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

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

 

The Pennsylvania Supreme Court says “yes.”

 

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

 

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

 

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

 

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

 

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

 

They ruled:

 

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

But don’t just take my word for it.

 

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

 

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

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

 

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

 

McConnell told reporters:

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

There are things we can do to increase safety.

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Some will say the danger is overblown.

 

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

 

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

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

 

 

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

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

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

 

 

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

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

 
We should not be taking chances with schools.

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

 

 


Our government needs to serve us.

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

 

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

 

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

 

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

 

We know more about that than the Coronavirus.

 

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

 

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

 

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

 

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


 

 

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Trapped On a Runaway Train to a Public School Disaster

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Congratulations, America.

 

We did it.

 

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

 

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

 

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

 

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

 

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

 

 

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

 

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

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

 

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

 

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Source: European CDC

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

 

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

 

But the United States!?

 

Ha!

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

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

 

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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Pennsylvania Cases – Source: PA Dept. of Health

 

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

 

And he can spread Coronavirus, too!

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

We have to protect our children, families and teachers.

 

A crappy year of education is better than mass death.

 

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


 

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Why High Stakes Testing Was Cancelled This Year (and Probably Will Be Next Year, Too)

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There are at least two silver linings to the current Coronavirus catastrophe for education.

 

One – with nearly all public schools closed, March was the first month since 2002 without a school shooting.

 

Two – districts nationwide cancelled high stakes standardized tests in April and May.

 

Taken together, these are two victories that no one could have predicted before November.

 

Gun safety restrictions remain laughably lax in the US compared to the rest of the world. And our system’s reliance on high stakes testing to hold schools and teachers accountable for economic inequalities and racially biased standards has been thoroughly criticized for nearly a century.

 

In short, the virus succeeded where policy did not.

 
The pandemic’s other effects have been more damaging as students, parents and teachers have struggled to move education online at home.

 

Teachers are seeing high absences especially among poor, underprivileged and special needs children. Not to mention worries about the quality and depth of education provided virtually and the stress it places on families.

 

To make matters worse, the situation seems likely to continue in some form when next school year begins in the fall.

 

With the COVID-19 virus likely to endure spreading unchecked due to a lack of adequate health screenings, the time it takes to make a vaccine, and an unwillingness by the government to save everyday people from the economic consequences of a nearly stopped economy, not to mention an increasing unwillingness among people to continue thorough social distancing procedures, schools may be left to solve the crisis themselves.

 

There’s been talk that when schools start up in August and September they may simply continue with cyber curriculum. Or they may open the physical buildings with safety protocols including half day classes of smaller size to keep students a safe distance apart.

 

In any case, the question of standardized testing arises again with a vengeance.

 

While there is some wiggle room, federal law (The Every Student Succeeds Act) requires all public school students be given standardized tests in grades 3-8 and once in high school.

 

The U.S. Department of Education waived that mandate this year because of the virus.

 

That was great news – a sound decision from a government agency known more for market solutions than rationality.

 

The question remains: why did the department do it?

 

Whether staffed by Democrats or Republicans, this doesn’t sound like them.

 

Why was this exception made and will it be extended again given that the circumstances may be little different in 2020-21 than they were in 2019-20?

 

The answer seems to be rooted in the tests, themselves, and the economic circumstances which create and sustains them.

 

WHY TESTS WERE CANCELLED

 
In late March, Education Secretary Betsy DeVos said that her department would streamline the paperwork for states to request a waiver allowing them not to give high stakes testing this year and that the government wouldn’t use this year’s testing data in future school accountability ratings.

 

DeVos said in a statement:

 

“Students need to be focused on staying healthy and continuing to learn. Teachers need to be able to focus on remote learning and other adaptations. Neither students nor teachers need to be focused on high-stakes tests during this difficult time.”

 

How did we get here?

 

Well, imagine a world where this didn’t happen.

 

Before DeVos made her statement, some states like Colorado and Texas had already eliminated testing requirements without waiting for a response from DeVos.

 

If the federal government hadn’t answered these requests in the affirmative, it would have had to engage in an open power struggle with the states over control of public schooling.

 

This would be especially damaging for a Republican administration because of the party’s stance on state’s rights.

 

However, even if we put aside this power dynamic, the decision was inevitable.

