of a pandemic, even when they aren’t infected with disease, children still are suffering tremendously from the effects of Covid-19. 
 
Adolescents are dealing with higher rates of anxiety, depression, stress, and addictive internet behaviors.   
 
The Centers for Disease Control (CDC) reports that children between the ages of 5 and 11 visiting an emergency department because of a mental health crisis increased 24 percent from April through October of 2020 compared to the previous year. Among 12- to 17-year-olds, the number increased by 31 percent.  
 
Suicide attempts among 12- to 17-year-old girls increased by about 50 percent over winter 2019, according to the CDC. 
 
And these numbers are probably under reported since these increases took place at the height of a pandemic when many people were hesitant to seek medical attention.  
 
As usual, the place where these issues are most visible is our public schools
 
When Covid-19 swept our shores last year, much of the benefit of formal education fell through the cracks.   
 
Consistency went out the window. Many schools went to on-line learning or a hybrid model of in-person and on-line offset with increasingly common periods of quarantine.  
 
These were often necessary to keep kids and their families safe – and in some cases still are. As a society, we could have done more to blunt the blow such as paying parents to stay safe at home as well as supervise their children, but economic concerns took precedence to human ones.  
 
And now we’re seeing the cost
  
Many students attended school haphazardly and their parents often weren’t around to give them the kind of stability, role models or attention they’d normally get at school.   
  
Today, as the pandemic still smolders on, and schools struggle to function as if the danger had passed, the result is classes of emotionally needy and socially awkward children.  
  
There were so many fights in the halls of my building last week, we’re now operating on a soft lockdown to decrease unstructured time between classes.   
  
And you know what – it’s not really kids’ fault.  
  
They’re just trying to live in the world we’ve built for them.   
 
More than 674,000 Americans have died from COVID
 
According to the CDC, more than 140,000 children in the U.S. lost a primary or secondary caregiver such as a live-in grandparent or another family member to the virus. 
 
Globally, that’s more than 1.5 million kids who have lost a parent, guardian or live-in relative to the pandemic, according to the Lancet
 
No wonder kids are having trouble dealing with their emotions! Their support systems are shot! 
  
My students are bright, caring, energetic and creative people. They have the same wants and needs as children always have. They just have fewer tools with which to meet them.   
  
Administrators often focus on academic deficits.   
  
They worry about learning loss and what the kids can’t do today versus students in the same grades before the pandemic. But I think this is a huge mistake.   
  
My students are not suffering from a lack of academics. They’re suffering from a lack of social and emotional development.   
  
I teach Language Arts and, sure, my kids may not have been exposed as deeply to certain concepts as those who came before them. They may not have written an acrostic poem or read Dickens or had as much experience writing. But that doesn’t mean they’re deficient.   
  
Every child – every PERSON – learns at an individual rate. Some take longer than others. Some take more exposure, experience and practice. But learning is never lost.   
  
Teachers know this. That’s why we scaffold our lessons. We get to know our kids and where they are before we can gauge what they still need to learn.  
  
My students may not have read the play they would have in 7th grade, but I can help them understand the components of drama when we read a play in the curriculum for 8th grade. They may not have written a particular type of poem last year, but we can still read one and understand it this year.   
  
Many students have difficulties with spelling and punctuation. That’s true this year as well as any other. That doesn’t mean they’ve lost anything. It means they need more instruction and practice.   
  
I’m not worried about that. It’s really pretty similar to any other year.   
  
What does concern me is the level of immaturity and social awkwardness I’m seeing.   
  
People aren’t machines. You can’t flip a switch and they just learn.  
  
You have to create an environment that is conducive to learning.  
  
Part of that is creating a class culture where everyone feels respected and safe. That’s difficult to do when kids don’t know how to communicate without conflict.   
  
That’s difficult when their sense of safety has been deeply impacted. Community members whining about security measures like wearing masks and getting vaccinated don’t help this – not at all.   
  
In schools, we’re trying to instill a sense of consistency and care. We’re trying to teach kids the basics of human interaction again – something even some adults are having to relearn.  
  
And let me tell you – it’s extremely hard in large, anxious groups dealing with the continuing uncertainty of our times.   
  
My own health has suffered under the pressures with which educators are forced to contend. Unnecessary paperwork, increased expectations, lack of respect and compensation have teachers stretched to a breaking point.   
  
I was in and out of the hospital all last week and the district had great difficulty finding an adult to sub for me.   
  
