Trapped On a Runaway Train to a Public School Disaster

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Congratulations, America.

 

We did it.

 

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

 

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

 

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

 

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

 

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

 

 

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

 

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

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

 

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

 

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Source: European CDC

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

 

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

 

But the United States!?

 

Ha!

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

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

 

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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Pennsylvania Cases – Source: PA Dept. of Health

 

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

 

And he can spread Coronavirus, too!

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

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


 

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Trumpsters are Furious Over My Refusal to Sacrifice Students to the Economy

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You can’t make this stuff up!

 

I published an article yesterday on my blog with the title “You Can’t Have My Students’ Lives to Restart Your Economy.” 

 

In it, I criticized Dr. Oz, Dr. Phil and a Walton Family Foundation advisor who lambasted social distancing efforts as a response to the Coronavirus global pandemic, especially here in the United States. To varying degrees, they each thought it was acceptable to sacrifice children’s safety by reopening schools early if it would get businesses back up and running again.

 

I think that’s beyond ridiculous.

 

Here’s an excerpt:

 

The rich need the poor to get back to work. And they’re willing to put our lives on the line to do it.

 

What’s worse, they’re willing to put our children’s lives on the line.

 

I don’t know about you, but I’m not willing to risk my daughter’s life so that the stock market can open back up.

 

As a public school teacher, I’m not willing to bet my students lives so that the airlines and cruise industry can get back in the green.

 

Nor am I willing to gamble with my own life even if it means the NBA, NFL and MLB can start playing games and Hollywood can start premiering first run movies again.

 

 

My article seemed pretty reasonable to me, as it has to the more than 17,000 people who have read it since I first hit publish about 24 hours ago.

 

However, on Twitter, there was a vocal minority who took issue with me.

 

Someone from an account I won’t name (though he has more than 65,000 followers and the word “Libertarian” in his handle) retweeted my blog with the following comment:

 

“For the love of God. Students are more at risk of losing their homes and watching their parents split up or succumb to addiction or depression over losing their jobs than they are at risk of ever contracting this virus.”

 

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He had lots of folks who agreed with him.

 

Their comments seemed to fit into two categories:  (1) quarantine sucks, or (2) they’re MY kids you stoopid gubmint Skool teacher!

 

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At first, I wasn’t sure what to make of such comments.

 

How can anyone really be against keeping children safe from a deadly virus?

 

After some soul searching, I decided to reply:

 

Hey XXX thanks for sharing my blog post to so many people who probably would not have seen it otherwise. However, I think your criticism is unfounded. You seem to be saying that quarantine sucks. Yes, it DOES suck. But putting kids lives at risk is worse…

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…While it’s true that kids are often asymptomatic, they do get COVID-19 and become carriers. If we reopen the schools too soon, most kids won’t die, but they’ll bring the virus home to mom, dad and the grandparents who are much more susceptible…

 

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…What’s worse is that when you get COVID-19 you’re often asymptomatic for the first week or so. Even adults become carriers though they have a greater chance of eventually getting much worse. That’s why we’re doing social distancing now – to stop the spread…

 

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…We want to give hospitals a chance to treat sick people as they come in and not all at once. Even discounting the effect on children, schools are staffed by adults – many over 55 and with existing health conditions. It’s unfair to make them risk their lives…

 

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…Teachers shouldn’t have to risk their lives – and their families lives – to do their jobs. Seems to me that’s actually a pretty libertarian position. Your political freedom and autonomy seem pretty constrained in a coffin. Thanks for listening.

 

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I don’t know if it will do any good, but I thought the readers of my blog might like to know about it.

 

After all, if there’s anything more viral than COVID-19, it’s ignorance.

 


 

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

 

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It’s okay if a few children die to start up the economy.

 

That is literally the opinion being offered by media influencers and policymakers as Coronavirus social distancing efforts continue passed the 30-day mark.

 

In the midst of a global pandemic, we’ve closed down all nonessential businesses while people self quarantine at home waiting for the curve of infection to plateau and then drop off. Medical experts tell us this is the only way to ensure there are enough ventilators and hospital beds for those who get sick.

 

As it is, more than 700,000 Americans have tested positive for COVID-19 and 38,000 have died – more than the wars in Iraq and Afghanistan, the September 11 terrorist attacks, Hurricane Katrina and the Oklahoma City bombing – combined. In fact, the United States has the highest number of Coronavirus deaths in the world.

 

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Yet there is a concerted effort by the Trump Administration and plutocrats everywhere to get business back up and running. And to do that, they need the schools to reopen so parents can return to work.

 

They literally want to reopen schools as soon as possible – even if it isn’t 100% safe.

 

And if that means students, teachers and parents die, at least their sacrifices will have been worth it.

 

“Schools are a very appetizing opportunity,” said Dr. Mehmet Oz as a guest on Fox News’ Sean Hannity show.

 
“I just saw a nice piece in [British medical journal] The Lancet arguing the opening of schools may only cost us 2 to 3%, in terms of total mortality. Any, you know, any life is a life lost, but … that might be a tradeoff some folks would consider.”

 
Dr. Oz walked back the comment after popular backlash, but I believed him the first time. Many people would find that acceptable.

 

Dr. Phil McGraw (who unlike Dr. Oz is not a licensed doctor) said the following on Fox News’ The Ingraham Angle:

 

“The fact of the matter is, the longer this lockdown goes on, the more vulnerable people get. And it’s like there’s a tipping point. There’s a point at which people start having enough problems in lockdown that it will actually create more destruction and actually more deaths across time than the actual virus will itself.”

 

He then compared coronavirus deaths to deaths from smoking, swimming pools and car crashes – which critics pointed out result from mostly voluntary behavior.

 

Once again, Dr. Phil walked back his comments after public outrage. And once again, I saw where he was coming from – because it’s clear where these celebrity talking heads are getting their information.

 

You find the same opinion tucked into many otherwise informative articles about the virus and education.

