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.


 

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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!

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!

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

 


Bill Maher is mad at me. 


 
And I’ve never even met the man.  


 
I guess you could say we’re from different worlds. 


 
He’s on the West Coast. I’m on the East.  


 
He’s a political comedian. I’m a public school teacher. 


 
He’s a multimillionaire. I can barely make ends meet. 


 
What could I possibly do to provoke the ire of this man so much so that he took aim at me on his HBO TV show? 


 
 As near as I can tell, it started when I wrote a blog.  


 
Then people read that blog.  


 
It got popular and was republished throughout the Internet.  


 
And Maher disagrees with what I wrote.  


 
In fact, the very idea annoyed him as a prime example of namby-pamby liberals taking their agenda too far. 


 
What did I write in the article?  


 
Only that standardized testing is a tool of white supremacy


 
In fact, that was the title of the article, which seems to be about as far as Bill read because he ignored any arguments, facts or historical citations in the piece.  


 
On his show, “Real Time with Bill Maher” this week, he posted the title of the article and the graphic that appeared with it when it was republished on commondreams.org


 
What he didn’t post was my name. I am the author, after all, but I guess that’s not important.  


 
The crucial bit was how triggered Bill was by my assertion.  


 
By connecting such allegedly alien concepts as standardized testing and racism, Maher thinks I devalued the meaning of “white supremacy.” 
 


Maher never actually examined my claim or what I wrote backing it up. Never mind the arguments I made in favor of my point, the sources I cited, the examples of actual bias or the documented history of standardized testing as a creation of the eugenicist movement.  
 


He was content to speak in a smarmy tone and make a pretty lame joke about what a racially biased test question might look like.

 
 
In fact, that’s probably why he (and his staff) picked my piece in the first place. They saw it as an opportunity to make a joke and whiffed at it pretty terribly. 


 
Here’s the relevant bit of his monologue: 


 
 
“In 2010 the New York Times used the term “White Supremacist” on 75 occasions. Last year, over 700 times. Now some of that to be sure is because Trump came along and emboldened the faction of this country that is truly white supremacist. It is of course still a real thing. But it shouldn’t apply to something like – as more than a few have suggested – getting rid of the SAT test. Now if we find the SAT test is slanted in such a way as to stack the deck in favor of Caucasians, if there are questions like Biff and Chip are sailing a yacht traveling at 12 knots to an Ed Sheeran concert on Catalina – if Catalina is 12 miles away, how many White Claws should they bring? Yes, then maybe. But of course the SAT doesn’t have questions like that so it becomes a kind of ludicrous exaggeration that makes lovers of common sense roll their eyes – and then vote for Trump.”  


 


Queue audience laughter and applause.  


 
Funny stuff I guess.  


 
Not the comedy staff’s fake SAT question but Maher’s assurance that “The SAT doesn’t have questions like that.” 


 
Really, Bill? 


 
How about this one? 


 
Runner: Marathon 
(a) envoy: embassy 
(b) martyr: massacre 
(c) oarsman: regatta 
(d) horse: stable 


 
It’s a real SAT question famously discussed in the infamous 1994 book, The Bell Curve, by Richard Herrnstein and Charles Murray – a book that tried to use discrepancies in test scores to prove white people are smarter than black people. 


 
The answer is C, and it relies on a test taker’s knowing the meaning of regatta – something more likely to have come up in the daily lives of affluent white students than in the lives of less affluent minority students. If you don’t live by a body of water and/or don’t have much experience with rowing, you’re probably going to fail this question.  

It’s the same kind of question Maher’s comedy team came up with – find something white people are more likely to know than black people – but the Real Time writers just pilled it on over-and-over.

It doesn’t take five repetitions of something to make it biased. All it takes is one.


 
To be fair, my example is from the SAT analogy section, which was removed from the test in 2005. However, that doesn’t mean they got rid of the bias. 

In fact, the College Board, the organization that develops and administers the SAT, tacitly admits its test is biased.

It now provides an “adversity score” for poor and minority students to adjust raw SAT scores to account for high schools and neighborhoods “level of disadvantage.”

In other words, they know that poor and minority kids get lower scores so they’re trying to fudge the results to give them a boost.

Which would be entirely unnecessary if the SAT assessed them accurately in the first place.

They are literally trying to make up for how biased their test scores are.

Consider this.

Total SAT scores range from 400 to 1600 – or from 200-800 in both Math and Reading respectively.

According to 2018 data, combined SAT scores for Asian and White students average over 1100, while all other groups average below 1000. Meanwhile, students with family income less than $20,000 score lowest on the test, and those with family income above $200,000 scored highest, according to 2015 data. And the difference is significant – a 433 average Reading score for those with the lowest family incomes compared to an average Reading score of 570 for those with the highest family income. That’s a 137 point difference!

And it holds for racial groups, too. The average Reading score on the SAT was 429 for black students – 99 points behind the average for white students.

However, the College Board is trying to justify this by saying the discrepancy is because poor and minority students are more disadvantaged than white, affluent ones. In other words, it’s not the test that is unfair, but American society in providing better resourced schools with lower class sizes and more resources for white kids than children of color.

And while American society IS unfair to the poor and minorities, several studies indicate that the problem is even deeper than that.

The SAT is biased, too.

Several studies ( Roy Freedle of the Educational Testing Service from 2003, Maria Santelices and Mark Wilson from 2010, etc.) find notable differences between the verbal scores of black and white students whose educational background and skill set suggest that they should get similar scores.