For two days they resorted to hiring parents from the community to watch my classes. I’m told that one of them reported to the office at the end of the day and promptly told the secretary not to call her tomorrow, that she was never coming back.   
 
It’s hard for professional educators, too. 
 
According to a 2020 survey by the New York Life Foundation and American Federation of Teachers, only 15% of teachers feel comfortable addressing grief or trauma tied to the pandemic. 
  
My kids are not demons.   
  
They are not monsters or evil or incorrigible.   
  
They’re just kids who really need our love and support.   
  
I feel for them. I really do.   
  
When I’m here, I do everything I can to help them feel safe, secure, respected and cared for.   
 
It’s certainly not easy. 
  
At lunch the other day, one student came to my door and scratched on the window. He was in tears.   
  
I let him in and asked what was wrong.   
  
He was at his wits end about his home life and felt lost. I sat with him, we talked it out and I asked if there was anything else I could do for him.  
  
He said, “Yes. Can I have a hug?”  
  
So even now, with COVID out there in the community and my mask securely fastened, I did it. I gave him a hug.   
  
That’s the need I’m seeing in schools right now.   
  
It’s not academics. That will be fine if we can take care of the emotional and social needs of our students.   
  
But this can’t be accomplished by teachers alone – nor even administrators, school boards and districts.   
  
We need to build a world that cares about children.   
  
We need to value their lives and needs.   
  
It’s not enough to care whether a child is born. We have to care whether a child is taken care of, healthy and loved.   
  
And that means looking out for their parents, too.   
  
If parents didn’t have to sacrifice themselves to their jobs, they could spend more time with their kids.   
  
When your job constantly demands more time, at all times of the day and night, you can’t be there effectively for the ones you love.   
  
We talk about family values, but we do little to value families. Only their credit score and earning power.   
  
This is a problem that won’t be solved overnight.   
  
It may far outlast the pandemic, itself.  
  
To heal our kids, we have to heal our society.  
  
In fact, we can’t do one without doing the other.  


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!

Thank you, Gov. Wolf, for Reissuing a Mask Mandate for PA Schools. Time for Next Steps

My daughter’s school has been open for seven days so far this year.

The school where I teach has been open three days.

Masks optional at both.

Do you know how terrifying that is for a father – to send his only child off to class hoping she’ll be one of the lucky ones who doesn’t get sick?

Do you know how frustrating it is for an educator like me trying to teach while unsure how long your students will be well enough to stay in class? Unsure how long you will?

The Centers for Disease Control (CDC) warns we should wear masks in school to protect from Covid-19, especially the more virulent delta variant.

So does the American Academy of Pediatrics, the Nationwide Children’s Hospitals Care Connection, the Allegheny County Department of Health…

And just about every doctor, immunologist and specialist at UPMC as well as the Pennsylvania State Education Association, and the National Education Association and the American Federation of Teachers.

Heck! Even the Pittsburgh Post Gazette’s editorial board – not always a bastion of good sense – called the decision to mask in schools a “no brainer.”

But somehow my duly elected school board couldn’t find the courage to enact that advice.

The school directors where I work refused to even explain their reasoning behind denying the precaution.

But BOTH groups promised to abide by any mandates handed down from on high.

It seemed that neither group had the courage to make the decision, themselves. They just passed it on to parents knowing full well that there would be no consistency.

Gather together a large enough group of anyone and it’s doubtful they’ll all agree on anything. And all it takes is one or two people to come to school unmasked to infect everybody there!

Thank goodness for Governor Tom Wolf.

Today he announced a mask mandate at all preK-12 schools, both public and private, and licensed child care centers beginning next Tuesday.

The mandate comes after three weeks of Wolf refusing to take this step.

At first, he said he was going to leave this up to the individual school boards – but they dropped the ball.

Only 36.8% of districts throughout Pennsylvania enacted some form of mass mandate on their own, though they serve 53.25% of students.

That’s 184 districts with some form of mask requirement, 307 optional and 9 unknown.

What a disgrace!

It just goes to show that the great majority of school directors in the Commonwealth are cowards, stupid or both.

If the voters don’t rise up and replace these fools, we will only have ourselves to blame.

They have betrayed the public trust.

They should be hounded from our midst, unfit to even show themselves in society.

To put kids lives at risk because you haven’t the guts to take the responsibility! Or worse, to be so idiotic as to distrust nearly every medical professional, scientist, immunologist or specialist!