 

CORPORATIONS FIRST

 

 

All of these assessments are the property of private corporations. These include Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson.

 

States purchase the right to use these tests but assessment material is the ideological property of the parent corporation. And so they want it guarded from theft.

 

That’s why nearly all high stakes testing requires proctors – people whose job it is to set up, monitor and secure the testing environment. They make sure test takers don’t cheat, but they also are responsible for ensuring no information about specific test questions leaves the assessment environment.

 

This is true for standardized assessments at the K-12 level as well as college and certification tests.

 

I know because I’ve spent every year of my teaching career employed as a proctor throughout most of April as my students take the Pennsylvania System of School Assessments (PSSA) tests. But also when I got my degree I had to go to a designated testing center where I could be monitored as I took a series of assessments necessary to get my certification.

 

I had to sign in, empty my pockets including giving over my cell phone, and submit to being observed by the proctors and video surveillance. I even had to sign out and back in when I needed to use the restroom.

 

With physical classrooms closed, there was simply no way effectively to do this.

 

The College Board tried anyway with an abbreviated Advanced Placement test taken online from home this month to disastrous results – glitches, server issues and a failure by the organization to take responsibility.

 

However, the problem isn’t essentially technological. These assessments could be given online. Many districts do exactly that, but with teachers in the room acting as proctors.

 

The technological infrastructure may not yet be in place for widespread virtual testing, but that’s not an insurmountable hurdle.

 

Test security is a much stickier issue – without real, live people policing the environment, testing information would be at risk.

 

Rival companies could get access to trade secrets. The value of scores could come under scrutiny due to concerns of student cheating. And the tests, themselves, would for the first time be visible to parents and the general public.

 

TESTING SECRECY

 

 

As a classroom teacher, I get to see these infernal tests. I get to see the questions.

 

They are not good. They are not well-written, well considered, developmentally appropriate or even good at evaluating student understanding of the knowledge they claim to be assessing.

 

But up to this point, anyone who gets to see the tests is sworn to secrecy including the students.

 

The kids taking these exams – regardless of age – are no longer treated as children. They are clients entering into a contract.

 

At the start of these tests, they are warned of the legal consequences of violating the terms of this agreement.

 

THE PSSAS

 
In particular,the PSSAs require students to read the following warning on the first day of the assessment:

 

DO NOT PHOTOGRAPH, COPY OR REPRODUCE MATERIALS FROM THIS ASSESSMENT IN ANY MANNER. All material contained in this assessment is secure and copyrighted material owned by the Pennsylvania Department of Education. Copying of material in any manner, including the taking of a photograph, is a violation of the federal Copyright Act. Penalties for violations of the Copyright Act may include the cost of replacing the compromised test item(s) or a fine of no less than $750 up to $30,000 for a single violation. 17 U.S.C. $ 101 et seq

 

So the first act of testing is a threat of legal consequences and possible fines.

 

In the commonwealth, we also force kids to abide by a specific code of conduct for test takers. They must enter a quasi-legal relationship before they are even permitted to begin.

 

Much of this code is common sense. Get a good night’s sleep. Fill in bubbles completely using a number two pencil.

 

But some of it is deeply disturbing.

 

For example, students are told to “report any suspected cheating to your teacher or principal.”

 

They have to agree to be an informer or snitch to a government agency. My students aren’t old enough to vote or even drive a car, but they are directed to collaborate with the government against their classmates.

 

In addition, they are told NOT to:

 

-talk with others about questions on the test during or after the test.

 

-take notes about the test to share with others.

 

Students are compelled into a legalistic vow that they won’t break this code. On the test, itself, we make them fill in a bubble next to the following statement:

 

By marking this bubble I verify that I understand the “Code of Conduct for Test Takers” that my Test Administrator went over with me.

 

As a test administrator, I am not allowed to move on until all students have filled in that bubble.

 

Technically, we are not making them promise TO ABIDE by the code of test takers. Perhaps we lack that legal authority. We are, however, making them swear they understand it. Thus we remove ignorance as an excuse for noncompliance.

 

As a proctor, I have to sign a similar statement that I understand the “Ethical Standards of Test Administration.” Again, much of this is common sense, but it includes such statements as:

 

DO NOT:

 
-Discuss, disseminate or otherwise reveal contents of the test to anyone.

