Remote Teaching is Much Different This Year 

  
I couldn’t believe what was happening.   


  
It was 8:30 am and nearly all of my students were in class.   


  
Or technically none of them were.   


  
It all depends on how you look at it.   


  
This was a remote teaching day, after all, and the classROOM was empty somewhere across town.  


 
My middle schoolers and I were all snug in our various homes communicating with each other via Zoom. But through the magic of the Internet, we were all together in one place and ready to get started.   


  
It was surprising because on most days of in-person learning it takes at least 30 to 40 minutes in the morning for students to stumble in. 


  
But today it just took a click of the mouse.  


  
Not only that but we were awake, and chatting, and happy to be together!  

 
  
“Hey, Rian! Nice to see you!” I said as I clicked in a student.   


  
“Morning, Mr. Singer. Did you have a nice weekend?” she responded.  


  
“You bet. You all staying warm out there?”  


  
“Nah. I made a snowman with my little brothers. But it was fun.”  


  
“I’m so excited!” another student offered.  “My mom just had an ultrasound of her new baby. She says its nose looks just like mine.”  


  
“That’s fantastic,” I said.   


  
“Yeah. I’m going to be the oldest. There will be 12 years between us.”  


  
Who were these children and what had they done with my students?  


 
This is not what I had come to expect of students on-line. 


 
Through the pandemic, the last two years of on-and-off remote learning were a slog. Most days getting students to respond verbally was like pulling teeth. They’d hide behind screensavers, their cameras off and for all I knew they could be on Mars. 


    
Admittedly today the screensavers were still in place, but the ebullient chatter was like something you’d hear… well… in school!  


 
In the physical classroom some of my kids might engage in this kind of banter. But not before 9 or 10 am!  


  
My language arts students and I went over the homework and the kids even volunteered to read the directions and attempted the questions about prepositional phrases and appositives.   


  
They wrote in depth answers to thematic questions about the book we’d been reading together, S.E. Hinton’s “The Outsiders.”   


  
And then we discussed those questions together in a virtual Socratic Seminar.   


  
These are all things I’d done before in previous years with remote students. But it never came off like today.   


  
They put up hand raising emojis to indicate they wanted to speak and gave some of the most thoughtful comments I’d heard from them all year.   


  
They talked about the main character, Ponyboy, and his responsibility to save some kids from a burning church. And others argued that he had no responsibility – it was the adults who should have watched the kids more closely. Or they argued that Ponyboy losing his life wouldn’t have helped the trapped kids any. Or they argued that it didn’t matter whether they saved the kids but whether they were willing to put more good into the world by trying…  


  
I was astonished. We laughed. We pondered. It was a lot of fun.   


 
How did this happen on-line?  


 
I think it was a combination of several factors.  


 
First, this was a high interest lesson of a high interest text.  


 
Give kids something meaningful to do and they’ll exceed your expectations more often than not


 
But even more than that – and this may come as a shock – I think they were actually grateful to be learning on remote. 


 
That’s not to say they just naturally love the cyber school experience. But it’s been a scary few months in the school building. 


 
We’d all watched in fear as COVID-19 spread through the district like wildfire. 


  
All last week students and staff had steadily been going missing.  


 
We got phone messages daily telling us how many people had tested positive but not who they were or how many additional folks had been quarantined because of close contacts.  


  
Even several administrators and our building principal mysteriously vanished, and with them so did some of the secrecy.   


 
One of my students was removed from class with an apparent positive test and the next day students were called to the office in ones and twos not to be seen again. Until the rooms were nearly empty.  


  
On Friday, my last class of usually 20 had been whittled down to four. 


 
And of those left was a child who sniffled and coughed  complaining that his mom wouldn’t let him go anywhere after school until he had a negative COVID test.   


  
So when they finally announced we were going to remote this week, the dominant feeling I had was relief.  


 
I just wasn’t the only one. 


 
No one wants to catch this thing.  


 
You don’t know whether it’s going to manifest as a week-long cold, symptoms that last for months, a stay at the hospital or worse.  


 
And don’t tell me kids aren’t affected. They may not often get as sick as adults, but they’ve seen the impact of this disease on others.  


 
They know catching COVID is taking a chance. 


 
That’s why most of them still wear face masks at school – even after the state Supreme Court overturned the Governor’s mask mandate. Even after school directors chose not to require masks on their own.  


 
Policymakers roll the dice but it’s the rest of us who pay the tab


 
I think my students were grateful that for once their safety and that of their families was being put first.

 
 
Or there just wasn’t enough staff available to keep the schools open. And not enough students left to teach in-person. 


 
Don’t get me wrong. Today wasn’t perfect.  


 
There were a few absent students – though much fewer than on any regular day. 


 
There were a few who hid behind their screensavers – though less than those who checkout in the classroom. 


 
Nor do I think remote learning is the best way to teach. Under normal circumstances, in-person is much more effective.  


 
But these aren’t normal circumstances. And until cases come under control and we take adequate precautions to ensure everyone’s safety, they won’t be normal circumstances. 


 
My students get that.  
 


I hope their parents do, too.  


 
I hope the administrators who’ve been out sick understand it.  