As a state, and as a country, we have been given an intelligence test – and our leaders have mostly failed.

I am thankful Governor Wolf acted.

Finally.

Wolf’s emergency powers to sustain a state disaster declaration were curtailed by voters in the May election.

Another failure of voters to turn out and support one of the few people with the courage to protect our children.

However, May’s referendum did not affect the Wolf administration’s ability to implement a masking order or other public-health rules under the state’s disease-control law. The Pennsylvania Department of Health has the authority to issue a statewide mask order for K-12 schools under a state law that empowers the department to take appropriate measures to protect the public from infectious diseases.

To his credit, Wolf tried to work with the legislature to get this done.

He asked the Republican-controlled state House and Senate to come back in session and vote on the matter. But since they prefer politics to safeguarding children they refused.

We are fortunate to have at least one adult in Harrisburg – and he lives in the Governor’s mansion.

However, we can’t get complacent.

This mask mandate is only step one of what needs to be done.

As many other states have done, we need to require all school employees to get the Covid vaccine or provide proof of regular negative COVID tests just to enter educational buildings.

Right now children younger than 12 are not eligible to be vaccinated. We need to require those young people who are eligible to get the vaccine or provide them with an alternative like remote learning. And when the vaccine has been cleared for all children, we need to add it to the long list of other vaccines children already need to get to enter school.

We need an influx of funding to make it possible to keep kids in school and still keep them socially distanced. As it is now, this is nearly impossible – I speak from experience.

The school where I teach has hardly any social distancing, and frankly we can’t have in-person school without more classrooms, more teachers, more space.

We need to bring back cleaning protocols to make sure every classroom is properly disinfected between periods. We need to ensure that school buildings are properly ventilated.

Will this be expensive? Probably, but if we could waste $300 million a day for two decades in Afghanistan that resulted in NOTHING, we can afford to properly fund our schools for once!

But most of all, we have to come to an understanding – the pandemic is not over – and it will not be over until enough of the general population is vaccinated.

Are you frustrated by masks? Are you frustrated we have to keep going back to these safety precautions?

Me, too.

But these precautions can’t go away just because we’re frustrated. People have to understand that the only way they will go away is if everyone does their part.

Going out in public unmasked should bring severe social consequences.

People who recklessly put the lives of others in danger just because they don’t feel like being bothered deserve the cold shoulder.


They should be stigmatized, rebuffed and ostracized.

Let me be clear. I’m not talking about physical violence. I’m talking about social consequences for acting like an Asshole.

We need to grow up.

Actions have consequences.

We need a functioning society.

And communities that can’t even come together to protect their own children are nothing of the sort.

It’s way past time we took action.

Gov. Wolf has put us on the path, but this is not over.

This is just the beginning.


 

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!

School Leaders Refusing to Mandate Masks Are Responsible for the Coming Storm

I would love for this to be a normal school year.

I would relish the opportunity to teach my classes of middle school students without a mask covering my face and obscuring my voice.  


I would enjoy being able to see the expressions on their faces as I welcomed them to class and got to know them.

 

But I am not stupid.  

I know that doing so would not be worth the cost.

The pandemic is not over – not in Pennsylvania. Covid-19 cases are on the rise in my community and an increasing number of children have gotten sick, been hospitalized or died. 

Forgoing masks would risk more. It’s just not worth it.

Only a month ago child Covid cases numbered in the zeroes or low single-digits each day in my home of Allegheny County, according to the Pittsburgh Post Gazette. During the past two weeks there have been as many as 30 to 40 new child cases a day. 


 
Some of these are kids 11 and younger who are not eligible for the COVID-19 vaccine. Some are  those 12 and older who have not been vaccinated. And a few are break-through cases among vaccinated kids, said Dr. Andrew Nowalk, clinical director of infectious diseases at UPMC Children’s Hospital of Pittsburgh. 


 
Both the Centers for Disease Control and Prevention (CDC) and American Academy of Pediatrics (AAP) are recommending everyone in schools – students, staff, visitors, etc. – wear masks whether they’ve been vaccinated or not. 


 
As a school director, why would you take a chance with the children in your care? 


 
There are so many questions I have about this situation that all seem to boil down to variations on that one


 


Dr. Todd Wolynn, CEO of Kids Plus Pediatrics, an independent pediatrics practice with several locations in the region, put it this way: 


 
“We’re here to ask one question to school districts not doing universal masking: Why is your situation safer [without a mask mandate] than what is recommended by the AAP and the CDC?” 