 

-Assist in, direct, aid, counsel, encourage, or fail to report any of the actions prohibited in this section.

 

So even teachers technically are not allowed to discuss the test and should report students or colleagues seen doing so.

 

And according to the “Pennsylvania System of School Assessment Directions for Administration Manuel”:

 

Those individuals who divulge test questions, falsify student scores, or compromise the integrity of the state assessment system in any manner will be subject to professional disciplinary action under the Professional Educator Discipline Act, 24 P.S. $ 2070. 1a et seq, including a private reprimand, a public reprimand, a suspension of their teaching certificate(s), a revocation of their teaching certificate(s), and/or a suspension or prohibition from being employed by a charter school. [emphasis added]

 

CORPORATE VULNERABILITY

 

 

If students were allowed to take these tests unsupervised at home, all of this legal protection would disappear.

 

The corporations would be much more exposed and defenseless.

 

THAT’S why the tests were cancelled this year.

 

It wasn’t because anyone rethought the value of high stakes tests – though they should have. It wasn’t because anyone had considered standardized testing’s history in the eugenics movement – which they should have. It wasn’t because anyone was worried that giving these tests would take away precious academic time – though they should have.

 

It was to protect the business interests that would be at risk otherwise.

 

THE DYSTOPIAN TESTING FUTURE

 

 

The need for proctors is a problem that the testing companies know about and are working to eliminate.

 

In fact, they’ve been trying to line things up in their favor for years.

 

Their answer is something called Competency Based Education (CBE) or Proficiency Based Education (PBE). But don’t let these names fool you. It has nothing to do with making children competent or proficient in anything except taking computer-based tests.

 

Paradoxically, it’s sold as a reduction in testing, but really it’s about changing the paradigm.

 
It’s a scheme that ed tech corporations privately call stealth assessments. Students take high stakes tests without even knowing they are doing it. They’re asked the same kinds of multiple-choice nonsense you’d find on state mandated standardized assessments but programmers make it look like a game.

 

This safeguards the tests because kids aren’t aware of being tested. Constant micro-assessments blend in with test prep curriculum until there is little to no difference between the two. Academics gets dumbed down to the level of multiple choice and critical thinking is redefined as asking “What does the questioner want me to think?”

 

Yet the results could still be used to label schools “failing” regardless of how under-resourced they are or how students are suffering the effects of poverty. Mountains of data will still be collected on your children and sold to commercial interests to better market their products.

 

But that’s just how it is used in schools today.

 

The potential is to make this a replacement for physical schools.

 

It’s a disaster capitalism reform tailor made for the Coronavirus age, but not yet ready for large scale implementation.

 

Imagine a world where there are no schools – just free range children plopped in front of a computer or an iPad and told to go learn something.

 

No schools, no teachers, just gangs of students walking the streets, stopping along the way to thumb messages to each other on social media, play a video game or take an on-line test.

 

That’s the world many ed tech entrepreneurs are trying to build.

 

One thing they need is a pet policy of DeVos and the Trump administration – Education Savings Accounts (ESAs).

 

Normally, the federal, state and local government collect taxes to fund an individual child’s education, which is then spent at a public or charter school.

 

 

However, ESAs would allow that money to go elsewhere. It could go to funding the tuition at a private or parochial school like a traditional school voucher.

 

 

Or it could be used for discrete education services provided by the ed tech industry.

 

It’s almost like homeschooling – without a parent or guardian in charge.

 

The idea is often called a learning ecosystem.

 

 
But it’s just a single person cyber school with little to no guiding principles, management or oversight.

 

Education is reduced to a series of badges students can earn by completing certain tasks.

 
Reading a book or an article gives you a badge. Answering a series of multiple-choice questions on a reading earns you more badges. And if you’ve completed a certain task satisfactorily, you can even earn a badge by teaching that same material to others.

 

It’s the low wage gig economy applied to education. Children would bounce from a few hours of Khan Academy videos here to a software package there and Voila! “Modern” education!

 

And as an added benefit, the badge structure creates a market where investors can bet and profit off of who gains badges and to what degree on the model of crypto-currencies like Bitcoin!

 

 

Make no mistake, it’s not about improving the quality of education. It’s about providing the cheapest possible alternative and selling it to the rubes as innovation.