 
Because they’re going to be back soon, and then it won’t just be a battle with COVID.  


 
It will be a battle of egos, too.


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

 
 
Everyday people catch Covid-19 at my school


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


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


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


 
But always, ALWAYS the emails and phone calls: 


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


 
What does it all mean? 


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


 
Gone is any attempt to keep people from getting sick


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

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


 
Will you beat the odds today?  


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


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


 
But that is just ableism.  


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


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


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


 
And no one seems to care.  


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


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


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


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


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


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


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


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


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


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


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


 
We’re not in this together. 


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


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


 


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

Don’t Blame Teachers for Covid Quarantines and Closures

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


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


 
People everywhere are wondering if teachers are to blame


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


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

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


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


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

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


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


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


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


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


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


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


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


 
BLAME YOURSELF. 


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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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


 

The Same People Who Think Antiracists Have Gone Too Far Think Standardized Testing Hasn’t Gone Far Enough

Some folks are fed up with modern anti-racism.

Why?

For one, all this focus on equity has made it harder to support standardized testing.

That’s a big problem for these folks.

They think that if being against discrimination means also turning against something as obviously innocuous as fill-in-the-bubble tests, maybe it’s today’s brand of anti-racism that has to go.

However, most of us probably don’t see this as a difficult choice.

High stakes testing – like racism – is one of those really bad ideas that just won’t go away.

Since 2001 unless their parents actively opted out their children, standardized tests have been forced on all public school students in 3-8th grade and at least once in high school.

The scores have been used to judge students, teachers, schools – everything except the corporations who make and score the tests and then sell remediation needed to improve failing test scores. Good money if you can get it.

Low test scores have been used to justify closing schools in poor and minority communities, narrowing the curriculum in those communities to just the basics of reading, writing and arithmetic, and increasing racial and economic segregation through charter schools and voucher programs.

Most people can see it’s a scam and a racist one to boot.

In the United States, standardized testing was invented by eugenicists trying to prove white Europeans were better than darker skinned immigrants and thus deserved a privileged position in society. This is no hyperbole – in the early 20th Century they were literally used to justify the forced sterilization of tens of thousands of mostly poor, brown-skinned people.

And today the scores still routinely fail Black and Brown people while passing whites thus barring many people of color from graduation or college entrance.

However, describing such a state of affairs as “racist” has been criticized by a self-described anti-woke backlash.

People as diverse as Fox News correspondents, old school neoliberals and contrarian progressive academicians have taken arms together to fight against what they see as an overstatement of the degree of racism present in modern America and an attack on free speech.

John McWhorter, a linguistics professor at Columbia University, has long been an apologist for standardized testing and included his decades old arguments defending the practice in his new book, “Woke Racism: How a New Religion Has Betrayed Black America.”

Tony Norman, a columnist at the Pittsburgh Post Gazette, writes that McWhorter is:

“…an old-school Black progressive who doesn’t hide his disdain for white liberals and what he considers their Black enablers in academia and the culture. He argues that the anti-racism movement of the “elected” is more performative than intellectually serious and that the white allies who provide the shock troops at universities and street rallies are just as gross as white supremacists because their virtue signaling hides their condescension.”

Ultimately Norman concludes, “I agreed with so much of what the writer had to say about specific hypocrisies of white saviors while disagreeing with much of its premise.”

As a white person, I make no judgment on McWhorter’s overall thesis because I don’t feel qualified to do so.

However, as a classroom educator with more than two decades experience teaching mostly poor and minority students, I feel qualified to address the issue of testing.

After all, I have proctored hundreds of these assessments, seen their impact, studied the history and spoken with hundreds of people of color who oppose the tests and a few like McWhorter who defend them.

The linguist’s main argument can be summed up as follows.

Excusing people of color from the tests because they generally score lower is mere pity. People of color don’t need your pity. Give them the tools necessary to pass the tests like everyone else.

In 2014 he wrote:

“Is it the moral thing to exempt black and Latino kids from the serious competition we consider a normal part of life for all other children, instead of making an effort to prepare them for it?”

However, McWhorter seems to be missing the point.

Critics of standardized testing do not think the tests should be a “serious competition we consider a normal part of life for all other children.” It should be abolished altogether.

First of all, testing should not be about competition. It should be about assessment – telling who knows what, not judging who is worthy of what social and economic position later in life.

Second, it’s not just Black and Brown children who are hurt by the testing. It is ALL children.

These test are not unfair just to students of color. They are unfair to the poor, people from non-white cultures, the neurodivergent, and others.

The very term “standardized test” means an assessment based around a standard. It privileges the kinds of questions white students are more likely to get correct. After all, that’s how test questions are chosen – not based on the quality of the question but on whether the majority (i.e. white people) get the questions right and the minority (i.e. people of color and others) consistently get it wrong.

It’s not just about knowing math. It’s about knowing the cultural terms, shared experiences and assumptions the math question is embedded in.

McWhorter sees nothing wrong in this. He thinks people of color simply need the tools necessary to pass the tests even if that means being taught to respond as a white person would and to make the same linguistic assumptions and have the same cultural knowledge as privileged white people.