 

Education Next published a piece by Walton Family Foundation advisor and American Enterprise Institute fellow John Bailey with this precious little nugget tucked in its middle:

 

“Currently, the public health benefits of school closures and home quarantining outweigh the costs. But at what point does that equation flip? When do the economic, societal, and educational costs outweigh the public health benefits of these aggressive social distancing actions?”

 

The rich need the poor to get back to work. And they’re willing to put our lives on the line to do it.

 

What’s worse, they’re willing to put our children’s lives on the line.

 

I don’t know about you, but I’m not willing to risk my daughter’s life so that the stock market can open back up.

 

As a public school teacher, I’m not willing to bet my students lives so that the airlines and cruise industry can get back in the green.

 

Nor am I willing to gamble with my own life even if it means the NBA, NFL and MLB can start playing games and Hollywood can start premiering first run movies again.

 

There’s still so much we don’t know about COVID-19.

 

Initial reports concluded that older people were more susceptible to it, but as infections have played out worldwide, we’ve seen that 40% of patients are between 20-50 years of age. Children seem mostly asymptomatic. However, many immunologists suspect they are acting as carriers spreading the virus to the older people with whom they come into contact.

 
Children have a more difficult time with the constant hand washing and separating themselves at least 6 feet apart recommended by health experts. This is one of the justifications for closing schools in the first place. If we reopen schools too quickly, it could jumpstart another wave of infections.

 

In fact, that’s exactly what the Imperial College of London found in its own modeling study on likely U.S. and U.K. outcomes.

 

School closures can be effective to help suppress the transmission rates and flatten the curve, the report concluded, IF CONTINUED OVER FIVE MONTHS.

 

That’s a long time. But it gets worse.

 

In the absences of mass vaccinations – which may be as much as two years away – the study found the virus is likely to rebound for a second and third wave.

 

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So when would it be safe to reopen schools?

 

Honestly, no one really knows.

 
Former US Food and Drug Administration Commissioner Scott Gottlieb released a more optimistic answer in the “National Coronavirus Response: Roadmap to Reopening.”

 

The report maintains the need to continue social distancing including school closures until cases peak and we see sustained declines in new cases for 14 days.

 

That seems to be a fair minimum standard.

 

However, we are not there yet. The death toll continues to rise in the US and may continue to do so for some time yet.

 

Despite the science, every state has a different date in mind for when schools will reopen.

 

Since the beginning of April,a total of 21 state departments of education (including Pennsylvania’s) have decided to keep schools closed for the remainder of the academic year until at least August or September. Six states plus Washington, D.C., still have plans to reopen their schools before the end of the month.

 

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Beyond the question of WHEN to reopen schools is the even more complicated one of HOW or IF.

 

President and chief executive of the National Association of State Boards of Education Robert Hull said administrators across the country are asking not how – but if – schools will reopen in the fall.

 

“Everybody says we hope we return to normal,” Hull said. “It’s not going to return to normal anytime soon because the new normal is going to be different.”

 

Multiple possibilities are being considered.

 

A major factor will be how well districts can test incoming students for infection.

 

The best solution would be quick and cheap Coronavirus screenings. If we could mass produce such tests and distribute them to schools or have the results be a precondition to coming to school, things might be able to run pretty much as normal.

 

If US schools all had digital thermometers (as they do in Singapore), students temperatures could be taken before letting them in to the building. Anyone running a fever could be sent home.

 

Some policymakers are even considering spot checking students throughout the day with thermometers and using video cameras to trace the path of any students running a temperature to tell who they may have come into contact with before being identified. However, this seems pretty disruptive to me and – especially in the younger grades – might terrify students and make them conversely feel less safe in school because of the very efforts done to ensure their safety.

 

In all likelihood, policymakers see to think schools will probably have to run while engaging in some sort of social distancing. And that’s not easy. Nearly everything from the way the academic day is organized to the maturity level of most students goes against this need.

 

One thought provoking proposal is reducing class size to no more than 10 students.

 

This would also have educational benefits allowing teachers the ability to give more one-on-one instruction. However, most classes are double or triple this size now. Few school buildings are large enough to double or triple the number of classrooms needed at the same time.

 

One solution to this is that children could attend on alternate days or on a half day basis – one group in the morning, another in the afternoon. The drawback is that this would reduce the hours students are in class. Lessons would either have to be cut down to essentials or some part of assignments may have to go online.

 

This might also narrow the curriculum so that the arts, music, and other subjects would be eliminated. Gym classes would probably have to be cancelled and lunches might have to be in the classroom, itself, instead of allowing large groups of students to congregate in the cafeteria.

 

Just ensuring that students aren’t all in the hallway at the same time would be a challenge. Class dismissals might be staggered or perhaps the teachers would move from room-to-room while the students stay put.

 

Moreover, the simple act of busing students to-and-from school is likewise complicated. If students sit further apart on the bus, that means each district needs either more buses at the same time or double the time to transport students at arrival and dismissal.

 

None of this would be cheap. It could necessitate more money on transportation, support staff and teachers. In a country where education budgets haven’t yet recovered from the Great Recession of George W. Bush, reopening schools safely would require an influx of cash.

 

But without it, the economy cannot get back under way.

 

When schools closed in March, many districts switched to some kind of distance learning. Teachers put assignments on-line and even teach through Internet meeting sites like ZOOM. Continuing this in some form – for part or all of the day – is also being considered. However, it causes as many problems as it solves.

 

Parents need to be able to get back to work. Many can’t stay at home taking care of their children indefinitely. And they can’t leave their kids to their own devices while trying to learn via computer, device or app.

 

Moreover, these cyber schooling efforts come with educational drawbacks. Just about every educational expert acknowledges that learning in-person is preferable. Students with special needs are particularly at risk because many of their individual education plans (IEPs) cannot be met remotely. And even though efforts have been made to help impoverished students gain access to the necessary technology and Internet access, the problem has by no means been universally solved. Not to mention privacy concerns with student data being pirated by unscrupulous ed tech companies.