 
Why is it safer to forgo this precaution?  


 
Wearing a mask is not all that hard. We all did it throughout most of the last year and a half. 


Why is it so hard to just continue doing it a little while longer? 


 
I asked a similar question of Bryan Macuga, Assistant Superintendent of Steel Valley School District where I work.  


 


He mentioned at a district wide meeting that the new health and safety plan approved by the school board makes masks optional this year. I asked him why.  


 
He refused to give me an answer. He simply said that’s what’s been decided and would say no more.  


 
Superintendent Ed Wehrer was there at the meeting wearing a mask to – as he put it – “model” that behavior. Wehrer said he was empowered by the school board to mandate masks if it became necessary. He hasn’t done so nor did he find it necessary to answer my question, either. 


 
I can’t imagine it.  
 


If these leaders really think it is better not to mandate masks, why not explain their reasoning. We may agree or disagree with them, but they can’t even show us the courtesy of a straight answer to a fair question. 


 
Whatever their reasoning, most Allegheny County school directors must disagree with it.  


 
The majority of the county’s 43 school districts – 70% – have mandated masks in their schools. It’s heartening to see so many school leaders putting children over politics this way. I just wish I lived and worked in one of their communities.  


 
Only 13 county districts are making masks optional and most of those are clustered on the southeastern border with more rural (and Republican) Westmoreland County. 


 

I don’t understand how ideology makes people risk the lives of their own kids.  


 


Masks and vaccines should not be political.  


 
They should be the purview of science and reason


 
Throughout the rest of the state, the situation seems even worse.  


 
Pennsylvania has 500 school districts. Of 474 that submitted health and safety plans by July, only 59 reported plans to mandate masks for the 2021-22 year. This number is certainly higher now as districts changed their plans based on increases in Covid cases through August. But the situation is still incredibly frustrating. 


 
This week Gov. Tom Wolf called on the legislature to reconvene and pass a motion to mandate masks in Commonwealth schools.  


 
However, Wolf is a Democrat and the legislature is controlled by Republicans so this request was soundly rejected.  


 
It’s unclear whether Wolf will try to do this on his own under his authority as governor especially since voters just limited his ability to do so in a referendum in May.  


 
Politics. Stupid politics while our children are in danger.  


 
Elections have consequences but so do boneheaded decisions by elected leaders.  


 
The choice to make masks optional needlessly puts so much in jeopardy.  


 
Not just healthy and safety but the ability of schools to function well.  


 
One of the major takeaways of the last pandemic year was how ineffective and frustrating remote schooling is. Even under the best of circumstances in-person classes are far superior.  


 


However, refusing to put in place safety precautions like universal masking puts in-person learning at risk.  


 
If Covid infections are high enough, schools must close and go back to remote instruction.  


 
Why would school directors risk that?  


 
If their main concern is academics, why not install the kinds of provisions that at least allow for the best method of instruction?  
 


There seems to be a cynical calculus here – various games of chicken with local government against higher state and federal authorities.  


 
Republicans refuse to legislate safety precautions. Democrats often are too afraid to do so.  


 
The result is our current fractured map of diverse reactions to the same disaster.  


 
In short, it may take a larger disaster to break the political gridlock.  


 
Certainly kids will get sick. Without a doubt they will bring the virus home to parents, friends and family.  


 
But will the net result be bad enough to force – and I do mean FORCE – lockdowns, quarantines and remote schooling? 


 
I don’t know the answer. And neither do anti-maskers, but they are recklessly betting that the consequences won’t be bad enough to force their hand.  


 
Honestly, in a sane society this careless attitude endangering children and families would be enough to bring condemnation and shame.  


 
But in our broken system it will take a true catastrophe of epic proportions. Judging from last year, mask optional districts will do whatever they can to obscure the level of damage their policies are doing and stay the course unless the explosion is so big as to be impossible to hide.

We’re talking kindergarten classes full of Covid patients, tiny tots attached to ventilators, lawsuits and funerals in equal measure.
 


I don’t know if it will come to that, but if it does, we know who to blame.  


 
Any disruptions in education, any illnesses, any long-term effects must be laid at the feet of the decision makers who could have protected us from it but refused to do so. 


 
They have a responsibility that is being ignored.  


 
I can only hope that one day they receive the justice their actions today make them so richly deserve.