Freedle says this is because SAT questions likely reflect the cultural expressions that are used commonly in the dominant (white) society, so white students have an edge based not on education or study skills or aptitude, but because they are most likely growing up around white people.

This makes sense if you examine how test questions are selected for the SAT. In his book How the SAT Creates Built-in-Headwinds, national admissions-test expert, Jay Rosner, explains the process:


 
“Compare two 1998 SAT verbal [section] sentence-completion items with similar themes: The item correctly answered by more blacks than whites was discarded by the Educational Testing Service, whereas the item that has a higher disparate impact against blacks became part of the actual SAT. On one of the items, which was of medium difficulty, 62% of whites and 38% of African-Americans answered correctly, resulting in a large impact of 24%…On this second item, 8% more African-Americans than whites answered correctly…”


 In other words, the criteria for whether a question is chosen for future tests is if it replicates the outcomes of previous exams – specifically tests where students of color score lower than white children. And this is still the criteria test makers use to determine which questions to use on future editions of nearly every assessment in wide use in the US.

But if all this isn’t enough to convince you that standardized tests really are a tool of white supremacy, consider their sordid history.

They are literally the product of the American eugenics movement.

Modern testing comes out of Army IQ tests developed during World War I.


 In 1917, a group of psychologists led by Robert M. Yerkes, president of the American Psychological Association (APA), created the Army Alpha and Beta tests. These were specifically designed to measure the intelligence of recruits and help the military distinguish those of “superior mental ability” from those who were “mentally inferior.” 


These assessments were based on explicitly eugenicist foundations – the idea that certain races were distinctly superior to others. In 1923, one of the men who developed these intelligence tests, Carl Brigham, took these ideas further in his seminal work A Study of American Intelligence. In it, he used data gathered from these IQ tests to argue the following: 


 
“The decline of American intelligence will be more rapid than the decline of the intelligence of European national groups, owing to the presence here of the negro. These are the plain, if somewhat ugly, facts that our study shows. The deterioration of American intelligence is not inevitable, however, if public action can be aroused to prevent it.”


 
Eventually Brigham took his experience with Army IQ tests to create a new assessment for the College Board – the Scholastic Aptitude Test – now known as the Scholastic Assessment Test or SAT. It was first given to high school students in 1926 as a gatekeeper. Just as the Army intelligence tests were designed to distinguish the superior from the inferior, the SAT was designed to predict which students would do well in college and which would not. It was meant to show which students should be given the chance at a higher education and which should be left behind. 


And unsurprisingly it has always – and continues to – privilege white students over children of color.

Is it an exaggeration to say that assessments specifically designed to favor affluent white people over impoverished minorities still does the same thing?

Is it ridiculous to describe the century long racial and economic discrepancy in test scores as something that supports white supremacy – especially when these results are shown time and again to be a feature of the tests and not just an artifact that recreates economic inequality?

Is it going too far to call out the racism of the SAT and other standardized tests like it when even the College Board admits its own scores are biased?

Does it devalue the term “White Supremacy” to point out real world white supremacy?

But Maher apparently isn’t interested in these questions.

After a few moments he moved on to another example of the left gone wild.


 
But I can’t do that because this isn’t just a bit for me.  


 
As I mentioned, I’m a public school teacher.  


 
I deal with the impact of standardized testing every day.  


 
I watch my students degraded, depressed and dehumanized by it year after year.  

It’s become cliche for privileged white people like Bill Maher to get cranky when someone points out real world prejudice.

But for those of us in the trenches, it is an everyday reality.

And that’s what triggers me.


Here’s the segment from “Real Time with Bill Maher”: (the relevant bit starts at 4:45)


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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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!

Reducing Students to Their Test Scores Will Only Increase Their Pandemic Wounds 

 

Read the following as quickly and accurately as you can:

‘I know I withought all by he middle on, ” said a between he name a buzzing, he for began open he the only reason for making.”

Very good, you’re told as your teacher clicks a stopwatch and writes on a piece of paper.

Now try this one:

“Twas brillig, and the slithy toves, Did gyre and gimble in the wabe:

All mimsy were the borogoves, And the mome raths outgrabe.”

The teacher frowns and writes for a minute straight without comment.

Okay. Give this one a shot:

“Lorem ipsum dolor sit amet, consectetur adipiscing elity, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.”

No, this isn’t a crash course in some foreign language.

It’s the DIBELS test.

Students as young as Kindergarten (and sometimes younger) are asked to read a text aloud in a given time and each mispronunciation is recorded and marked against them.

And, yes, the texts are often pure nonsense.


My first example was from a nonsense generator of Winnie the Pooh, the second was from “Jabberwocky” by Lewis Carroll and the last an example of Lorem ipsum, a placeholder text commonly used in the graphic, print, and publishing industries.

To my knowledge none are actually used on the DIBELS test but they give you an idea of what an adult version might be like if given to people our age and not just the littles.

Can you imagine being a child, feeling the pressure of a test and being presented with something that looked like those passages!?

The fear! The sense of urgency to say something before the time runs out! The feeling of inadequacy and confusion as you finished knowing you got it wrong!

And the assurance that this meant there was something wrong with YOU!

That’s reading assessment in the standardized testing age.

Decoding – or working out the actual pronunciation of words – is given primacy over actual comprehension.

Why? Because that way we can break reading down into simple, quantifiable tasks that can be used to sort and rank children.

You know. The goal of standardized testing.

It’s highly controversial among people who study reading acquisition, but extremely common in elementary and middle schools.