 

Another issue is high stakes standardized testing.

 

With the Coronavirus crisis, the tests were cancelled this year – and no one has really missed them.

 

If lessons have to be cut to essentials, standardized testing and the need for endless test prep should be the first things to go. In fact, students, educators, parents and college professors will tell you how useless these assessments are. They reflect basic economic inequalities and enforce them by tying education funding to the test scores.

 

Poor kids score badly and rich kids score well, so the funding becomes a reward for the privileged and a punishment for the underprivileged.

 

That’s why it’s laughable when Hull laments “issues of equity” including how to measure what students are learning and how to help those who have fallen behind.

 

Equity is a matter of funding and opportunities – not test scores. Regardless of the problems with reopening schools, we could solve a long standing issue by erasing high stakes testing from the academic map.

 

But that’s been the elephant in the classroom for a long time.

 

Economic interests have trumped academic ones for decades.

 

Will we continue to value money over children? Will we pave the post-Coronavirus future over the bodies of sick children and adults?

 

Like any crisis, COVID-19 is another opportunity to get things right.

 

Here’s hoping we have our priorities straight this time.

 

Here’s hoping schools stay closed until we’re certain reopening them won’t endanger students, teachers and the community.

 


 

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.

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

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Pennsylvania Law Meant to Forbid Arming Teachers May Have Done Just the Opposite

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Pennsylvania teachers, don’t forget to pack your Glock when returning to school this year.

 

A new law meant to close the door on arming teachers may have cracked it open.

 

Despite warnings from gun safety activists, the bill, SB 621, was approved by the legislature and signed into law by Gov. Tom Wolf this summer.

 

The legislation explicitly allows security guards – independent contractors who are not members of law enforcement – to carry guns in schools if they go through special training.

 

And that’s bad enough.

 

Why you’d want glorified rent-a-cops with guns strapped to their hips running around schools full of children is beyond me.

 

That’s not going to make anyone safer. It’s going to do just the opposite.

 

But that’s not even the worst of it.

 

Commonwealth law already allowed for armed police and school resource officers in school buildings.

 

The new bill just adds security guards to the accepted list – so long as they go through special training.

 

So some observers are asking what happens if teachers and administrators go through the same training? Wouldn’t they then qualify as “security personnel” and thus be eligible to be armed as part of their jobs?

 

Some say yes.

 

But others go even farther.

 

The bill only says who may be armed in schools. It doesn’t say anything about who may not be armed.

 

So if a district were to arm teachers – even without that special security guard training – it wouldn’t be specifically breaking the law. It would be operating in a huge loophole left open by the legislature and Gov. Wolf.

 

In fact, the original version of the bill would have covered just such an ambiguity. It included language saying that ONLY the people specifically mentioned in the law (police, resource officers and security guards) were allowed to be armed. However, Wolf could not get legislators to agree on it, so this language was stripped from the bill that was eventually passed.

 

This isn’t just theoretical.

 

Several school administrators have already taken advantage of it.

A handful of superintendents in rural parts of the state have already gotten permission from country law enforcement officials and are now carrying guns to school, according to a lawyer representing 50 Commonwealth districts.

 

Attorney Ronald Repak, of Altoona-based Beard Legal Group, gave a presentation at a school safety conference saying that his firm had secured permission from local district attorneys for administrators to carry firearms as part of their jobs. They cited ambiguity in the law that allowed for different interpretations.

 

Repak said that fewer than six superintendents had been approved, but he would not say which ones or which districts employed them.

 

Meanwhile, a district in the eastern part of the state between Hershey and Allentown has already passed a policy to arm teachers and staff.

 

Tamaqua Area School District in Schuylkill County, approved the policy last year but suspended it following litigation from the teachers association and a parent group.

 

Since Harrisburg passed this new measure, school board members and administration have been going back and forth about how it pertains to their policy and whether they can legally reinstate it even with pending litigation.

 
SB 621 was supposed to fix the ambiguity of previous statutes on the matter.

 

Title 18, Section 912 of the Pa. Crimes Code says that no one except recognized security personnel may bring a weapon onto school grounds, unless it is for a supervised school activity or “other lawful purpose.”

 

But again that leaves a huge loophole.

 

Secretary of Education Pedro Rivera wrote in 2016 that the Pennsylvania Department of Education considers “the scope of ‘lawful purpose’…unclear and unsettled.”

 

That’s what originally prompted Tamaqua school directors to pass their policy to arm teachers – the first of its kind in the state.

 

The Republican majority in the legislature has been trying to pass a law explicitly allowing teachers to be armed for years.

 

In June of 2017, the state Senate even passed just such a bill but it got nowhere in the House. Moreover, Gov. Wolf threatened to veto it.

 

And that has been the pattern in Harrisburg on most matters – a gerrymandered GOP-controlled legislature narrowly passing far right legislation checked by a popularly elected Democratic governor.

 

However, Republicans may have gotten one passed the goal with SB 621.

 

Wolf had hoped the bill would end the matter once and for all. When he signed it into law, he released a statement saying:

 

“The students, parents, and educators in this commonwealth can now be secure in the knowledge that teachers can dedicate themselves to teaching our children, and that the security of school facilities rests in the hands of trained, professional security personnel.”

 

Ceasefire Pennsylvania, a statewide gun safety organization, saw the danger and warned against it. The organization urged the legislature not to pass the bill and the governor not to sign it.

 

In a letter sent to lawmakers, the group wrote:

 

“…adding security personnel who do not have the same law enforcement background, training and experience of those personnel already authorized to serve as school security in the School Code is misguided.

[In addition] …although we understand that the legislation initially was intended only to address security personnel, we believe SB 621 could be manipulated by school districts intent on arming teachers as a ‘security’ measure… We hope you will Vote No on SB 621.”

 
The matter is bound to wind up in the courts where it will ultimately be decided.