I think it’s kind of sad that in McWhorter’s view Black people would have to engage in such a radical and complete double consciousness or more likely give up their own uniqueness and assimilate as much as possible just to be considered the equal of a white person.

However, another thing he doesn’t seem to understand is that even if he got his wish and the playing field were level giving all children the same chances on the tests, it wouldn’t change a thing.

Standardized tests are bad at their job of assessing student learning – even when all test takers are white.

These exams are made up of multiple choice questions. This is not the best way to determine whether learning has taken place on complex topics. How a linguist could ever suppose even the most rudimentary subtleties of meaning could be captured by a simple A, B, C and D is beyond me.

Wittgenstein, Jakobson, Chomsky… all just so you could choose between a narrow set of prewritten answers!?

That seems to be McWhorter’s position because he criticizes proposed remedies to the problem:

“And yet it is considered beyond the pale to discuss getting the kids up to speed: Instead we are to change the standards—the current idea is to bring GPA, performance on a state test, and even attendance into the equation as well. What an honor to black kids to have attendance treated as a measure of excellence. What’s next, rhythm?”

However, it’s not a matter of adding ridiculous or insulting data to the mix to make Black kids look better. It’s about adding enough data to give a clear enough picture of a student’s learning.

At best a standardized test is a snapshot of a student’s learning. It shows what a student answers on a single day or even two or three. By contrast, grade point average (GPA) is made up of student assessments (informal, formal, formative and summative) over the course of 360 some days.

By that metric, alone, you should expect a GPA to be more accurate than a standardized test.

Whether you take other things into account like attendance, poverty level, per pupil spending at the school, etc. – that would just give more information.

It could be argued that some of these things are necessary and some irrelevant. But to consider standardized tests as the ne plus ultra is patently absurd.

In fact, if I were using a metric to accurately assess student learning, I would not include standardized testing at all. I would look at many of these other measures like GPA instead.

Standardized assessments are not being used because they are effective or accurate. They are a money-making scheme that victimizes those groups society doesn’t care about – the poor, people of color, English language learners, etc.

It is yet another system that enables and promotes white supremacy.

But don’t just take my word for it. Look to Black thinkers like Jesse Hagopian, Dr. Denisha Jones, Dr. Yohuru Williams, Jitu Brown, and Dr. Ibram X. Kendi who have spoken out against standardized testing. Look to the NAACP and the Black Lives Matter movement which have called for an end to standardized testing. Look to the Journey for Justice Alliance (JJA), a group made up of 38 organizations of Black and Brown parents and students in 23 states, who have never wavered in their opposition to high stakes standardized testing.

These tests are not just immoral because they’re racist, but they’re bad at the act of fairly assessing.

And part of the reason for that is their embedded prejudice.

An assessment that unfairly singles out certain groups not because of their lack of knowledge of the subject being tested but their different enculturation and lack of similar opportunities as the dominant culture can never be a good assessment.

But even if they didn’t do that, they would be like using a pencil to eat soup.

The systems of our society matter. Using the right tool matters.

Whether we call an appreciation of these facts being “woke,” “antiracist” or anything else does not.


 


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

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Just CLICK HERE.

Patreon+Circle

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

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

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

In short, it’s a mess.

We’re struggling big time.

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

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

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

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

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

And jaws have been hitting the floor.

Sacred cows? Not here. Have a burger.

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

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

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

So buckle up. Here we go:


10) Lesson Plans Are a Complete Waste of Time 

Published: Sept. 16


 Views: 2,971


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

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


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

Published: Nov. 17


 Views: 2,997


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


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


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

Published: Nov. 3


 Views: 2,076


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

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

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

Published: Dec. 10


 Views: 2,080


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


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

6) Critical Race Theory Articles

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

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

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

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


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


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


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

5) County Council Election Articles


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

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


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

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


 Views: (A) 514 (B) 111 (C) 248


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

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

4) Vaccine Articles


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

B) Hope During a Pandemic is Both Hard and Inescapable


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


 Views: (A) 451 (B) 229

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


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

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

Published: Oct. 20


 Views: 733


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


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

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


Published: July 29


 Views: 1,180 

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


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


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


Published: Jan. 8


 Views: 2,297 

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


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


Gadfly’s Other Year End Round Ups

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

 

2021:

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

2020:

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

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

 

2019:

Sixteen Gadfly Articles That Made Betsy DeVos Itch in 2019


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2018:

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

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2017:

 

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

 

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

 

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2016

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

 

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

 

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2015

 

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

 

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

 

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2014

 

 

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

 

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

 

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

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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!

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

I work very hard on this blog.

It’s not exactly easy to fit in so many articles – 53 so far this year – between teaching full time.

And I’ve been doing it for 8 years – since July 2014.

In that time, this site has earned 2.3 million hits – 218,603 just this year.

I’m proud of the work I’ve done here.

I haven’t changed the world, but I’ve been heard. Occasionally.

As a classroom teacher, that’s really what I’m trying to do. In my everyday work, few people whose grade I’m not calculating actually listen to me. And even then it’s not always a given.

I want to believe my words have an impact – that policymakers read what I write and consider it before offering new measures and revising old ones.