 

 

It’s school without the school or teachers.

 

 

CONCLUSIONS

 

 

This is where the testing industry is going.

 

This is where we would be today if the legal framework were in place and the technology were widespread, adequate and capable of safeguarding corporate intellectual property without the need for test proctors.

 

In the short term, this is good news.

 

As long as the pandemic keeps school buildings closed or keeps them running at less than capacity, the chances of mandating high stakes testing during the crisis goes down.

 

On the flip side that’s detrimental to student learning in the here and now, but it does offer hope for the future. It at least opens the door to cancelling high stakes testing in 2020-21 like we did this year. And the longer we keep those tests at bay, the greater likelihood they will go away for good.

 

However, the people at the testing corporations are far from stupid. They know that each year we forgo the tests proves how unnecessary they are.

 

A coalition of six neoliberal organizations warned against cancelling the tests nationwide in March.

 

“As the coronavirus pandemic evolves on a daily basis, it would be premature to issue blanket national waivers from core components of the law. Thus, case-by-case consideration of each state’s needs is, at this time, most appropriate,” said a letter signed by testing industry lobbyists including John King, the former secretary of education and head of the Education Trust.

 
They have the future mapped out – a future with immense earnings for their companies and shareholders.

 

We must be fully aware of what is happening and why if we are to have any chance of opposing the next disaster and coming out of the current crisis with better school policy than we went in.

 

If we are to safeguard an authentic education for our children, we must learn these lessons, ourselves, now.


 

 

 

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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

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Mike Turzai is Willing to Sacrifice Pennsylvania’s Students and Families to the Economy

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Mike Turzai says he’s furious with Pedro Rivera.

 

Why is the highest ranking Republican in Pennsylvania’s House of Representatives so angry with the state Secretary of Education?

 

Rivera said the Commonwealth’s public schools, which have been closed since mid March due to the Coronavirus pandemic, would not reopen until it was safe to do so.

 

If that means schools don’t reopen on time in the Fall, so be it.

 

Specifically, on Wednesday, Rivera said:

 

“At the end of the day, we’re going to make sure that the health and welfare of our students is first and foremost, front and center. And we’re not going to allow and ask students to return to school in an unsafe environment. We’re preparing for the best, but we’re planning for the worst.”

 

Turzai was so infuriated by this statement that he wrote a letter to Rivera – which the Pittsburgh area representative immediately shared with the media – he went on right wing talk radio to complain, and he posted a video on his Facebook page.

 

You know a Boomer is really mad when he goes on the social media.

 

Though his comments include his usual greatest hits against public schools and those greedy teachers, Turzai’s main point was simply science denial.

 

On Facebook, after a long list of activities that he said kids enjoy doing like sports and lab experiments, he said this:

 

“All of those can be done safely, and [kids] are not at risk unless they have an underlying medical issue. The fact of the matter is kids can develop herd immunity, and if you [Rivera] have not yet developed a plan where we can safely educate kids in schools, then you are going to have to rethink education forward…”

 

 

 
So there you have it, folks.

 

Turzai wants Pennsylvania to reopen schools on time whether scientists and health experts think it’s safe or not because – Turzai knows best.

 

Pennsylvania’s village idiot thinks he knows best about schools.

 

And as usual he’s as wrong as you can get.

 

The COVID-19 virus is relatively new. That’s what the 19 in its name means. It was only discovered in 2019.

 

It’s already killed more Americans than the Vietnam War (69,579 vs. 58,220). There’s no vaccine. And we really don’t know with much certainty how it will affect people in the long term.

 

And as to herd immunity, Sweden tried that – eschewing social distancing and letting people just get the virus – and the result is a death rate twice that of the US.

 

While it is true that children seem to be mostly asymptomatic, thousands have contracted the disease and several have died.

 

However, the Center for Disease Control (CDC) points out the bigger issue in the organization’s April report on its Website:

 

“Pediatric COVID-19 patients might not have fever or cough. Social distancing and everyday preventive behaviors remain important for all age groups because patients with less serious illness and those without symptoms likely play an important role in disease transmission.”

So if we reopen schools before it is safe to do so, we run the risk of (1) kids dying, (2) kids becoming carriers and bringing the disease to any adults they come into contact with who are much more susceptible and (3) teachers and school staff getting sick and dying.