And extremely lucrative for the makers of the DIBELS test.

Today I was forced to leave my class of 8th grade students with a sub so an “expert”from the Allegheny Intermediate Unit could lecture me and the rest of my school’s English department in using DIBELS as a gatekeeper assessment for all students.

That way we can group the students more easily based on their reading deficiencies.

I literally had to stop teaching for THAT.

I was bopping around the classroom, reading students’ writing, helping them organize it, helping them fix their explanations and craft sophisticated essays on a short story.

But I had to STOP, so an outside contractor could explain to ME how to teach.

ME, a Nationally Board certified teacher with two decades of classroom experience.

And the rest of the department with similar experience and education. In the group was also the holder of a doctorate in education. Almost all of us at least held a masters degree.

It boggles the mind.

In this time of pandemic stress when just keeping enough teachers in the building to staff our classrooms is a challenge, administration is wasting our time with this.

Before Covid-19, I could almost imagine it.

We did a lot of stupid things back then. But now a deadly virus rages across the country. Several students and staff get sick every week.  


 
There is a shortage of teachers, aides, subs, bus drivers, and other staff. 


 
And even though most school buildings are open, most students are still suffering from the social and emotional effects of the never-ending disaster.  


 
Yet the people who set school policy refuse to see any of it.  


 
They’re like ostriches – in suits – with their heads planted firmly in the ground. 


 
Covid safety protocols, reducing teacher workload, providing counselors for students – none of that is even on their radar.  


 
All they want to do is reinstitute the policies that weren’t working well before the pandemic hit.  


 
The only difference is their sense of urgency.  


 
In fact, the only impact they even recognize of the last year and a half is the dreaded LEARNING LOSS.  


 
Kids weren’t in class consistently. They were in on-line classes, or hybrid classes or maybe they didn’t even show up to class at all.  


 
That means they don’t know as much today as they would have known had the pandemic not happened.  


 
So – we’re told – they’ve lost learning. 


 
Oh no!  


 
But what these decision makers don’t seem to understand is that this whole concept is kind of meaningless.  


 
All people learn at different rates. If you don’t know something today, that doesn’t mean you can’t learn it tomorrow.  


 
There’s no time table for understanding. It’s not a race. It doesn’t matter when you learn something only that you continue making progress. 


 
However, you’d need a classroom teacher to explain that to you. And these are more business types. Administrators and number crunchers who may have stood in front of a classroom a long time ago but escaped at the first opportunity. 


 
They look at a class full of students and don’t see human children. They see numbers, data.  


 
And they are just itching to get back to sorting and ranking students based on standardized test scores.  


 
After all – say it with me – LEARNING LOSS!!!! 


 
Unfortunately there’s a whole world of reality up here above ground that they’re ignoring. And up here continuing with their willful fantasy is doing real harm.  


 
When I look at my classes of students, I don’t see overwhelming academic deficiencies.  

Even their test scores don’t justify that myth.


 
According to the Pennsylvania System of School Assessments (PSSA), they’re pretty much where I’d expect them any other year.

 
 
But their behaviors are off the hook


 
They simply don’t know how to interact with each other without conflict.  


 
My students are desperate for attention – any kind of attention – and will do almost anything to get it.  


 
They’d prefer to be respected, but they don’t understand how to treat each other respectfully. So they aim for any kind of response.

 
 
To a large extent this is due to a disruption in the social and emotional development they would have received at school. But robbed of good role models and adequate consequences, they’re somewhat at sea.  


 
Moreover, the pandemic has had a devastating effect on their support systems at home. Parents, family members and guardians have lost jobs, become sick and some have even died.


 
They don’t know who to trust and who they can rely on.  


 
So when they get to school, we’re going to meet their needs with more standardized tests!?  


 
That’s one of the worst things we could do. 

Take a child who already has trust issues and force them to read nonsense sentences while we judge them with a stopwatch?


 
Erase their individual identities and try to see them primarily as their scores?


 
These are in the low group. These are in the middle group. These are in the high group.  


 
Instead of giving them robust pieces of literature to read, they’ll get nonfiction scraps devoid of any connection to their lives, interests or aptitudes.  


 
We’ll drill and kill them, make every day about teaching to the test instead of teaching to the student.  


 
We’ll let data drive the instruction instead driving it based on the actual living, breathing, human beings we’re supposed to be serving.  
 


And instead of relying on teachers – highly trained people with decades of experience in how children learn effectively – we’ll put our trust in mega corporations that make more money the less effective their materials are.  


 
Prepare for a test – they make money. 


 
Take a test – they make money. 


 
Fail the test and have to remediate – they make money.  


 
It’s a scam – an endless cycle – and administrators and policy makers keep falling for it.  


 
Will this help meet kids social needs?  


 
Absolutely not. They’ll be segregated by ability and forced to repeat confusing and mind numbing tasks as if that’s what education was.  


 
Will it help meet kids emotional needs?  


 
No way! Being forced to do the same thing over and over and continually told you’re a failure won’t teach anything except a kind of learned helplessness.  


 
Kids will learn “I’m bad at math” or “I’m bad at reading” rather than the joy that can be found in both activities.  


 
They’ll learn to give up.  


 
And they’ll take out the negative feelings all this generates on each other and their teachers.  


 
It doesn’t have to be this way.  


 
A new world is possible.  


 
The pandemic offers us a chance to stop repeating the same mistakes of the past.  