But as time goes on, I wonder if any of that actually happens. These days my writing feels more like a shout in the dark than anything else.

At best, from the comments I often get on my articles (and the fact that 14,887 people have signed up to follow my work), it seems at least that I am not shouting alone.

We are all yearning to be heard.

These are the cries that most of us seemed to have in common this year:


10) Top 6 Administrative Failures of the Pandemic Classroom

Published: May 22


 Views: 3,014


 Description: This is a postmortem on the 2020-21 school year. Here are the six policies that really weren’t working from social distancing, to cyber school, hybrid models, and more.


 Fun Fact: I had hoped that laying out last year’s failures might stop them from being tried again this year or at least we might revise them into policies that worked. In some instances – like cyber school – there seems to have been an attempt to accomplish this. In others – like standardized testing – we just can’t seem to stop ourselves from repeating the same old mistakes.

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

Published: Aug 17


 Views: 3,151


 Description: It seemed like a pretty easy concept when I first learned it back in civics class. Your right to freedom ends when it comes into conflict with mine. But in 2021, that’s all out the window. Certain people’s rights to comfort (i.e. being unmasked) are more important than other people’s right to life (i.e. being free from your potential Covid).


 Fun Fact: This was republished in CommonDreams.org and discussed on Diane Ravitch’s blog.

8) Stop Normalizing the Exploitation of Teachers 


Published: Nov. 26


 Views: 3,716


 Description: Demands on teachers are out of control – everything from new scattershot initiatives to more paperwork to having to forgo our planning periods and sub for missing staff nearly every day. And the worse part is that each time it’s done, it becomes the new normal. Teaching should not be death by a million cuts.


 Fun Fact: This was another in what seemed to be a series of articles about how teaching has gotten more intolerable this year. If anyone ever wonders what happened to all the teachers once we all leave, refer to this series.

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


Published: Oct. 7


 Views: 5,112


 Description: Teachers are leaving the profession at an unprecedented rate this year. So what do we do about it? Here are five simple things any district can do that don’t require a lot of money or political will. They just require wanting to fix the problem. These are things like eliminating unnecessary tasks and forgoing formal lesson plans while increasing planning time.


 Fun Fact: Few districts seems to be doing any of this. It shows that they really don’t care.


6) I Love Teaching, But…


Published: Dec. 20


 Views: 5,380


 Description: This is almost a poem. It’s just a description of many of the things I love about teaching and many of the things I don’t. It’s an attempt to show how the negatives are overwhelming the positives.


 Fun Fact: This started as a Facebook post: “I love teaching. I don’t love the exhaustion, the lack of planning & grading time, the impossibly high expectations & low pay, the lack of autonomy, the gaslighting, the disrespect, being used as a political football and the death threats.”

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


Published: Sept. 30


 Views: 6,422


 Description: Policymakers and pundits keep saying students are suffering learning loss from last year and the interrupted and online classes required during the pandemic. It’s total nonsense. Students are suffering from a lack of social skills. They don’t know how to interact with each other and how to emotionally process what’s been going on. 

Fun Fact: This idea is so obvious to anyone who’s actually in school buildings that it has gotten through somewhat to the mass media. However, the drum of bogus learning loss is still being beaten by powerful companies determined to make money off of this catastrophe.

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


Published: Feb. 20


 Views: 9,385


 Description: Imagine a world without teachers. You don’t have to. I’ve done it for you. This is a fictional story of two kids, DeShaun and Marco, and what their educational experience may well be like once we’ve chased away all the education professionals. 

Fun Fact: This is one of my own favorite pieces of the year, and it is based on what the ed tech companies have already proposed.

3) The Teacher Trauma of Repeatedly Justifying Your Right To Life During Covid


Published: Jan 16


 Views: 9,794


 Description: How many times have teachers had to go to their administrators and school directors asking for policies that will keep them and their students safe? How many times have we been turned down? How many times can we keep repeating this cycle? It’s like something out of Kafka or Gogol. 

Fun Fact: It may not be over.

2) Teachers Are Not Okay


Published: Sept. 23


 Views: 14,592


 Description: This was my first attempt to discuss how much worse 2021-2022 is starting than the previous school year. Teachers are struggling with doing their jobs and staying healthy. And no one seems to care. 

Fun Fact: My own health was extremely poor when I wrote this. I was in and out of the hospital. Though I feel somewhat better now, not much has changed. This article was republished in the Washington Post, on CommonDreams.org, and discussed on Diane Ravitch’s blog.

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


Published: Nov. 10


 Views: 40,853


 Description: Being there for students who are traumatized by the pandemic makes teachers subject to vicarious trauma, ourselves. We are subject to verbal and physical abuse in the classroom. It is one of the major factors wearing us down, and there appears to be no help in site – nor does anyone even seem to acknowledge what is happening.


 Fun Fact: This one really seemed to strike a nerve with my fellow teachers. I heard so many similar stories from educators across the country who are going through these same things.


 

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

I Love Teaching, But…

 
 
I love teaching. 