 

Turzai has no problem with any of that.

 

He thinks the risk is worth it.

 

Why?

 

Well, that’s the party line he’s been handed by the Trump administration, and he does whatever he is told by his bosses.

 

Oh? The taxpayers thought THEY were his bosses?

 

No. You are just the chumps who kept re-electing him.

 

He doesn’t work for you.

 

He works for the Republican Party machine which is trying to turn people against Democratic governors like our own Tom Wolf.

 

And, man, does he want to be the next GOP challenger to Wolf. That’s really what this whole business is about – casting Turzai as even more radical than Scott Wagner, the last far right dope who tried for the governors mansion and was soundly defeated by voters.

 

He’s trying to show he’s just as stupid as Donald Trump. The President says we should all drink bleach to get rid of COVID-19? Well Turzai says we should let our kids get sick and die or make us sick.

 

Republicans truly have become the party of stupid.

 

The media helps covidiots like Turzai by uncritically reprinting his outrageous lies.

 

Turzai is like a man who calmly says it’s not raining outside while a thunderstorm beats down on the neighborhood. Instead of pointing out the truth, the media simply reports what Turzai said and at most gives equal weight to a meteorologist. But there is no OPINION about facts! And whether scientific consensus holds with his crackpot conspiracy theories about how the Coronavirus spreads or not IS a fact.

 

 

Is social distancing fun?

 

No.

 

If I could push a button and magically make the Coronavirus go away, I would.

 

But you have to live in the real world.

 

We have to get rid of the virus.

 

We need real tests to be able to tell if people have the virus. The Trump administration has completely botched that. This is why countries like South Korea are seeing hardly any new cases at all while our numbers are still extremely high.

 

Not to mention the fact that we have a bunch of morons who value their freedom to put themselves at risk without any thought to their responsibilities to the rest of society who they will also be endangering.

 

Until we can truly tell who has the virus, who had the virus, who is immune, and how to cure it, the prospect of reopening schools or the economy will be grim.

 

We should not put people at risk unnecessarily.
And we certainly shouldn’t put children at risk.

 

Don’t let fools like Turzai use a global pandemic to hawk their political agendas.

 

He goes on in his video to say that if the state’s public schools don’t open on time, we should consider things like universal cyber schooling, and (non sequitur alert!) charter and voucher schools.

 

It’s his everyday wish list wrapped in a Coronavirus-bow.

 

That’s how dumb this dummy thinks Pennsylvanians are.

 

I sure hope he’s wrong about that, too.


MYTHBUSTERS: A quick rebuttal to the other lies spewed in Turzai’s Facebook video

 

-Does Pennsylvania spend more than most other states on education?

 

We’re in the top 10 for over all spending, but we don’t distribute it equally. Kids in rich districts get tons of money. kids in poor districts get scraps. That’s why there’s a lawsuit demanding the state ensure all kids get an equitable education.

 

-Are pension payments high?

 

Yes, because while teachers and schools paid into the program, the state legislature deferred to pay its share for years and years. Now it’s due. We agreed to give state workers benefits when we hired them. We can’t go back on that now.

 

-Do administrators know if teachers are teaching online during the pandemic?

 

Yes. Parents, students AND administrators know because it’s all online. Administrators can monitor teachers MORE closely via the Internet – not less. That’s why there’s an overwhelmingly increased appreciation of what educators are doing now – it’s out in the open.

 

-Should educators call special needs students for three hours everyday?

 

Only if they aren’t already spending the majority of their days actually teaching students on-line. I’m on ZOOM meetings most days interacting with students on video conferences for almost as much time as I would in person if schools were open. And if you add in the amount of time it takes to come up with new lessons on learning platforms we’re unfamiliar with, program them in and troubleshoot them, most teachers are putting in MORE hours than usual.

 

 


 

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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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Top 10 Things I Want My Students to do During the Coronavirus Quarantine

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Dear Students,

 

A schoolteacher without a classroom is kind of like a firefighter without a fire.

 

Or a police officer without crime.

 

But here we are – self-quarantined at home.

 

Our classroom sits empty, and everyday this week we sit here at home wondering what to do.

 

I want you to know that I’ve been thinking about all of you.

 

I hope you’re doing alright during this unprecedented moment in history. It probably seemed like a lot of fun when it first happened.