 
Concerned citizens should probably go to their local school board and let directors know they don’t want school personnel – security guards or others – packing heat.

 

To be clear, the new bill doesn’t require security guards to be armed, but it does allow districts to arm them if they go through the necessary training.

 

The instruction outlined in the law required before guards can be armed costs less than $500 per person.

 

It includes lessons on developing relationships with diverse students, understanding special needs students, how to deal with violence, victimization, threat response and the prevention of violence in schools. It also includes Act 235 lethal weapons training on specifically how to carry and use lethal weapons.

 

Some legislators wanted security guards to have to go through the same training as police officers – a 900-hour municipal course. However, since this would include instruction school security officers would not need such as lessons on traffic laws and the vehicle code – not to mention its hefty cost of $9,000 per person – it was scrapped.

 

Don’t get me wrong. I have nothing against security guards. There are several good ones at my district.

 

However, putting guns in their hands doesn’t make me feel any safer.

 

A few years ago, a security guard at my school lost his job because he slammed one of my students into a lunch table.

 

The child in question was certainly difficult and could be defiant. But he was a middle school age child. He didn’t deserve to have his head slammed into a table – nor would I want someone with so little impulse control to have to police his trigger finger during tense confrontations with students.

 

Arming security guards is just plain dumb. Heck! So is arming teachers and administrators!

 

This isn’t the wild west. It’s a classroom.

 

In real-world shootings, police officers miss their targets about 4-in-5 shots, according to Dr. Peter Langman, a psychologist who’s studied school shootings. Do you really expect rent-a-cops and teachers to be more accurate?

 

Even armed police don’t do much to stop school shootings.

 

The four high-profile school shootings in 2018 — including the one in Parkland, Florida and Santa Fe, Texas — had armed guards. All failed to stop the gunmen.

 

But research consistently shows that increasing the number of guns in schools increases the likelihood that students will get hold of them.

 

What we need are sensible gun regulations to limit the number of people who have access to firearms. We need mandatory background checks and a ban on assault weapons – the murder instrument of choice for mass shooters. We need buy back programs to reduce the ridiculous numbers of guns available.

 

This new law does none of that. It was a Faustian bargain at best – and like always happens when you try to best the Devil, you end up losing.

 

Only this time, the losers are our teachers and school children.


 

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

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‘The Diary of Anne Frank’ Has Never Been More Important Than It is Today

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The biggest mistake people make about “The Diary of Anne Frank” is to assume it’s about a little dead girl.

 

 

It’s not.

 

 

Anne Frank is not dead.

 

 

Not in 1945. Not in 2019.

 

 

Anne was a Dutch Jew hiding from the Nazis with her family and four others in a loft above her father’s former factory in Amsterdam.

 

 

The teenager is the most famous victim of the Holocaust, but her story doesn’t end when she succumbed to typhus in the Bergen-Belsen concentration camp in the closing days of WWII.

 

 

Because it’s a story that never ends.

 

 

Her physical self may be gone, but her spirit remains.

 

 

In the 1990s, she was a Muslim Bosniak child killed by Christian Serbs in the former Yugoslavia.

 

 

In the 2000s, she was a Christian Darfuri in Western Sudan killed by Arab militias.

 

 

A decade ago, she was a Palestinian toddler torn to pieces on the West Bank – a victim of Israeli bombs.

 

 

 

And, yes, today she is a brown skinned Central American girl fleeing from violence to the United States only to be forcibly separated from her family and thrown in a cage.

 

 

 

Not only is Anne Frank not dead, she is more alive than most people who draw breath, whose hearts still pump blood, whose eyes shrink from the violence, prejudice and hatred all around them.

 

 

 

Perhaps that’s why it is so hard to teach her Diary in my 8th grade class.

 

 

It’s not a particularly difficult book.

 

 

Her prose is uncomplicated. Her ideas clear.

 

 

In fact, she jumps right off the page and into the classroom.

 

 

But that’s what makes her so difficult for me, the teacher.

 

 

Every year I help bring her to life for my students. And I suffer her loss all over again each time.

 

 

I think everyone sees something different in Anne.

 

 

My students see themselves in her. Or they see their friends or siblings.

 

 

Her problems are their problems. They, too, can feel closer to one parent than another.

 

 

They, too, can hate to be compared with a “perfect” sibling.

 

 

They, too, feel all the emotions and frustrations of growing up – the confusion, passion and hurt.

 

 

For me, though, it is different.

 

 

I don’t see Anne primarily as myself. I see her as my daughter. Or perhaps I see my daughter in her.

 

 

A precocious child hunched over a book scribbling away her deepest thoughts? Sounds like my precious 10-year-old drawing her comic books, or writing her stories, or acting out melodramas with her dolls and stuffed animals.

 

 

I want to take her somewhere safe, to keep her away from the Nazis, to conceal her from all the evil in the world.

 

 

After teaching the book for almost a decade and a half, it was only this year that I hit upon a new perspective. I realized that if Anne had survived, she would be almost the same age as my grandmother.

 

 

And for a moment, an image of her was almost superimposed over my Grandma Ce Ce. There she was – a physical Anne, a living person. But then it was gone.

 

 

When speaking about her to my students, I try to be extremely careful of their feelings. I make it exceedingly clear from the very beginning where her physical life ends.

 

 

She and her family are in hiding for 25 months before the Nazis find and send them to concentration camps. Only her father, Otto Frank, is left.

 

 

I don’t want any of that to be a surprise.

 

 

Yet it is.

 

 

Every time.

 

 

My classes stare back at me with shocked expressions when we reach the last page.

 

 

That can’t be the end. There has to be more.

 

 

So we read first hand accounts of Anne in the camp.

 

 

But that can’t be all, either. Can it?

 

 

So we learn about her legacy – about the Anne Frank House, the Academy Award winning film, and how her book is an international best seller.

 

 

Somehow her spirit still refuses to die.