 
We can scrap standardized testing and focus on authentic assessments – teacher constructed assessments the are suited to the individual context, the individual students.  


 
We can focus on lessons that engage students and encourage them to learn intrinsically.


 
We can focus on what students know instead of what they don’t so they learn that they are capable, that they have the power to do the lesson.  


 
We could help students understand how to interact with each other and heal some of the social and emotional wounds of the past year and a half.  


 
But we can’t do that if we’re forced to continue with the same mistakes of the past. 

We have to recognize the reality teachers, students and parents are living through.

And we have to make decisions based on that reality, not the same old preconceptions that have never gotten us anywhere.


 

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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.

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!

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

Some people are terrified that kids will learn about racism.   
  
Especially white people.   
  
Especially that white KIDS might learn about it.   
  
How would that affect a white child’s self-esteem, they say.   
  
Imagine learning that racism existed in the United States.   
  
A country founded by white people.   
  
(Taken from brown people.   
  
Made largely profitable by the enslavement of black people.) 
  
Wouldn’t that make white kids feel bad?   
  
It’s a strange question.  
 
First of all, wouldn’t it make the black and brown kids feel worse than the white kids?  
 
After all, it was their ancestors who were brutalized and subjugated.  
  
Second of all, what does history have to do with your feelings? 
 
This isn’t aroma therapy or yoga. It’s the past.   
  
We never worry about how learning any other subject will impact a student’s emotional states.   
  
It makes me wonder about all the sentiments pedagogues ignore when designing curriculum.  
  
Does learning to read harm a happy illiterate’s self-respect?  
  
Does learning science make a know-it-all feel less confident?  
  
How does learning fractions dispel a person’s sense of the oneness of being?  
  
No. We never even stop to consider such things.   
  
We don’t bother with emotions or feelings. We just fuss over whether it’s true.   
  
Moreover, how would one even teach American history without talking about racism?  
  
This is the United States – a country that built much of its economy on the backs of black people kidnapped from their homes across the sea and then bought and sold here as property.  
  
Not only that but the very land we stand on was once the domain of dark-skinned indigenous people.  
  
People who were tricked, coerced and killed if they did not give up this land – if they did not move on to ever shrinking corners of the continent until they were almost all dead, assimilated or stashed away on reservations.  
   
  
What would it do to a white child to learn all this?   
  
Provide an accurate account of events, I suppose.   
  
These people terrified that children will learn about racism – I don’t think it’s facts that they’re trying to deny. 
 
I mean I’m sure they would certainly like to gloss over the ugliest atrocities committed by their ancestors, but they don’t really seem to dispute the story of conquest that makes up our founding. It’s more the way the facts are being presented.  
  
History is written by the winners and these white people won.  
  
That’s not what they want to hide.  
  
It’s the TONE in which the story is told.  
  
If we talked about the ingenuity of white people in colonizing these others, they might find that tolerable.   
  
If we talked about how great the white people were and how bad the brown and black people were, that might be acceptable.   
  
Even if we spun a tall tale about how subjugating these others was really in their best interests in the long run, that would be okay.   
  
After all, that’s what they do in many private and parochial schools.   
  
They use textbooks that frame the history of our country just like that – books from The American Christian Education group, the A Beka Book and Bob Jones University Press textbooks. A Beka publishers, in particular, report that about 9,000 schools nationwide purchase their textbooks.  
  
So it’s not the story, it’s the way it’s told.  
 
We can’t focus on the victims.   
  
We can’t humanize them by looking at things from their point of view.   
  
We can’t empathize or admit wrongdoing in any way.  
  
In fact, that’s the problem, they say, with public schools. 
  
That’s what they object to. 
  
Public schools teach what it was like to live as an enslaved person. How you could be beaten and murdered with no cause. How you had no rights to anything. How your own children were likewise doomed to a life of servitude and could even be taken away from you never to be seen again.   
  
And not just that but they’re teaching about Jim Crow. They’re teaching about how even after slavery, black people’s rights were almost nonexistent. How they were denied an education, kept in menial jobs, red-lined into ghettos, and often lynched without the slightest provocation.   
  
When children hear about all that, they start to get ideas.   
 
Even the white kids. 
  
It’s not just the history of racism these children are learning, but they’re starting to think that racism is WRONG.   
  
And that’s a problem because it has an impact on how we view the modern world today.   
  
Because there are still black and brown people in the United States.   
  
They make up about 40% of the population and still protest the way they’re treated.  
  
They say it’s harder to get well-paying jobs than whites with the same education and experience. They say their neighborhoods and schools are segregated. They say their right to vote is being suppressed. They say they’re incarcerated at greater rates even though they don’t commit more crimes. They say they’re being killed by police at greater rates even though they aren’t more violent.   
  
And the facts back them up!  
  
So if we teach the history of racism, how do we justify saying that it ever ended?   
  
How do we not admit that it merely evolved into the status quo?  
  
That’s really the issue.   
 
Not the past but the present. 
   
It’s not the racism of the antebellum South or even the pre-civil rights period North of the Mason-Dixon line.  
  
It’s the everyday racism of today that they want to ignore.  
  
It’s voter ID laws spreading across the country.   
  
It’s military style policing, especially in neighborhoods housing mostly people of color.  
  
It’s providing less education funding to schools serving mostly brown and black students than those serving mostly white kids.  
  
The people complaining about teaching the history of racism don’t want to have to do anything about all that.  
  
They want to ensure that the extra rights and privileges given to people like them don’t come to an end. Especially as more black and brown people are born and white skin becomes less common.  
  