 

The following is a list from the Pittsburgh Post Gazette of public school districts in Allegheny County and their position on universal masking for the 2021-22 school year (as of Wednesday, Aug. 25): 


MASKS REQUIRED 


Allegheny Valley (Cheswick and Springdale boroughs; Harmar and Springdale townships) 


Avonworth School District (Ben Avon, Ben Avon Heights, Emsworth, Kilbuck and Ohio Township) 


Bethel Park 


Carlynton (Carnegie, Crafton, Rosslyn Farms) 


Clairton City 


Cornell (Coraopolis, Neville Island) 


East Allegheny (East McKeesport, Wall, Wilmerding, North Versailles) 


Fox Chapel Area (Fox Chapel, Sharpsburg, Aspinwall, O’Hara, Blawnox, Indiana Township) 


Gateway (Monroeville, Pitcairn) 


Hampton 


Keystone-Oaks (Dormont, Castle Shannon, Green Tree) 


Montour (Kennedy Township, Robinson Township, Ingram, Thornburg, Pennsbury Village) 


Moon Area (Crescent, Moon) 


Mt. Lebanon 


North Allegheny — (Marshall, McCandless, Bradford Woods, Franklin Park); masks required as a result of legal action. 


Northgate — (Bellevue, Avalon) 


North Hills (Ross, West View) 


Penn Hills 


Pine-Richland 


Pittsburgh Public Schools (Pittsburgh, Mount Oliver) 


Quaker Valley (Sewickley, Leetsdale, Edgeworth, Glen Osborne, Sewickley Hills, Sewickley Heights, Bell Acres, Haysville, Glenfield, Leet, Aleppo) 


Riverview (Oakmont, Verona) 


Shaler Area (Shaler, Etna, Millvale, Reserve) 


South Fayette 


Sto-Rox (McKees Rocks, Stowe) 


Upper St. Clair 


West Allegheny (Findlay, North Fayette, Oakdale) 


West Mifflin Area (West Mifflin, Whitaker) 


Wilkinsburg 


Woodland Hills (Braddock, Braddock Hills, Chalfant, Churchill, East Pittsburgh, Edgewood, Forest Hills, North Braddock, Rankin, Swissvale, Turtle Creek, Wilkins) 


OPTIONAL 


Baldwin-Whitehall 


Brentwood 


Chartiers Valley — Optional but “strongly recommended”; (Bridgeville, Heidelberg, Collier, Scott) 


Deer Lakes (West Deer, Frazer, East Deer) 


Duquesne City 


Elizabeth Forward 


Highlands (Tarentum, Brackenridge, Fawn, Harrison) 


McKeesport Area (McKeesport, Versailles, South Versailles, Dravosburg, White Oak) 


Plum 


South Allegheny (Port Vue, Liberty, Glassport, Lincoln) 


South Park 


Steel Valley (Homestead, Munhall, West Homestead) 


West Jefferson Hills (Jefferson Hills, West Elizabeth, Pleasant Hills)   

 


 

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Why Does Your Right to Unmask Usurp My Child’s Right to a Safe School?

“Daddy, I’m afraid.”

My 12-year-old daughter just had a nightmare, and I was sitting on her bed trying to calm her down.

“What’s wrong, Sweetie?”

“I’m worried about school.”

That’s something with which I can certainly relate.

Even after teaching for 18 years, I always get anxious before the first day of school, and I told her as much.

“Really?” She said.


“Yeah. But I can understand why you might be even more nervous than usual. I’ll be teaching the same thing I’ve taught for years. I’ll be in the same classroom working with the same adults. Only the students will be different. But you will be in a new building with new teachers…. And you haven’t even been in a classroom in over a year.”

“That’s just it, Daddy. What if the other kids make fun of me for wearing a mask? What if I get sick?”

Our local district is reopening in a week with a mask optional policy and no vaccine requirements.

Her question was expected, but I had been dreading it.

I knew my answers and they sounded inadequate – even to me.

I explained how she would be wearing a mask and is fully vaccinated so it will be extremely unlikely for her to get sick. And even if she does, it will be extremely unlikely she’ll get VERY sick.

“And if the other kids make fun of you, just ignore it. You are going to be safe. If they take chances, they’ll just have to suffer the consequences.”

It seemed to satisfy her, but I left her room feeling like a bad parent.

Covid-19 cases are on the rise again.