 

 

I think it’s because she has become more than just a victim. More even than a single physical person.

 

 

We know that 6 million Jews died in the Holocaust. We know that 5 million non-Jews were also killed. But no matter how many documentaries we see, or how many pictures we look at – none of them come alive in quite the same way as Anne.

 

 

She is a face for these faceless.

 

 

She irreparably humanizes the other.

 

 

Once you read her Diary, you can’t forget that smiling little girl whose light was so suddenly snuffed out.

 

 

We can go numb at the numbers – the sheer scale of these atrocities.

 

 

But with Anne, it becomes something personal.

 

 

On Dec. 24, 1943, Anne wrote:

 

 

“I sometimes wonder if anyone will ever understand what I mean, if anyone will ever overlook my ingratitude and not worry about whether or not I’m Jewish and merely see me as a teenager badly in need of some good, plain fun.

 

We see you, Anne.

 

 

And because we do, we see beyond you, too.

 

 

We see you in the continuing horrors of our age.

 

 

Because your death is never in the past tense. It is always present.

 

 

Your eyes look out at us through the victims of our day, too.

 

 

And your words ring in our ears:

 

“What is done cannot be undone, but one can prevent it happening again.” (May 7, 1944)

 

 

We have not prevented it.

 

 

It continues.

 

 

Hatred and prejudice and murder echo through our human interactions.

 

 

All while the history fades.

 

 

According to a 2018 study, only 22 percent of millennials say they’ve even heard of the Holocaust.

 

 

I don’t think any of those young adults read your Diary, because my students remember you.

 

 

That’s why I’ll never stop teaching your story.

 

 

In the vain hope that by remembering you, they’ll see your eyes on the faces of all the future’s would-be victims.

 

 

In the vain hope that caring about you will help them care about the faceless strangers, the propagandized others.

 

 

In the vain hope that knowing your face will force their eyes to see – actually see – the faces of those who are demonized and dehumanized so someone will care when the boot comes down on their visage.

 

 

So that someone will stop the boot from ever coming down again.

 

 

In one of her last entries, on July 15, 1944, Anne wrote:

 

 

“I must uphold my ideals, for perhaps the time will come when I shall be able to carry them out.”

 

 

That time has come for us all.

 

 

Anne’s Diary remains to remind us – a clarion call to empathy and action.


 

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

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Teaching Through Lockdown

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“Excuse the interruption. We are under a lockdown.”

 

That was it.

 

Not an explanation of what caused it.

 

Not any idea of how much danger we were in.

 

Not any idea of how long it would last.

 

Just a vague warning that teachers knew meant to keep all their students in class until further notice.

 

As an educator, you’re expected to teach.

 

It doesn’t matter what’s happening around you. There can be yelling or screaming. There can be a scuffle in the next room. The lights may flicker off and on.

 

None of that matters.

 

If you have students and aren’t in immediate danger, you’re expected to teach them.

 

And that’s what I did. Even then.

 

I teach mostly poor and minority students in a western Pennsylvania school near Pittsburgh.

 

 

My 8th grade language arts class was in the middle of taking a final exam on The Outsiders by S. E. Hinton.

 

Most of my students were finished, but it was still quiet as two or three students struggled through their last responses.

 

Then the announcement came over the PA.

 

“…lockdown.”

 

 

The voice was the high school secretary. Since the middle and high school are connected, she rarely makes announcements in my building – only when something is important happening for both buildings.

 

The kids looked up at me with worried faces.

 

“What’s going on, Mr. Singer?” one of them asked.

 

I told them the truth – I really had no idea. There were no drills planned for today. In fact, it would have been a really poor time for one. We had just had ALICE training the day before where the resource officer and the principal had met with students to go over what to do in case of an active shooter. The program is named for the courses of actions it recommends – Alert, Lockdown, Inform, Counter, Evacuate.

 

So we were apparently in the L.

 

During the assembly, the resource officer had said quite bluntly that there would be no coded messages. If a school shooter entered the building, officials would tell us in plain language what was happening so we could make an informed decision what to do.

 

But there was no additional message over the PA. That was it.

 

I went over to my computer to see if there was an email. Nope. Nothing.

 

I pressed refresh a few times. Nothing.

 

I asked the students to hush and just listened.

 

It was extremely quiet. Even the hallway was silent and it’s never that silent except during standardized testing.

 

My room has no windows to the outside. It’s a brick box with one wooden door containing a sliver of window.

 

The door was already closed and locked. We’re told to keep it that way just in case. But there’s an additional deadbolt you can click to make it even harder to gain access to the room.

 

“It’s probably nothing,” I said as I walked over to the door and surreptitiously clicked the deadbolt.

 

I asked student to finish their tests.

 

It seemed the best course of action. We could either worry about an unknown that was extremely unlikely or else just take care of our business.

 

It was hard getting the students to calm down. They were scared, and, frankly, so was I.

 

But this seemed the best thing we could do – Seek normalcy but stay vigilant in case things changed.

 

“Mr. Singer, may I use the bathroom?” asked one child.

 

“I’m sorry, but no.” I said. “Not until the lockdown is over.”

 

Somehow I quieted them down and the remaining students finished their tests.

 

It seemed to take them forever.

 

I stood by those who were finalizing answers in the hope that my physical presence would get them to concentrate.

 

For the millionth time I pondered the wisdom of grouping kids into classes based on test scores. All you end up doing is sorting them by poverty, race, trauma and behavior problems.

 

But they were soon done.

 

So they handed in the tests and we went over the answers.

 

“May I use the bathroom?”

 

“No. Not yet. Sorry.”

 

For about five minutes things went as they would on any other day.

 

But as soon as there was a lull in the activity, the fear and worry returned.

 

Students wanted to take out their cell phones and call or text home.

 

I told them not to.

 

“Why?” asked a boy in the front.

 

I knew the answer. We had nothing we could tell parents other than that there was a lockdown. We didn’t know what caused it or what was happening. If there was something bad going on, having parents come to the school would only make things worse.