 

No school for the foreseeable future!

 

The whole thing came together so quickly that our district didn’t even have time to get together work to send home with you. And like most schools throughout the country, many of you don’t have home internet access so we can’t fairly give you on-line lessons, either.

 

So you’ve been at home with little guidance from us. Sure we have free breakfast and lunches available for pick up at the school, but you’re probably growing a bit stir crazy.

 

I know I am. (And I’m sure your folks are, too!)

 

I’m at home with my daughter trying to keep her busy.

 

We’ve been creating Mario Maker boards for each other on our Nintendo 3DS and Switch.

 

We keep trying to stump each other, and me, being a teacher, I keep trying to get her to think outside of the box.

 

“Why don’t you try making a board where you have to get a mushroom through a maze?”

 

Or

 

“Why don’t you try making a board where the walls close in?”
Or

 

“I wonder if you could beat a Thwomp in a race down a pit?”

 

We were having a really good time until I tried to get her to watch a science video. I put on the original Carl Sagan’s “Cosmos” from the early 1980s.

 

My daughter loves looking up at the stars and asking me questions about the constellations. I thought this would be a perfect fit – after all, Sagan was an astronomer and can answer her questions way better than I can.

 

However, the old school effects were simply no match for today’s aesthetic. She revolted after about 20 minutes.

 

Today I won her over though with the new Cosmos series featuring Neil deGrasse Tyson. She turned to me after about five minutes and said, “Much better.”

 

We’ve been drawing and reading and playing video games and having a good ol’ time.

 

I hope you have people at home who can help you get through all this, too.

 

I’ve been getting a lot of emails recently from your folks.

 

They want to know what they should be doing to help you academically.

 

Whenever this whole thing is over – and it will be over someday soon I hope – they want to make sure you won’t fall too far behind.

 

Let me start with a word of caution.

 

We don’t know how long this self-quarantine will last.

 

We’re trying to stay home to stop the spread of this virus – COVID-19. It can be deadly to some people – even some young people like you.

 

It’s in everybody’s best interest that we wait this thing out so that the hospitals can deal with the people who get sick.

 

Then when the disease has passed, we can continue our normal lives.

 

But no one knows how long that will take. It could be a few more weeks – but more likely months.

 

It is very possible that we will not go back to school again until after the summer.

 

So it’s hard to say exactly what you should do to keep yourself in the best academic shape because we don’t know what you’ll be coming back to.

 

We DO know that we won’t have to make up some or all of the days we missed.

 

And we know we won’t (here in Pennsylvania) have to take the PSSA or Keystone tests this year.

 

But when this is over, what grade will you be in? Will you just move on to the next grade or will there be a bit of mopping up to do first? And if you don’t finish the curriculum, will you be ready for the challenges ahead?

 

We don’t know any of that yet.

 

But here are a few guidelines and some things you might want to do while you’re at home.

 

You don’t have to do all of them, but they’re some things to think about.

 

So here’s my top 10 things for my students to do during quarantine:

 

1) Finish Whatever School Work You Can

 

You may have some outstanding school work with you in your book bag. I know I sent my seventh graders home with their poetry projects. My eighth graders should either be done or have taken their projects home to finish.

 

So if you have work that’s not done, finish it to the best of your ability. You certainly have enough time.

 

2) Read a Book

 

I ask all of may students to have a self-selected book handy for sustained silent reading in class. Hopefully you brought it home. If not, take a look around the house. Maybe you’ve got a dusty tome hanging out in some corner. Or – hey – if you have Internet access, you probably have the ability to get an ebook.

 

Read something – anything you want.

 

It will while away the hours, relax you and maybe get your mind to thinking about things above and beyond how much mac and cheese you’ve got stored in the cupboard.

 

3) Keep a Journal

 

Do you realize you’re living through a moment of history? People will look back on this and wonder how people got through it. You could fill in the blanks for some future researcher. Just a description of your everyday activities, what you’re thinking and feeling, your hopes and dreams – all of it has historical value. Plus, you’ll get some practice expressing yourself in writing. And just think – a simple story about how you survived the great toilet paper shortage of 2020 could end up being taught in the classrooms of the future!

 

Make it a good one!