This is not about educational transparency.   
  
It’s not about history, truth or pedagogy.   
  
It’s about indoctrination.   
  
They want to ensure that white kids ARE indoctrinated into the world view of their parents – a world of white nationalism.  
  
We can do two things about this.   
  
One, we can give in to them and water down the public school curriculum until it contains nothing of any importance about our history of racial subjugation and white hegemony.   
  
Two, we can ignore them and teach the truth.   
  
The way I see it, the second is our only real option.   
  
There are many reasons for this, but perhaps the most obvious is representation.  
 
Everyone doesn’t want to whitewash our history. Most people want us to actually teach the facts.  
  
Some of these people even have white skin.   
  
Moreover, public schools serve a large population of students of color. They certainly don’t want to be denied an accurate record of how we got to this time and place.  
  
Public schools serve the public, and these history censors are a small minority of the whole.  
  
Moreover, even if we gave in to them, it wouldn’t be enough.  
 
At their best, public schools don’t actively inculcate kids. We don’t tell students what to think. We tell them the facts and then exhort them TO think.   
  
The conclusions are all up to them.   
  
Even if we did as these people want, it would still be up to their kids to make the same twisted conclusions as their parents. They don’t just want us to refrain from pointing in any given direction, but to stop providing counter examples and facts so their kids can’t come to an educated decision. 
 
And that is unacceptable. 
  
As a public school system, it is our responsibility to provide those facts.   
  
We must provide children with the truth about what came before them. We must show them how things were and what injustices occurred.  
  
We must even point out how the inequalities of the past lead to the wrongs of today.   
  
What kids make of all this is up to them.   
  
If after knowing the truth, they still decide that today’s racist practices are acceptable, that is their right.   
  
But we cannot hide the reality from them.  
  
If that is objectionable to some people, then perhaps public school is not for them.   
  
Perhaps a system of education where truth is considered a human right is not what they’re looking for.   
  
In that case, there are plenty of private and parochial schools that will indoctrinate their children into whatever shape they’d like.   
  
That’s where they’ll probably send them anyway.  
  
And public schools are foolish to try and court the kinds of people with value systems antithetical to them.   
 
If you want to abolish public schools, if you don’t share the community values of truth and independent thinking, perhaps public school is not for you. 


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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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!

Top Five Actions to Stop the Teacher Exodus During COVID and Beyond


 
 
 
As the COVID-19 pandemic drags on, schools across the United States are on the brink of collapse
 
There is a classroom teacher shortage. 
 
There is a substitute teacher shortage.  
 
There is a bus driver shortage
 
There is a special education aide shortage.  
 
The people we depend on to staff our public schools are running away in droves.  
 
It’s a clear supply and demand issue that calls for deep structural changes.  
 
However, it’s not really new. We’ve needed better compensation and treatment of school employees for decades, but our policymakers have been extremely resistant to do anything about it.   
 
Instead, they’ve given away our tax dollars to corporations through charter and voucher school initiatives. They’ve siphoned funding to pay for more standardized testing, teaching to the test, and ed tech software.  
 
But the people who actually do the work of educating our youth. We’ve left them out in the cold.  
 
Now with the smoldering pandemic and increased impacts on the health, safety and well-being of teachers and other staff, the exodus has merely intensified.  
 
Frankly, I’m not holding my breath for lawmakers to finally get off their collective asses.  
 
We need a popular, national movement demanding action from our state and federal governments. However, in the meantime, there are several things our local school districts can do to stem the tide of educators fleeing the profession.
 
These are simple, cheap and common sense methods to encourage teachers to stay in the classroom and weather the storm.  
 
However, let me be clear. None of these can solve the problem, alone. And even ALL of these will not stop the long-term flight of educators from our schools without better salaries and treatment.  
 


1)    Eliminate Unnecessary Tasks 
 


The list of tasks an average teacher is expected to accomplish every day is completely unrealistic.  
 
Think about it. Just to get through a normal day teachers need to provide instruction, discipline students, grade papers, facilitate classwork, troubleshoot technology, provide written and verbal feedback, counsel disputes, role model correct behavior, monitor the halls, lunches, breakfasts and unstructured time, meet with co-workers, follow Individual Education Plans, scaffold lessons for different learners and learning styles…  
 
The list is truly staggering. 
 
And it never stops. 
 
Researchers have estimated that on average teachers make at least 1,500 decisions a day. That’s about 4 decisions a minute. 
 
No one can keep up that pace, day-in, day-out, without strain. No one can do it without their work suffering.  
 
If we truly want to help teachers feel empowered to stay in the profession, we need to reduce the burden. And the best way to do that is to eliminate everything unnecessary from their plates. 

That means no staff meeting just to have a staff meeting. No shotgun scattered initiatives that teachers are expected to execute and we’ll see what will stick. No reams of paperwork. No professional development that wasn’t specifically requested by teachers or is demonstrably useful.

Nothing that isn’t absolutely necessary.

 
2) No Formal Lesson Plans

The number one offender is formal lesson plans.  
 
I’m not saying we should tell teachers they don’t have to plan what they’re doing in their classes. I’m not sure how an educator could realistically enter a classroom of students and just wing it.  
 
However, the process of writing and handing in formal lesson plans is absolutely unnecessary. 
 
Teachers gain nothing from writing detailed plans about what they expect to do in their classes complete with reference to Common Core Academic Standards. They gain nothing from acting as subordinates to an all knowing administrator who probably has not been trained in their curriculum nor has their classroom experience teaching it.  
 