 

But I just told him to put it away. I didn’t want to debate the situation. I didn’t want them (or me) to think about what might be happening.

 

We hadn’t finished watching the movie version of “The Outsiders” so I quickly put that on.

 

We only had about 15 minutes to go. And watching Dally get shot down by police probably wasn’t the best choice under the circumstances.

 

Still, the kids were focused on the film and not the lockdown.

 

We discussed how the movie and the book differed for a few moments.

 

But inevitably there was a lull.

 

We all got quiet and just listened. Nothing.

 

No. Down the hall we could hear something. Maybe a scuffle. Voices. It was hard to tell.

 

I started thinking of options, what to do if someone tried to enter the room. But it got quiet again.

 

Still no email. No message. Nothing.

 

I could call the office on my school phone, but that just might make things worse.

 

“Mr. Singer, I’ve GOT to use the bathroom!”

 

I looked around. I wasn’t sure what to do. I couldn’t let him out there. It would literally be better if he peed his pants.

 

He must have seen my confusion. “Can I just pee in a bottle or something?”

 

“Do you have a bottle?”

 

“No.”

 

I was about to tell him to take the garbage can into the corner and pee into it but there was no empty corner in the room.

 

Before I could remark any further, he said, “It’s okay. I’ll just hold it.”

 

That’s when I noticed the time. We had already spent more than the 40 minutes in the allotted period. The bell should have rung to get students to move to another room. That meant the bells were off.

 

The students noticed, too.

 

I kept telling them that everything was probably fine and that I wouldn’t let anything happen to them.

 

Then we noticed something weird out of the window in the door.

 

One of the school custodians was standing right outside the room.

 

He didn’t seem alarmed. He appeared to be looking for something.

 

Then another custodian walked up to him and they conferred in the hall.

 

We heard talking. Perhaps the principal in the distance.

 

Whatever was happening they seemed to have it under control and didn’t appear worried.

 

I had nothing planned for my students to do. We were well off book here. I couldn’t just start a new unit. I had no idea how long we’d be here.

 

So I asked them to take out their self-selected books and read.

 

They groaned.

 

“How are we going to concentrate on that?” someone asked.

 

I didn’t really have an answer but it was better to try than to worry needlessly.

 

So after some cajoling, they dutifully took their books out. Most just stared around the room listening to every nonexistent sound. But some at least appeared to be reading.

 

“Mr. Singer…”

 

NO YOU CAN’T USE THE BATHROOM!

 

Then not long after, the announcement came that the lockdown was over and students could move to their next class.

 

There was no explanation. Kids just breathed a collective sigh and went to their classes.

 

I let anyone use the restroom who asked. And I tried to teach through another class.

 

I truly expected a printed letter from the superintendent to be hand delivered to the room so the kids could take it home. But no. Perhaps there hadn’t been enough time to write, print and disperse one.

 

After the students were dismissed, I expected administrators to announce a staff meeting to let the teachers know, at least, what had happened. But there was nothing.

 

I went into another teacher’s room and saw a group talking. THAT was when I found out about what had happened.

 

A group of students in the high school had been fighting.

 

Apparently it was pretty bad – almost a riot. One child had been knocked cold and taken out of the building on a stretcher. The others had been removed by police.

 

When teachers had broken it up, some of the kids had run and were hiding in the building. That’s why the lockdown.

 

There was more on the 11 O’clock News. Some of the kids had filmed the fight with their phones and put it up on Snapchat.

 

We eventually got a letter from the superintendent and an email from another administrator saying that it had just been a minor fight.

 

Parents were on the news saying that administration hadn’t handled it properly, but no one showed up at the next school board meeting to complain.

 

And so life goes on.

 

The threat of violence always hangs over our heads.

 

It probably won’t ever come down to the worst case scenario. Yet the fact that it might and that no one really seems to be doing much of anything to stop it from getting to that point – that changes what it means to be in school.

 

We live with this reality everyday now.

 

It’s not fair to students. It’s not fair to teachers or parents.

 

But when you live in a society so broken that it can’t even begin to address its own problems, this is what you get.

 


Still can’t get enough Gadfly? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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Children of the Gun: How Lax Firearm Legislation Affects My Students

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Tanisha was just 6-years-old the first time she was in a shooting.

 

She was home in the kitchen looking for a cookie when she heard a “pop pop pop” sound.

 

Her mother rushed into the room and told her to get down.

 

Tanisha didn’t know what was happening.

 

“Hush, Baby,” her mom said wrapping the child in her arms and pulling her to the floor. “Someone’s out there shooting up the neighborhood.”

 

That was a story one of my 8th grade students told me today.

 

And it was far from the only one.

 

For the first time, my urban school district in Western Pennsylvania had an ALICE training for the students.

 

The program helps prepare schools, businesses and churches in case of an active shooter. Its name is an acronym for its suggested courses of action – Alert, Lockdown, Inform, Counter, and Evacuate.

 

In a district like mine where three separate gunmen went on sprees within 5 miles of each other during the last few years, this sort of training is becoming more frequent.

 

We’ve had numerous seminars for the teachers – even active shooter drills. With the students, we’ve had lockdown drills were the kids were basically instructed to duck and cover under their desks or in corners or closets.

 

But this was the first time the danger was made explicit in an assembly by grade level.

 

Our school resource officer and middle school principal stood side-by-side before the 8th grade going over in detail how someone might come into the building with the express purpose to kill as many of them as possible.

 

And then they told these 12 and 13-year-olds that it was up to them to do something about it.

 

That hiding wasn’t good enough. They needed to try to escape or incapacitate the attacker.

 

It still shocks me that we’ve gotten to this point.

 

We no longer expect society to keep us safe – to keep guns out of the hands of dangerous people.

 

It’s up to the children to watch out for themselves.