4) Take a Break from Video Games

 

I know some of you have built a fort out of sofa cushions, covered it in blankets and are nestled in this hideaway doing nothing but playing Fortnite or Roblox or Minecraft with friends on-line. And you know what? There’s nothing wrong with that. You go ahead and do that.

 

Just remember to take breaks for more than just food and the bathroom. Getting lost in a fantasy world is great so long as you leave yourself a trail of breadcrumbs to get back out again.

 

Don’t forget the trail. Don’t forget there’s a world out there that needs you. Set definite limits for how long you spend in there and try really hard to adhere to them.

 

5) Watch Something Educational on TV or the Internet

 

Education isn’t limited to something a teacher told you to do. Find a video or TV show that explains something you never knew before. Youtube is great for this if you know what to look for.

 

I don’t mean to find some rant by your favorite Youtuber. I mean find something about science, history, art, literature, math, etc. Make it something you care about but might not watch just for fun.

 

You’ll be surprised at what you can find out there. The channel CrashCourse with author John Greene (“The Fault in Our Stars”) and his brother Hank is particularly informative, entertaining and far reaching. I also love John Michael Godier for all things astronomy and Composer David Bruce for discussions of music.

 

6) Watch/Read the News

 

There are extraordinary things happening every day. Knowing about them can help you prepare for what’s next and think about what we can and should be doing to make things better.

 

7) Listen to Music/ Draw/ Do Something Creative

 

I know you. You’re a bundle of creative energy bound together waiting to explode. Go do that. Whatever you enjoy doing, create something. Write a song, make a comic book, paste together a collage. Express yourself, and if you’re not in the mood for that – enjoy the expressions of others. Listen to music, read a poem, watch a movie.

 

8) Help Out Your Folks

 

We, adults, can seem like we’ve got it all under control. We don’t. We’re just as anxious, fearful and uncertain as you about this whole self-quarantine thing. None of us were around the last time something like this happened (the 1918 Spanish Flu epidemic). Anything you can do – helping take out the trash, cleaning up messes, even just trying extra hard not to argue with your siblings – can be a big help.

 

9) Talk to Friends and Family about How You’re Feeling

 

No one expects you to be a robot. These are trying times. It’s okay to feel a certain way about that. Share those feelings with someone you trust. And be a sympathetic ear for them to do the same. The best way we can get through all this is with each other’s help.

 

10) Know That You Are Loved

 

My dear precious little students! There are people out there who love you so much. There are people who would move Heaven and Earth to keep you safe. I know you’re scared and bored and anxious. But remember we’re in this together. And no matter where you are or what you’re doing there’s at least your crazy English teacher who loves you very much and can’t wait to see you all again.

 

Stay safe!

 

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

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There is one plus from being sick during a global pandemic.

 

You get perspective.

 

While all the schools in Pennsylvania are closed for at least the next two weeks to help stop the spread of COVID-19 (colloquially known as the Coronavirus), I self-quarantined a day early.

 

No, I don’t think I have the virus, but I’m not taking any chances.

 

Still, sitting here at my laptop with a steaming mug of tea, I’m filled with optimism.

 

My symptoms don’t match those of the virus – no fever, no dry cough, no difficulty breathing, no runny nose or sore throat. I just sneeze occasionally, have an intermittent wet cough and feel a bone deep fatigue.

 

Probably not the culprit sending the world into shutdown mode. But best to rest up anyway.

 

I’m also filled with a deep sense of gratitude that I’m a public school teacher.

 

My last class was a rough one – 7th graders running around the room with half written poetry demanding instruction, guidance, reassurance. My morning 8th graders were likewise rushing to complete a poetry assignment – frantically asking for help interpreting Auden, Calvert, Henley, Poe, Thomas.

 

What a privilege it has been to be there for them! How much I will miss that over the few next weeks!

 

Who would ever have thought we’d go into self quarantine to stop people from getting infected?

 

It says something about us that what seemed impossible just a few days ago has become a reality. We actually saw a problem and took logical steps to avoid it!

 

I know – we could have done a better job. We could have acted more quickly and in many areas we haven’t done nearly enough (New York, I’m looking at you).

 

But what we have done already shows that human beings aren’t finished. We have massive problems waiting to be solved – global climate change, social and racial inequality, the corrupting influence of money in politics, etc. However, we CAN do the logical thing and solve these problems!