For educators with at least 3-5 years under their belts, formal lesson plans are nothing but an invitation to micromanagement.  
 
Should administrators monitor what their teachers are doing? Absolutely. But the best way to do that is to actually observe the teacher in the classroom doing the work. And to conference with the teacher before and after the observation with the goal of understanding what they’re doing and how to best help them improve.  
 
Forcing teachers to set aside time from their already overburdened schedules to fill out lesson plans that administrators don’t have time to read and (frankly) probably don’t have the training or experience to fully comprehend is top down managerial madness.  
 


 
3)    More Planning Time 

Teachers need time to plan.  

It’s pathetic that I actually have to explain this.  

Education doesn’t just happen.

Parents need called. Papers need graded. Lessons need strategized. IEP’s need to be read, understood and put into practice.

All this can only happen within a temporal framework. If you don’t give teachers that framework – those minutes and hours – you’re just expecting they’ll do it at home, after school or some other time that will have to be stolen from their own families, robbed from their own needs and down time.

Every administrator on the planet preaches the need for self-care, but few actually offer the time to make it a reality.

Even if we could discover exactly how much time was necessary for every teacher to get everything done in a given day – that wouldn’t be enough time. Because teachers are human beings. We need time to process, to evaluate, to think and, yes, to rest.

I know sometimes I have to stop wrestling with a problem I’m having in class because I’m getting nowhere. After two decades in the classroom I’ve learned that sometimes you have to give your brain a rest and approach a problem again later from a different vantage point.

I need to read a scholarly article or even for pleasure. I need to watch YouTube videos that may be helpful to my students. I need to get up and go for a walk, perhaps even just socialize for a moment with my coworkers.

None of that is time wasted because my brain is still working. My unconscious is still trying untie the Gordian knot of my workday and when I finally sit down to revisit the issue, I often find it looser and more easily handled.

Administrators must prioritize teacher planning time.

There is no simpler way to put it.

Do not ask your teacher to sub. Do not ask them to attend meetings. Do not ask them to help you plan building wide initiatives – UNLESS you can guarantee it won’t interfere with their plans.


I know this is difficult right now with so many staff falling ill or being so plowed under that they simply can’t make it to work.

However, the more you push them to give up their plans, the more you diminish returns.

Not only will their work suffer but so will their health and willingness to continue on the job.

Some districts are finding creative ways to increase planning time such as releasing students early one day a week. We did that at my district last year and it was extremely helpful to meet all the additional duties required just to keep our building open. However, as the new school year dawned and decision makers decided to simply ignore continuing pandemic issues, this time went away.

Most teachers are in the profession because it’s a calling. They care about doing the best job they can for their students.

If you take away their ability to do that, why would they stay?

 
 


4) Better Communication/ Better COVID Safety  

Communication is a two way street.

You can’t have one person telling everyone else what to do and expect to have a good working relationship.

Administrators may get to make the final decision, but they need to listen to what their teachers tell them and take that into account before doing so.

This means setting aside the proper time to hear what your staff has to say.

Many administrators don’t want to do that because things can devolve into a series of complaints. But you know what? TOUGH.

It is your job to listen to those complaints and take them seriously.

Sometimes just allowing your staff to voice their concerns is helpful all in itself. Sometimes offering them space to speak sparks solutions to problems – and a whole room full of experienced, dedicated educators can solve any problem better than one or two managers locked away in the office.

However, not only do administrators need to listen, they need to speak.

When issues crop up, they need to make sure the staff is aware of what is happening.

This is especially true during the pandemic.

We are so sick of half truths about who has Covid, who is quarantined, what is being done to keep us safe, etc.

No child should return to the classroom after a negative COVID test without the teacher already being appraised.

No child should be placed in quarantine without the teachers knowledge.

No teacher with a prior medical condition should have to serve lunch duty while students eat unmasked.

Safety protocols should be the product of the entire staff’s input. If everyone doesn’t feel safe, no one feels safe.

 


5) Respect 


 
 This is really the bottom line.

Teachers need to feel respected.

We need to know that administrators and school board members understand our struggles and are on our side.

I don’t mean taking a day or even one week out of the year to celebrate Teacher Appreciation. I don’t mean free donuts or coupons to Sam’s Club. I don’t even mean a mug with an inspirational message.

I’m talking about every day – day-in, day-out – respect for teachers.

No union bashing.

No snide comments at school board meetings.

No gossipy whispering in the community.

Being a teacher should mean something to district leaders. And they should prove it in every thing they do.

The items I mentioned here go some ways to showing that respect.

Eliminating unnecessary tasks, not requiring formal lesson plans, respecting our planning time, better communicating and safety measures are all necessary to keeping your teachers in the classroom.

But they are not sufficient.

As a nation we need to change our attitude and treatment of teachers.

No profession exists without them. They create every other job that exists.

We need to start paying them accordingly. We need to start treating them as important as they are. We need to ensure that they have the time, tools and satisfaction necessary to be the best they can be.

No district can do that alone. No school director or administrator can do that.

But these are some ways you can start.


 

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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.  


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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!

Teachers Are Not Okay

At the staff meeting the other day, one of my fellow teachers turned to me and said he was having trouble seeing.

He rushed home and had to have his blood pressure meds adjusted.

Another co-worker was sent home because one of her students had tested positive for Covid-19 and she had gone over to his desk to help him with his assignment.

I, myself, came home on Friday and was so beat down I just collapsed into bed having to spend the next week going from one medical procedure to another to regain my health.