 

I can tell you as a teacher with more than 15 years experience in the classroom, I have never seen kids so quiet as they were in that auditorium.

 

It makes me sick.

 

When I was their age I was playing with Luke Skywalker action figures and building space ships out of Legos. I wasn’t discussing with police how to avoid a bullet to the brain. I wasn’t advised to wear my backpack on my chest to help protect against being gut shot.

 

I wasn’t then going back to class and talking over with my teacher how we can best barricade the room against any would-be bad guys.

 

But that’s what we did today.

 

I tried to reassure my kids that they were safe, that we could secure the door and if worst came to worst I wouldn’t let anything happen to them.

 

But these children aren’t like I was at their age.

 

They were shocked by the directness of the assembly. But they were no strangers to violence.

 

Later in the day, so many of them came back to me to talk about their relationship to guns and how firearms impacted their lives.

 

“I know you can’t get an automatic rifle unless…”

 

“I have a friend whose brother…”

 

“You don’t know what it’s like to lose your best friend to a gun.”

 

One of them had been friends with Antwon Rose in East Pittsburgh friends with Antwon Rose in East Pittsburgh. They knew all the details about how he ran from police and was shot down.

 

Someone coming into the school with a gun? Heck! They experience that everyday with the police.

 

For many of my kids, law enforcement isn’t automatically a comforting thought. They don’t trust the uniform. Often with good reason.

 

And now they were being told that safety was just another one of their responsibilities – like doing their homework and picking up after themselves in the cafeteria.

 

I can’t shake the feeling that these kids are being cheated – that the world we’ve built isn’t worthy of them.

 

What point is a society that can’t keep its own children safe?

 

What point police and firefighters and lawmakers and courts and laws and even a system of justice if we can’t use them to protect our own kids?

 

Isn’t that our job?

 

Isn’t that what adults are supposed to do?

 

Keep the danger out there so that the little ones can grow up and inherit a better world?

 

But we don’t even try to do that anymore.

 

We’ve given up trying.

 

No more pushing for better laws and safer regulations.

 

Just look the kids straight in the eye and tell them that death may be coming and there’s nothing we can do about it.

 

It’s up to them.

 

If that’s the best we can do, then shame on us.


 

Still can’t get enough Gadfly? I’ve written a book, “Gadfly on the Wall: A Public School Teacher Speaks Out on Racism and Reform,” now available from Garn Press. Ten percent of the proceeds go to the Badass Teachers Association. Check it out!

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The Holiday Season Brings Fear and Resentment for Many Students

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“I hate Christmas.”

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

This translates directly to negative behaviors in the classroom.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

1)  Prioritize Relationships

 

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

 

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

 

2)  Listen to Them

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

 

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

 

3)  Create Opportunities to be Successful

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

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

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

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

4)  Routines

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

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

 

5)  There’s Nothing Wrong With Downtime

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

 

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

 

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

 

The holidays can be a stressful time in school.

 

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

 

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


 

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

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Public School is Not For Profit. It is For Children.

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Betsy DeVos doesn’t get it.

 

But neither did Arne Duncan.

 

Whether right or left or somewhere in between, the person sitting at cabinet level tasked with advising the President on education matters invariably knows nothing about the purpose of public schools.

 

Duncan thought it had something to do with canned academic standards and standardized tests.

 

DeVos thinks it involves vouchers to religious or private schools.

 

But they’re both as wrong as two left shoes.

 

Public schools exist for one reason and one reason only – to meet the needs of children.

 

They aren’t there to enrich the private sector or even provide the job market with future employees.

 

They exist to teach, to counsel, to inspire, to heal.

 

And all these other schemes favored by Dunce Duncan and Batty Betsy that purport to meet kids needs while somehow enjoying the totally unintended side effect of enriching wealthy investors completely misses the point.

 

Public schools serve one purpose – to help the kids enrolled in them.

 

That’s all.

 

If someone is getting rich off that, there’s a huge problem somewhere.

 

Unfortunately, the Secretaries of Education of Donald Trump and Barack Obama aren’t the only ones to get it wrong. Policymakers on both sides of the aisle have lost sight of this fact.

 

So have pundits and media personalities on Fox News, CNN and MSNBC. So have CEOs and tech entrepreneurs and economists and anyone – really – whom our society seems to take seriously.

 

Don’t believe me?

 

Take the latest pronouncement from DeVos, our Secretary of Education.

 

She announced recently that she was looking into using federal funds to buy guns for teachers to better protect their students from school shooters.

 

It doesn’t take a genius to see that this is not in the best interests of children.

 

Teachers with guns mean a MORE dangerous environment for children, not less.

 

It means escalating the chance of friendly fire much more than boosting the possibility of a kindergarten teacher turning into an action hero.

 

It means heightening the chance of children getting their hands on these firearms and doing themselves or others harm.

 

And given the disproportionate murders of people of color even at the hands of trained professionals in the police force, it means children of color being legitimately terrified of their mostly white educators – or worse.

 

The reason given by DeVos may be to make children safer. But the measure she’s proposing really has nothing to do with them at all.

 

It’s a boondoggle for private industry – one private industry in particular – gun manufacturers.

 

Instead of sensible regulations on a product that’s at least as dangerous as items that are much more heavily controlled – such as cold medicine and automobiles – DeVos is doing the only thing she can to protect what she really cares about – corporate profits.

 

She is using money earmarked “safety” to increase danger.

 

Or as she sees it – she’s using a government apparatus that could harm the gun industry to instead pad its pockets.

 

You’ll hear some progressives and moderates decry this move with passion and fervor – and for good reason – but what many fail to realize is that it’s not new.

 

It’s really just a continuation of a sickness that has crept into our society about how we conceptualize the very idea of school.

 

We have moved away from the proposition that everything must be done in the student’s best interest and have replaced it with an imperative to benefit business and industry.

 

After all, what is the push for academic accountability through standardized tests and Common Core but corporate welfare for the testing and publishing industry?