 

No matter how crazy it seems now, tomorrow could be filled with rational solutions. If only we allow ourselves that chance.

 

So my spirits are high here in my little hollow nestled in with my family.

 

But being a teacher I can’t help thinking about what’s to come next.

 

Eventually this whole ordeal will be over.

 

Schools will reopen. Things will get back to normal. Or try to, anyway.

 

The challenge will be attempting to overcome the month or more of lost schooling.

 

Some will be thankful they relied on virtual schooling to fill in the gaps. When this whole crisis began, officials chided us to make preparations for “teleschool” in case of just this eventuality.

 

I’m glad we didn’t.

 

Frankly, (1) it would have been a huge cost that schools don’t have the money to meet and (2) it would have been money down the drain.

 

There is nothing innovative about sending kids on-line to do their assignments. The majority of work that can be done that way is of the lowest quality.

 

That’s workbook nonsense that the laziest and most checked out educators of generations past gave to their students to keep them quiet.

 

We see students in China who are being educated that way finding ways around it – giving their education apps low star reviews in the app store so that they’ll be removed, etc.

 

Here in the USA, all children don’t even have access to the Internet. They rely on the local libraries to get online – not a good idea in a pandemic.

 

So most schools have had to do without.

 

School is cancelled for about a month or so, and then – hopefully – it will return.

 

The question remains – what do we do when we get back to class?

 

We could extend the school year, but families have vacations planned and other obligations. This wouldn’t solve much and frankly I don’t think it will happen unless we’re out for longer than expected.

 

I anticipate being back in school by mid April or so. That would leave about a month and a half left in the year.

 

This really leaves us with only two options: (1) hold our end of the year standardized tests and then fit in whatever else we can, or (2) forgo the tests and teach the curriculum.

 

If we have the tests, we could hold them shortly after school is back in session. That at least would give us more time to teach, but it would reduce the quality of the test scores. Kids wouldn’t be as prepared and the results would be used to further dismantle the public school network.

 

Much better I think is option two: skip the tests altogether.

 

Frankly, we don’t need them. Teachers observe students every day. We give formal and informal assessments every time we see our kids. We’re like scientists engaged in a long-term study taking daily measurements and meticulously recording them before coming to our year end conclusions called classroom grades.

 

In my classes, I think I could teach just about the same material in the remaining time if I didn’t have to worry about the high stakes tests.

 

In 7th grade, this would mean finishing up our almost completed poetry unit – having kids put together their poetry portfolios and sharing them. Then we’d begin our final novel of the year, “Silent to the Bone” by E.L. Konigsburg, talk about mystery stories, reader perspectives and how truth impacts fiction.

 

In 8th grade, we could likewise finish up poetry with some presentations on students’ favorites from the assigned group. Then we could read the play version of “The Diary of Anne Frank,” and selections from Harper Lee’s “To Kill a Mockingbird.”We could discuss propaganda, prejudice and compare the historical perspective of Europe and the United States.

 

In both cases, we might have to forgo a year-end project, but at least we’d cover the majority of what we proposed at the beginning of the year.

 

Students would leave their respective grades with just about everything we set out to give them. They’d be prepared and ready to meet the challenges of the coming grade.

 

That seems a worthy goal to me.

 

But I hear someone ask – what about the standardized testing? Won’t students be less prepared having skipped over those assessments?

 

The answer is no. They would not be less prepared.

 

They would be better educated without a sword of Damocles hanging over their heads.

 

The shame is that this alteration in schedule would probably only last one year.

 

In 2020-21, we’d probably reinstate these standardized assessments.

 

This is at least a month of wasted schooling. If we got rid of all the pretests and administrator required teaching-to-the-test, we could clear up a good 9-weeks of extra class time.

 

Imagine what teachers could do with those surplus days!

 

My 8th graders could read the whole of “Mockingbird,” for one. instead of just selections. My 7th graders could read another entire novel – probably Paul Zindel’s “The Pigman.” Not to mention the addition of more women and writers of color, the extra time for creative writing, an emphasis on finding your own point of view.

 

And for me that’s the benefit of this COVID-19 crisis. It shows us what could be – what we could do if we were only brave enough to try.

 

Happy self-quarantine, everyone!


 

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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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

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