The teachers are not okay.

This pandemic has been particularly hard on us.

Through every twist and turn, teachers have been at the center of the storm.

When schools first closed, we were heroes for teaching on-line.

When they remained closed, we were villains for wanting to remain there – safe from infection.

Then there was a vaccine and many of us wanted to reopen our schools but only if we were prioritized to be vaccinated first. We actually had to fight for the right to be vaccinated.

When our students got sick, we sounded the alarm – only to get gas lighting from the CDC that kids don’t catch Covid and even if they do, they certainly never catch it at school.

We were asked to redo our entire curriculums on-line, then in-person for handfuls of students in funky two-day blocks, then teach BOTH on-line and in-person at the same time.

The summer was squandered with easing of precautions and not enough adults and teens getting vaccinated. Then schools reopened in August and September to debates over whether we should continue safety precautions like requiring students and staff wear masks and if we should expand them to include mandatory vaccinations for all staff and eligible students to protect kids 11 and younger who can’t take the vaccine yet.

It’s been a rough year and a half, and I can tell you from experience – TEACHERS ARE EXHAUSTED.

As of Sept. 17, 2021, at least 1,116 active and retired K-12 educators have died of COVID-19, according to Education Week. Of that number, at least 361 were active teachers still on the job.

I’m sure the real number is much higher.

According to the Associated Press, the Covid pandemic has triggered a spike in teacher retirements and resignations not to mention a shortage of tutors and special aides.

Difficulties filling teacher openings have been reported in Tennessee, New Jersey and South Dakota. In the Mount Rushmore State, one district started the school year with 120 teacher vacancies.

In Texas, districts in Houston, Waco and other neighborhoods reported teacher vacancies in the hundreds as the school year began.

Several schools nationwide have had to shut down classrooms because there just weren’t enough teachers.

The problem didn’t start with Covid.

Educators have been quietly walking away from the profession for years now due to poor compensation, lack of respect, autonomy and support.

For instance, teachers are paid 20% less than other college-educated workers with similar experience. A 2020 survey found that 67% of teachers have or had a second job to make ends meet.

This isn’t rocket science. If people refuse to work for a certain wage, you need to increase compensation.

But it’s not just pay.

According to a survey in June of 2,690 members of the National Education Association, 32% said the pandemic was likely to make them leave the profession earlier than expected. That’s almost a third of educators – one in three – who plan to abandon teaching because of the pandemic.

Another survey by the RAND Corp. said the pandemic increased teacher attrition, burnout and stress. In fact, educators were almost twice as likely as other adult workers to have frequent job-related stress and almost three times more likely to experience depression.

The CDC Foundation in May released similar results – 27% of teachers reporting depression and 37% reporting anxiety.

However, the RAND survey went even deeper pinpointing several causes of stressful working conditions. These were (1) a mismatch between actual and preferred mode of instruction, (2) lack of administrator and technical support, (3) technical issues with remote teaching, and (4) lack of implementation of COVID-19 safety measures. 

I have to admit that’s what I’m seeing in the district where I teach.

We have had several staff meetings in the four weeks since students have been back in the classroom and none of them have focused on how we are keeping students and staff safe from Covid. In fact, administration seems happy to simply ignore that a pandemic is even going on.

We’ve talked about academic standards, data driven instruction, behavior plans, lesson planning, dividing the students up based on standardized test scores but NOTHING on the spikey viral ball in the room!

We get emails and phone calls every few days from the district about how many students and staff have tested positive and if close contacts were identified. But nothing is done to stop the steady stream of illness.

And these communiques willfully hide the extent of these outbreaks. For example, here’s an announcement from Sept. 13:

“We have learned that a Middle School staff member has tested positive for COVID-19. There were no close contacts associated with that case. We also have learned that a Middle School student has tested positive. Close contacts for this case have been identified and notified. Thank you.”

This announcement failed to disclose that contacts for the student were the entire middle school girl’s volleyball team. That’s 16-17 students who were all quarantined as a result.

Teachers are tired of this.

And I don’t mean palm-on-my-head, woe-is-me tired.

I mean collapsing-in-a-heap tired.

We are getting physically ill – even when it isn’t directly attributed to Covid, it’s from the stress.

At my district, the school board even refused to mandate masks. It took action from the governor to require this simplest of safety precautions. Do you know how much these kind of senseless shenanigans drain educators who just want to make it through the day without catching a potentially fatal illness!?

There are so many teachers absent every day. We know because there aren’t enough subs, either, so those of us who do show up usually have to cover missing teachers classes between teaching our own classes and fulfilling our other duties.

Things cannot continue this way.

We need help and support.

We can’t be the only people responsible for dealing with society’s problems anymore.

You can’t just put us in a room with kids and tell us to work it all out.

You can’t refuse to listen to us but blame us when things go wrong.

No one’s going to stay for that – not even for the kids.

We are literally falling apart here.

We want to be there for our students, to give as much as we can, but many of us are running out of things to give.

The system is built on the backs of teachers.

And we are ready to collapse.


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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!

Lesson Plans Are a Complete Waste of Time     

Lesson plans are a complete waste of time. 

There. I said it.   

Few demands get under the skin of classroom teachers more than being told to hand in detailed lesson plans.  

It’s not that teachers don’t need to plan.  

Planning is an essential part of the job. 

Every day before students come in, you decide which activities, assignments and discussions would be effective for you and your students.   