 

What is the push for charter and voucher schools but government subsidies for school privatization?

 

High stakes standardized testing isn’t about helping students learn. Neither is Common Core, value-added measures or a host of top-down corporate policies championed by lions of the left and supply-side patriots.

 

They are about creating a problem where one doesn’t exist: accountability.

 

“How do we make sure students receive a quality education?” As if this has ever been hard to determine.

 

In general, the schools with greater needs than funding are where students struggle. The schools where everyone has more than they need is where they excel.

 

But they try to sweep the issue of inequitable funding and resources under the rug by framing the question entirely about teachers and schools.

 

In short, instead of asking about an obvious inequality, they hide a preconceived answer in the question: “How do we make sure teachers and schools are actually educating kids?”

 

Wrong question. But here’s the answer, anyway: Administrators observe teachers and determine if they’re doing their jobs. And school boards evaluate administrators.

 

In general, the staff isn’t the problem. It’s the lack of resources we give them to work with – everything from crumbling buildings, large classes, narrowed curriculum to a lack of wraparound social services.

 

It doesn’t take much to see we’re shortchanging our neediest students.

 

You don’t need standardized tests to tell you that. You don’t need new academic standards. You don’t need to evaluate educators on things beyond their control.

 

But doing so creates a new market, a need that can be filled by corporate interests unrestrained by the conviction that public schools are not supposed to be a profit-making venture.

 

People providing services for schools are supposed to make a living – not a killing – off the public’s dime.

 

The same can be said for school privatization.

 

Public schools are in no way inferior to institutions that are privately managed. Tax dollars administered by duly-elected representatives in the light of day are in no way less effective or more corrupt than the alternative – letting bureaucrats behind closed doors dole out the money however they choose even into their own pockets.

 

In fact, just the opposite!

 

Nor have charter or voucher schools ever been shown to increase student learning without also selecting only the best academic students and shunning those most difficult to teach, providing fewer resources for students and/or operating with greater funding.

 

But pretending that privatization is a better alternative to democratic rule creates a market, it opens the door so the system can be gamed for profit at the expense of student learning and wellbeing.

 

That’s why we look in awe at LeBron James, an athlete who uses his fortune to open a school providing all the things society refuses for students of color. A basketball player who refuses to usurp the public’s leadership role in administering that fully public school.

 

He’s a shinning example of actual philanthropy in an age of bogus philanthrocapitalism. But he’s also proof that his solution is not reproducible large scale.

 

The rich – even if they are well intentioned – cannot save us. Only the public can support all public schools.

 

And to do that, we must understand the purpose behind these institutions.

 

Otherwise, we’ll continue to be trapped on a runaway train where the conductor seems to possess no sense of urgency about slowing down.

 

We would never have been in this situation – and in fact could right the course even now – if we just took the time to clarify what we were doing and why we were doing it.

 

We could save generations of children if we stopped cashing in on public schools and realized the reason for their existence.

 

We could ensure both our present and our posterity.

 

If only we remembered that one thing.

 

Public schools are not for profit.

 

They are for children.


 

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

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Kiss My Assessment – A High Stakes Testing Poem

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Double, Double, test and trouble;

Standards stern so fill in that bubble.

 

 

Little Laquan, Empty belly

Reading passages by Maichiavelli

Does he know what the author thinks

Last night did he get forty winks

Drive-by shooting in his neighborhood

Answer questions that he should

Interrogated by the cops

Took away and locked his pops

Now he sits slumped in school

Testing, testing, it’s a rule

Will he – this time – make the grade

A debt to society he has paid

 

 

For being poor and his black skin

Success and riches, let me in!

But not unless you answer right

Like wealthy kids whose hue is white

Not two plus two or three and four

Context implied when you ask for

European culture and white society

If you know it, you’re in propriety

If not, take a longer road

Hurdles to jump and words to decode

 

 

But do not label the test unfair

Rich folks will blast you with hot air

Testing makes them bundles of billions

Leaching off of us civilians

Test prep, grading and remediation

Never mind that it keeps you in your station

Need new books, here’s Common Core

So big corporations can make some more

Money off your starving schools

The funding is drying up in pools

 

 

As politicians vote to gut

So they can give bankers another tax cut

Hotels and yachts and Maltese vacations

Touring havens in other nations

To hide their money and avoid paying

Anything to keep preying

On little kids and their moms

So long as they aren’t forced to pay alms

 

 

No nurses, no librarians, no psychologists

Nothing to feed a tummy or an esophagus

No fancy buildings, no small class sizes

Nothing to match the suburban enterprises

Fewer resources, fewer tutors,

Crumbling classrooms, archaic computers

Just give them tests as charity

And pretend it means populace parity

When he fails, we’ll blame Laquan

Fire his teacher and make her move on

 

 

Close his school and open a charter

And then his services we can barter

To turn his funding into profit

Democracy melts like warm chocolate

Private boards get public voice

Deciding who to enroll and calling it choice

Spending tax money behind closed doors

Filling classrooms with Americorps

Instructors who never earned a degree

But cheap trumps any pedigree

For teachers to teach the darkest of humans

As long as they don’t form any pesky unions

Reformers they’re called, really just hypocrites

Wolves with sheep skin in their identity kits

 

 

They might refuse to come out of the closet

But don’t burn this humble prophet

Who tells you the truth about high stakes tests

About the school system and the unholy mess

We’ve made for kids so hedge funders

Can bark and rave and push for blunders

To make money off of kids misery

And a better world – not for you, not for me.

Am I obsessed and distressed by oppressive divestment?

Oh who cares? Kiss my assessment!

 

 

Double, Double, test and trouble;

Standards stern so fill in that bubble.


NOTE: I wrote this poem during and after proctoring this year’s PSSA test for my 7th grade students. Can’t imagine where the inspiration came from! I’ll just say that the opposite of standardized testing has always seemed to be poetry. I hope you enjoyed my verses.  It was either that or spit curses!


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

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