 
I love greeting the kids as they come into class every day. I love listening to their stories, making them laugh, giving advice, and calming their fears. I love accepting assignments, helping with problems, and making connections about things we talked about last week


 
I don’t love being perpetually exhausted.  


 
I don’t love struggling to keep my eyes open as I drive home every day. I don’t love shuffling through the door, dropping my bag on the floor and collapsing into bed for a few hours before I can even think about cooking dinner. I don’t love the paralysis every tiny decision gives me after making thousands of choices all day long in class. I don’t love missing giant chunks of my family’s life. 


 
I love teaching. 


 
I love inspiring kids to write. I love coming up with creative and interesting journal topics and poetry assignments. I love explaining the far out concepts – hyperbole, alliteration, onomatopoeia. I love jamming to Blackalicious’ “Alphabet Aerobics,” sharing “Whose Line is it Anyway” videos and trying to write paragraphs to the melodies of Miles Davis. 


 
I don’t love having so little planning time.  


 
I don’t love having to fly by the seat of my pants rehashing lessons that were getting stale two years ago but having no time to make them fresh or original. I don’t love trying to fit in as much grading as I can in class, trying to call or email parents on my lunch break. I don’t love having to fill in for missing staff 4 out of 5 days a week, being a glorified security guard in lunch duty, subbing for a teacher who isn’t absent but who has been called into an unnecessary staff meeting for yet another scattershot initiative to fight bogus learning loss.  


 
I don’t love the impossibly high expectations. 


 
I don’t love being praised for being the most important factor in school for student learning but bullied to ignore the importance of out of school factors. I don’t love being blamed for a child’s poverty or home life or the bias of standardized test questions. I don’t love being held responsible for everything by people who don’t listen to me and are, themselves, responsible for nothing


 
 
I love teaching. 
 


I love reading books with my students – both together and separately. I love going to the library and helping them find something suited to their tastes – try a Ray Bradbury classic;  maybe a new anime; and when you’re ready, a deep meditation by Toni Morrison. I love reading “The Outsiders” with my classes and experiencing Ponyboy’s story anew every year – feeling the highs, the lows, the losses, the victories. I love seeing the look on children’s faces when the realization dawns that they can no longer honestly say they hate reading, but only that sometimes it’s hard. I love catching them with a book in their bags or the same book on their desks being read over and over again because they love it so much. 


 
 
I don’t love the low pay.  


 
I don’t love that starting salary for most teachers is just $10,000 above the most generous minimum wage. I don’t love that becoming a teacher often means going into debt so you can earn a four-year degree in education and serve an (often unpaid) internship in the classroom just to make 14 percent less than those from professions that require similar levels of education. I don’t love that our salaries start low and grow even more slowly. I don’t love that many of us need a second or third job just to make ends meet. I don’t love that teachers get crap for having summers off (unpaid) but average 53 hours a week during the school year – making up for any downtime in June, July and August. 


 
I don’t love the lack of autonomy.  


 
I don’t love having to waste time writing formal lesson plans detailing what I hope to do every minute of every day complete with justifications and references to developmentally inappropriate academic standards written by the testing industry and political hacks. I don’t love being told to differentiate student learning but standardize my assessments. And when things go wrong, I don’t love being forced to enact scripted lessons when everything my students do and ask and feel and care about is unscripted. 


 
I don’t love the gaslighting. 


 
I don’t love having my health concerns about Covid-19 ignored as the school board votes to make our buildings mask optional while their children are quietly quarantined in greater numbers. I don’t love explaining to my administrators or principals about how useless standardized tests are and being told that my opinion is wrong. I don’t love how my educated viewpoints based on decades of classroom experience are always silenced by charter school operators, think tank goons and newly minted principals fresh out of prep schools funded by billionaire philanthropists who make money off the standardized testing industry. I don’t love being called a hero if I put my life on the line to keep children safe during a shooting or emergency but vilified if I ask for reforms to make sure it doesn’t happen (again).  


 
 
I love teaching.  


 
I love conferencing with students every step of the way as they write essays. I love providing whole group instruction, mini-lessons, and even reteaching it all at individual desks when they didn’t catch it the first time. I love watching students’ abilities grow with each passing day, with each line they write, with each assignment they turn in. I love cheerleading, championing and boosting their confidence until they can see their own powers increase. 


 
I don’t love the disrespect – sometimes in the classroom but often outside of it
. I don’t love being told I’m not man enough, not woman enough, too black, too brown, not black enough, not brown enough, not bilingual, not poor enough, too poor, too selfish, too selfless, too anything and everything. I don’t love being blamed for all the evils of society while having none of the power to change anything


 
I don’t love being used as a political football. I don’t love being scapegoated for the latest scare tactic jargon used to trick people into thinking public education is a failure when it works better than almost any other social program we have and would work even better than it does if we adequately, equitably and sustainably funded it. I don’t love having my work compared to that of teachers in other countries when our public education system teaches everyone and most others are extremely selective about who gets 12 years of schooling. I don’t love having to explain why complaints about per pupil spending in the US are misleading since they’re talking about averages and we don’t spend the money equally – some kids get riches and many get pennies. I don’t love getting hate mail and risking pink slips for teaching honest history or science while politicians foam at the mouth hurling racist dog whistles like “Critical Race Theory.” 