However, that’s personal, idiosyncratic and informal. It’s the FORMAL lesson plans that have next to nothing to do with what goes on in the classroom.

I’m talking about the kind with detailed objectives often written in behavioral terms (i.e. Students Will Be Able To…), essential questions that are supposed to link your units into cohesive blocks, explicit reference to the formative and summative assessments you plan to give and exhaustive reference to every Common Core Academic Standard non-educators ever wrote to sell text books, workbooks, software and other boondoggles.


 
They are simply busy work – useless paper that is often filed away in the office and never seen again.  


 
Certain kinds of principals – and we know who you are – have checklists of every teacher in the building and simply mark off your name to designate that you turned in your lesson plans like a good doggie. 


 
But even worse are administrators who read every word and send you pages of comments asking you to change this or that so it more closely adheres to the Common Core Academic Standards. As if parroting a bunch of shoddy benchmarks made by standardized testing companies is going to have any real effect on classroom practices. 


 
Either way it’s an exercise in futility. 


 
Whether administrators pour over these plans or just file them away, making teachers hand them in every week has nothing to do with improving teacher effectiveness or even making us more reflective and adventurous educators. It’s about administrators justifying their own jobs.  


 
It’s like saying, “Look what a tough principal I am! I make my teachers hand in their lesson plans. I don’t let them get away with anything!” 


 
And perhaps that’s one of the things that really irritates educators – this idea that we need taskmasters set over us to ensure we’re actually teaching. 

If principals were really worried about that, it would be better for all involved if they just poked their heads into our classrooms more often and actually observed what we are doing.


 
Here’s a dirty little secret about education – No one gets into this profession to sit behind a desk with their feet up. 


 
If they do, they soon realize that teaching isn’t the place for them. There is so much we have to do everyday – from grading papers, to counseling students, to calling parents, to scaffolding group work, tutoring, mentoring, modeling, lunch duty, hall duty, in-school suspension – and that’s before we even begin to talk about teaching and planning! 


 
We don’t have time to write up a detailed plan of what we think we’ll be doing in class every single day with an equally detailed justification for everything we’ll do! 


 
Because we know we’ll never actually use it in the classroom! 


 
The very idea of lesson plans is antithetical to 90% of classroom practice. 


 
Teaching isn’t something you can sit back and plan and then recreate with 100% fidelity day-in, day-out.

 


 
When you’re there in front of students, you need to use your natural empiricism to tell what the needs are of your students on a given day at a given time.  


 
Today we may need to go back and reteach yesterday’s lesson. Or we may have to jump right back into a discussion we were having last week. Or we may need to switch tacks and focus on something else so students can calm down or won’t get frustrated.  


 
The reality of the classroom determines what a good educator does inside it. And this cannot accurately be guessed at from a distance of time and/or space.  


 
Sure, as a language arts teacher I may know I want to teach vocabulary skills, or complete sentence construction, reading comprehension or anything else. I can pick out my texts and my assignments, figure out which activities would best get across the idea, what kind of practice could be useful, etc. But HOW all that comes together is more of an art than a science.  


 
And the more experienced you are as a teacher and the better you know your students, the more effectively you’ll be able to meet the needs of a class of students on a given day.  


 
Because you aren’t teaching widgets. You’re teaching people. And people resist the most rigid of plans.  


 
Moreover, the need to justify every move you make has a chilling effect on what you’re willing to do.  


 
Teachers need the freedom to experiment – to try new things and see how they work.  


 
If you have to stop and justify every action for an authority figure, you’ll only do the things you already know will work – or at least the things you feel most confident that you can explain. 


 
Teachers need to be free to try something and not be able to codify why they’re doing it at the moment. Only later, perhaps at the end of the day, can it be helpful to sit back and reflect on what you did and judge for yourself whether it was effective and worth repeating.  


 
But that’s where the emphasis needs to be – on you as the teacher and your students as a class.  


 
YOU get to decide the effectiveness of your teaching – not your principal, not an administrator in central office or the superintendent. YOU. 

That’s because you’re the expert here.


 
Your administrator may not even be trained in your discipline. How’s a gym teacher going to evaluate language arts? How’s an elementary special education teacher going to evaluate calculus?  


 
And it’s even worse when compounded by experience – or perhaps I should say inexperience.  


 
Most principals only taught for a handful of years before becoming administrators. And many of them haven’t even had much time to figure out how best to BE administrators.  


 
Yet our warped work culture puts them in charge of the actual professionals in the classroom – the classroom teachers – and encourages them to disrupt the normal flow of things in the name of what? School improvement? Or parasitical management?  


 
Principals should be focused on two things – (1) providing the best work environment for students and teachers; and (2) advocating for teachers and students. They should make sure teachers have what they need to get their jobs done effectively. And that means listening to exactly what those needs are. If those needs aren’t being met inside the district, the principal should go outside and work to get those resources brought in. 


 
Educators don’t need you to stand in judgement of them and then brag to your superiors about being a hard ass. They need you to get them the resources necessary – time, salary, lower class size, counselors, anything really that reduces the unnecessary from a teacher’s day so she can focus on her students.  


 
But demanding educators hand in lesson plans is just the opposite. You’re ADDING to the unnecessary work load, not reducing it.  
 


So lesson plans are an antiquated notion that need to go the way of mimeographs, transparencies and overhead projectors.   


 
Stop torturing educators with mindless busy work when there are so many mindful tasks begging to be done.  


 
Let teachers teach.  
 


And if you can’t figure that out, at least get out of the way. 


 


 

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!