Nationwide, nearly 94,000 new child Covid cases were reported last week- a substantial increase, according to the American Academy of Pediatrics (AAP) and the Children’s Hospital Association (CHA).

Even in the Pittsburgh region where we live, the number of kids hospitalized with Covid at UPMC Children’s Hospital has nearly doubled in the last week, according to KDKA. That’s 50 hospitalizations in the past month including 20 in the last week.

My daughter is scared? So is her daddy.

I went to the local school directors meeting and asked the board to follow recommendations of the Centers for Disease Control (CDC) and Allegheny County Health Department by requiring masking and vaccinations for eligible students and staff. They refused.

Now I’m stuck in the position of keeping my little girl at home for another year by enrolling her in the district’s terrible on-line program, Edmentum, or rolling the dice with in-person schooling.

I’m told there will be more synchronous teaching this year in the remote program, but I don’t trust it.

Last year, she only made it through because my father-in-law – a former math teacher – and myself basically taught her everything the on-line program struggled to get across.

We just couldn’t do it again this year. It was a full time job – several full-time jobs – too hard on him and me both.

I hope we won’t regret it.

And then there’s my own work situation.

I teach at a neighboring district that looks like it will reopen the same way with masks and vaccines mere options.

I’m fully vaccinated but immunosuppressed. Might I be putting my own health at risk teaching under these conditions?

Last year, even with masks a requirement, students and staff at both districts came down with the virus nearly every week.

With the more infectious and deadly delta variant on the rise, might it be even worse this year – especially if we are lowering precautions?

Last year I burned my sick days waiting to be vaccinated before returning to the physical classroom. This year I could take a leave of absence, but once again my district is making no accommodations for people like me. I have to work or else try to survive on a reduced salary.

When you’re already living paycheck-to-paycheck, that’s not much of an option.

I just don’t understand it.

Don’t my daughter and I have rights?

We hear a lot about the anti-maskers and the anti-vaxxers. A lot about their rights. What about our right to safe schools?

Why is it that the right NOT to wear a mask supersedes the right to go to a school where everyone is required to wear one?

Because it isn’t – as I told my daughter – a matter of everyone having to deal with just the consequences of their own actions. My daughter and I have to deal with the consequences of everyone else’s actions, too.

Or to put it another way – if one person pees in the pool, we’re all swimming in their urine.

If someone else doesn’t wear a mask, hasn’t been vaccinated and hasn’t taken the proper precautions, they can spread the Covid-19 virus through the air and infect whole classrooms of people.

Everyone else could be wearing a mask. It just takes one person who isn’t.

Is it fair that everyone else has to pay the price for one person’s carelessness?

We talk about rights so much we seem to have lost entirely the idea of responsibilities. They go hand-in-hand.

Yes, you have the freedom to do whatever you like so long as it doesn’t hurt another person.

When your actions do hurt others, you have a responsibility to stop. And if you won’t do that, the government has a responsibility to stop you.

But in this anti-intellectual age, we’ve almost completely given up on that idea.

If people take precautions by masking up and getting vaccinated, the worst that will happen is they’ll be unduly inconvenienced. If my daughter and I are forced to exist in the same spaces with people not taking the proper precautions, we could get sick and die.

It’s not like we’re talking about two equal sides here. This is people who believe the overwhelming scientific majority vs. those who get their answers from YouTube videos and political figures. It’s doctors, researchers and immunologists vs. conspiracy theorists, internet trolls and the MyPillow guy.

I’m not even judging – believe what you like so long as it affects only you. But when it affects me, too, then we have a problem.

The lowest common denominator is allowed to run wild. They can do whatever they like and the rest of us just have to put up with it.

That’s why we’re beginning year two and a half of a global pandemic! Not enough of us got the vaccine by the end of the summer.

Now infections are rising and few policy makers have the courage to take a stand and protect those of us who took precautions from those of us who did not.

And don’t tell me our lawmakers don’t have the power. There is a mountain of precedent showing they have.

On the highway, you can’t just go wherever you want, whenever you want. There are lanes, speed limits, traffic lights.

Even vaccines! To enroll in Kindergarten, parents already have to prove their kids have been vaccinated against measles, mumps, rubella and a host of other diseases. Why is Covid-19 any different?

Public safety is a PUBLIC issue not a private one.

It just makes me feel so helpless.

I can’t do anything to protect my students.

I can’t do anything to protect myself.

I can’t do anything to protect my baby girl.

And I can’t wait for the school year to start!


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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!