 
I don’t love getting death threats just for doing my job. I don’t love TikTok challenging students to slap a teacher or encouraging nationwide school bomb threats and shootings.  I don’t love going to trainings where the police offer advice on how to fight back if there’s a shooter because at that point it’s survival of the fittest in the middle school. I don’t love being in class and all of a sudden everything goes quiet and you hear a strange noise in the distance and wonder if this is the moment you have to make sure the door is locked and get the kids to take up their positions in the dark.  


 
 
I love teaching. 


 
I do.  


 
I really love teaching.  


 
But all this other stuff makes it hard to keep coming back and doing this thing I love


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

Plus you get subscriber only extras!

Just CLICK HERE.

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

The Endless Humiliation of Teachers


 
 
Comedian Rodney Dangerfield used to joke that he got no respect. 


 
For this punchline to work today he’d probably have to be a teacher. 


 
Because few other professions are less appreciated. 


 
A viral video making the rounds on social media shows South Dakota educators scrambling to pick up $1 bills in a hockey game sideshow.  


 
This was an opportunity for them to grab a few hundred dollars to buy school supplies for their classrooms.  


 
Can you imagine any other professional doing that?  


 
Lawyers giving foot rubs so their clients can get an appeal. Doctors grubbing on a bathroom floor for their patients’ pain pills. Police squeezing into a cash grab booth to fund new bullet proof vests. 


 
Nope. It would never happen because these careers are held in high esteem. And you can tell that based on their salaries and/or the resources provided to do their jobs.  


 
But teachers… We seem to have a perpetual “Kick Me” sign taped to our backs


 
We’re underpaid given the years of schooling necessary for employment. 


 
We’re given huge classes and few supplies. (In fact, we’re expected to buy pencils, books, tissues – whatever our students need.)  


 
We’re scapegoated for every social ill in the country but whenever it comes time to find solutions, we’re ignored completely in favor of tech billionaires many of whom dropped out of school and “earned” their fortunes based on loans from rich parents or corporate welfare.  


 
But somehow WE have to grovel on the floor to scrape together enough money to take care of other people’s kids. 


 
It makes me want to throw up.  


 
I can almost hear the reality show TV producers queuing up to make pitches for their next project.  


 
“How about this? Teachers trapped in the woods have to take each other out with paint guns and the last one gets a new set of textbooks!” 


 
“What’ll we call it?” 


 
“How about The Hungry for Education… er… Games?” 


 
“I’ve got a better one. We have high school biology teachers compete for a chance to pay off their student loans by answering trivia questions about marine biology…” 


 
“Yeah and we could call it Squid… er… Game?” 


 
“Try this one on for size. Teachers competing in a marathon to win a HEPA filter to reduce Covid-19 in their classrooms …” 


 
“Ooooh! We could call it The Running… er… Man?” 


 
I’d say this is post-apocalyptic humor but there’s nothing post about our pandemic world.

 
 
The disrespect for teachers has been a fact of our society for decades


 
The University of Pittsburgh made headlines recently for bringing back its undergraduate teaching program. For the last 30 years the school only offered masters or higher teaching degrees. But now that so few college students are entering the field, the university thought it made sense to entice them with the relatively lower cost of undergraduate classes.  


 
To which I thought – yeah but who is going to apply? 

Who wants a job that requires you to be a rodeo clown?

Who wants to have to mortify themselves in the Circus Maximus?

“Are you not entertained!?”


 
“Come one, come all – to be underappreciated, underpaid and overworked!” 


 
“Hurry! Hurry! HURRY to proctor standardized tests for poor students and be judged by their low socioeconomic test scores!” 


 
“Gather Round! Gather Round! The one! The only job that takes a genuine calling to help kids learn and makes you so miserable you’ll run away screaming!” 


 
Undergraduate classes won’t be enough. 


 
We need structural solutions to the problem:  


 
Money


 
Autonomy


 
Respect
 


And in the meantime: 


 
Less Paperwork


 
Reduced case load


 
Dedicated planning periods


 
But the problem goes deep.  


 
We live in a country where a significant percentage of the population is skeptical of the value of education.  


 
They don’t want anyone to challenge their preconceptions about race, religion, economics, politics, science, history! No wonder they hate teachers so much! 


 
We might inspire their kids to have an original thought!  


 
We might light the flame that would burn down a different path, and if there’s one thing these people hate, it’s difference.  


 
The worst thing in the world for some folks is raising kids that aren’t carbon copies of their example.  


 
So why not degrade teachers at every opportunity?  


 
Why not have them panhandle for cash instead of funding their classrooms? 


 
Why not have them hustle and scrounge to make their jobs even slightly bearable? 


 
Why not have them beg, borrow and steal for the slightest fraction of economic viability?  


 
Because the less attractive we make the job, the fewer people who’ll apply.  


 
As a society that suits us just fine. 


 
Humiliating teachers is about avoiding humiliation. 


 
For those who refuse to be educated. 


 
 
 
 


 

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!

I Teach Banned Books   

  
  
If you want people to do something, forbid them from doing it.  


  
As a middle school language arts teacher, that’s always worked for me.   


  
Many of my students are reluctant readers.  


  
If a text is longer than a Tweet or a YouTube description, most of them would rather skip it.  


  
And when it comes to books, many of them wouldn’t intentionally crack one open under any circumstances.  


  
Unless you tell them not to.   


  
Unless you point out a specific book on the shelf and say it’s off limits.   


  
Unless you open it up right in front of them before quickly snatching it away and saying, “Oops! I forgot! We can’t read that one!”  


  
So most of my curriculum is made up of banned books.  


  
The Giver, Silent to the Bone, The Diary of Anne Frank, To Kill a Mockingbird – all forbidden in one place or another.   


  
Just not in my district.   


  
In fact, my school board has included each of these books on the approved reading list.

  
  
That doesn’t mean I have to use them.  


  
Language Arts teachers like me have a few different options at each grade level. And some of us actively avoid the more controversial texts to keep out of trouble.   


  
But not me.   


  
I go right for these taboo, prohibited, and oh so naughty books – for very good reasons

 

The Giver

  
Take “The Giver” by Lois Lowry.  


  
It’s almost the poster child for why we shouldn’t ban books in the first place. The story is set in a dystopian society where everyone is raised to be the same and people are discouraged from questioning things or having deep feelings.  


  
The book is most often challenged because parents don’t want their children to have to wrestle with its deep social criticism.  


 
When it first came under fire, Lowry responded thusly


 
”Submitting to censorship is to enter the seductive world of ‘The Giver’: the world where there are no bad words and no bad deeds. But it is also the world where choice has been taken away and reality distorted. And that is the most dangerous world of all.”  


 
 
However, not everyone is willing to let children think through these issues themselves – and what a bundle of issues Lowry presents! 


 
In the plot, she mentions sex, infanticide, suicide, starvation, and euthanasia.   


  
Nothing is graphic or developmentally inappropriate for middle schoolers, but the very idea of children thinking about S-E-X and challenging authority is enough to put it afoul of some censors.  


  
Which is exactly why my students love it.   


 
Too often teachers give students short passages taken from standardized tests where the only reason to read is to hunt for multiple choice answers. It’s dry, boring and meaningless to their everyday lives. 


  
That’s why they enjoy books like “The Giver” so much. This isn’t just for a grade. It’s reading something worth taking the time to consider, something that gets under their skin and makes them want to think.  


 
They’re at an age (12-14) when they’re starting to find their own place in society and struggling to understand adult issues like reproduction and romantic attachment. Making these topics explicit and being able to talk through them in the safety of the classroom can be liberating – and worth the effort to decode.   


  
That is – if you accept that children are little human beings who deserve the chance to consider these things aloud.  

Silent to the Bone

  
And speaking of adult issues, there’s the other comprehensive novel I teach in 7th grade – “Silent to the Bone” by E. L. Konigsburg.  


  
It’s a classic detective story where the characters try to discover why a young teen, Branwell, refuses to speak after his baby sister suffers a potentially life threatening injury.   


  
The plot grabs readers from the beginning and students find themselves really invested in unraveling the mystery. But to do so they come face-to-face with topics ranging from family, divorce, death, bigotry, sexuality and exploitation.   


 
It’s not about finding textual details to satisfy the number crunchers at Data Recognition Corp. or NCS Pearson Inc. It’s about getting textual to better understand what happened in the plot and why. 


  
Again the narrative is written for middle school readers but the concepts get them thinking and enthusiastic.  


 
As we come to the big reveal, I’ve had students turn to me with huge smiles saying they can’t believe we’re actually reading about this stuff in school.  
 


In an age where they usually communicate with emojis, I’m just glad that they’re reading. 


 
It can get uncomfortable, but by the end I definitely feel like I’ve reached them.

The Diary of Anne Frank


  
Speaking of uncomfortable, one of the hardest books I teach in 8th grade is “The Diary of Anne Frank.”

  
 
It’s not that the text is so difficult, but as a person of Jewish ancestry, I find it personally harrowing to relive this story every year.  


 
The plot centers on Anne, a historical Jewish girl in 1940s Amsterdam who with her family and others hid from the Nazis before eventually being captured and dying in a concentration camp. 


 
Like most teachers, I eschew the actual diary for the play version by Frances Goodrich and Albert Hackett.  


 
At first glance, it’s hard to imagine why this book would be banned. After all, it’s a true story of the Holocaust written by one of the people who lived it.   


  
However, there are an increasing number of people in this country these days who want to deny that the Holocaust even happened or claim that it was exaggerated. It’s hard to do that with a witness staring you in the face – even if that witness is just the book she left behind.  


  
Usually the text is challenged not on the basis of its plot so much as its sexual frankness. Not that there is much sex going on with people hiding above a factory in WWII. But the character of Anne is so real, she writes about everything including what it’s like to become a mature woman.   


  
For example, in Act II, scene 1, she mentions getting her period for the first time:  


  
“There is one great change, however. A change within myself. I read somewhere that girls of my age don’t feel quite certain of themselves. That they become quiet within and begin to think of the miracle that is taking place in their bodies. I think what is happening to me is so wonderful… not only what can be seen, but what is taking place inside. Each time it has happened I have the feeling that I have a sweet secret… and in spite of any pain, I long for that time when I shall feel that secret within me again.” 

 
  
  
My students often read over this passage without comment. I usually have to draw their attention to it and ask them what Anne is talking about before someone gets it.   


  
You might be surprised at how freeing this kind of discourse is. Menstruation is a natural part of life for nearly half the population, but it’s something we don’t often talk about.   


 
It’s not central to the story and Anne certainly goes into greater detail in her actual diary. However, even this little digression goes to further humanize her and make her relatable, especially to people like my students who are nearly the same age she was when she wrote it. 


 
She becomes so much more than a victim. She’s someone we know – inside and out.


 

To Kill a Mockingbird

 
The most challenged book I teach is “To Kill a Mockingbird” by Harper Lee.  


 
It tells the story of Atticus Finch, a white lawyer in the 1930s Alabama who defends Tom Robinson, a black man, of a crime he did not commit. The story is told from the point of view of the lawyer’s children who go from blissful naivety to uncomfortable understanding. 


 
In the past, people used to object most often to the book’s language since it makes liberal use of the N-word.  


 
It’s still an issue, and I make sure not to have myself or any of the students read these parts aloud. We only hear it on an audiobook as we follow along in the text. And even this only comes after we discuss how hurtful that word is. 


 
However, the language isn’t the book’s biggest sticking point today. It’s more often objected to these days on the basis of white saviorism. Critics complain that the narrative should be centered on Tom, the black man accused of the crime, and not Atticus, the defense attorney and his children.  


 
What makes this particularly troubling is the critics have a point. If the story is about racism, wouldn’t it be better to focus on the target of that racism?  


 
They suggest the book be replaced by more modern novels that center such a narrative appropriately – something like “The Hate U Give” by Angie Thomas (itself, a frequently challenged book). 


 
However, in the final analysis, I disagree.  


 
As good a book as Thomas’s is, it just isn’t as well-written or multifarious as Lee’s.  


 
Thomas reveals a lot about racism and the fight against it in today’s world, and her book is certainly worth reading. But it is a mistake to think that racism is only about people of color. White people are the cause of racism. White people have a responsibility to tear down the systems of white supremacy.

By the end of the book, my whole class – regardless of race – is devastated by what happens to Tom and furious at the injustice he experiences. To be honest, that might not happen to the same degree in a book that signals its message right from the beginning.  


 
“Mockingbird” starts quietly. It doesn’t even appear to have anything to do with racism at the beginning. We slowly get acclimated to this world, this time and place before prejudice creeps into view and surprises us. 


 
In my classroom, the book allows us to discuss so many intersectional issues – gender, economics, belief systems, etc. Plus it gives my students more cultural capital than other texts would. Having read “Mockingbird” allows them to understand more and talk to more people than other more modern books. 


 
If they haven’t already, when they go to the high school, they’ll read novels centered on blackness. Their education and discussion of this issue would be incomplete without them. But I don’t think we need to stop reading such a classic as “Mockingbird” that was, itself, part of the civil rights movement.  


 
In any case, the school board has not approved any similar texts at that grade level. If I put aside “Mockingbird,” it would mean not discussing the issue at all. I think that would be much worse. 


 

Conclusions

So this is how I teach. 


 
I know there are some adults out there who would rather my students not read these books.  


 
I know some grownups would rather my kids not think about these things and not come to their own conclusions.  


 
They’d rather children be seen and not heard – like furniture.  


 
But my students know it, too. And they’d rather be treated like actual human beings – even if that means… yuck… reading.

Now don’t get me wrong. I’d much rather decision makers put no restrictions on which books students can and cannot read. Even trash like Hitler’s “Mein Kampf” shouldn’t be forbidden. I make sure to tell my students that it’s readily available in the library but not recommended.  

Children should not be restricted to only some ideas. They will come into contact with all kinds as they grow older. They need the skill to sort through them and decide for themselves their value.  

In my experience the bigger threat isn’t prohibition, it’s indifference. 

 
As Ray Bradbury famously said, “You don’t have to burn books to destroy a culture. Just get people to stop reading them.” 


 
Focusing on banned books helps me keep reading real and relevant in my classroom.  


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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!

Stop Normalizing the Exploitation of Teachers 

 

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


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


 
Yikes, it’s a long list today.

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

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

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

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

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

Great.


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

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


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


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


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

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


 


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


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


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

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


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


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


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


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


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


 
I didn’t have time for this.  


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


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

I am only human.


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

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

And my health is suffering.  

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


 
It’s a problem of exploitation and normalization. 


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


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


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


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


 


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


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


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


 
They won’t even admit there is a problem.  


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


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


 


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


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


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

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


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


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


 
That’s what I mean by normalization.  


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


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


 
However, it is not sustainable! 


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


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


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


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

 


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


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

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

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

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

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

Teachers cannot be exploited forever.

Even we have our limits.

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

We are a renewable resource but we need renewed.

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

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


 

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

Plus you get subscriber only extras!

Just CLICK HERE.

Patreon+Circle

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