I recently came across a video by the online company Jumpcut. It is a promotional video about the services they sell that will help you “Design your life. Follow your passion. Become an influencer.” (you can see it by clicking on the image above). I watched the video with the sound off first just to see how the images are used to convey the company’s message. Then I watched it with the sound on. Interesting...a few initial thoughts.
Yes, it took some extra time for us to do this with our children, but there were so many benefits that we considered it an excellent investment of our time. Not only do our children understand our home-business a bit better now, but they can actually help out with things in case one of us is at a conference or doesn’t feel well. The more we thought about this, the more the benefits added up.….
Durante los últimos años, las conversaciones sobre la calidad de nuestros estudiantes en grados K-12 y las instituciones educativas post-secondario han recibido mucha cobertura en las noticias sobre este tema. Uno de los muchos asuntos que ha recibido muchos de la discusión es la materia de la resistencia. El artículo del Señor Gray es un ejemplo de este discurso, que habla sobre a la opinión de la resistencia que declina en nuestros niños….
This article made me reflect on the popular media buzz surrounding the relevance and value of a post-secondary education. The tone of the rhetoric has mostly been negative – and it divides us along political lines. Despite that fact, both sides say that cost is the main issue. However, when asked if college tuition should be free, the political devide was still there, so perhaps cost is not the issue, but politics is....
While the evidence does support that colleges prepare students for their first job, the debate is about whether college prepares them for their second job and their actual career. One view is that colleges do so by encouraging a broad curriculum and soft skills in addition to hard skills. The opposing view is that colleges do not prepare students well and instead it is up to the first employer to complete the training. I believe that both views are incomplete…
Over the past few years, the conversation about the quality of our students in K-12 and post-secondary educational institutions has received a lot of press. One of the many topics that has received a lot of discussion is the matter of resilience…
This past week the president outlined a proposal to merge the Department of Education with the Department of Labor. This new department would be called the Department of Education and the Workforce. According to Education Secretary DeVos, “This proposal will make the federal government more responsive to the full range of needs faced by American students, workers, and schools”.
However, the consistent call from professional educators has been that public education needs to be fully funded. Likewise, those who work in worker advocacy have been calling for a national minimum livable wage with more robust worker protections. In addition, the consistent call from employers has been that there are not enough qualified workers to fill the jobs available. Nowhere in these long-standing discussions has anyone articulated a need to merge Education with Labor.
From my professional experience as an educator, I believe that merging education with labor will lead to tracking in schools. Tracking is the practice of placing students in the 7-12 grade into specific academic tracks that lead to separate tracks: college or career. This practice was the norm in the US in the past and produced a lot of low & lower-middle class workers, but also few managers, thinkers and creative people to lead companies forward. Bringing back tracking is something that neither educators nor employers consider a desirable outcome.
As with all mergers, jobs in these departments will be eliminated, and resources will be reduced to focus on a narrower scope. Specifically, we will be reducing the ability of each department to do what they do now. This will have significant impact on their ability to set policy. The mission of the Department of Labor is to provide resources that better serve American workers at all levels. If merged with Education, they will have fewer resources to meet the needs of American workers, which will inevitably reduce wages, worker protections, and retirement benefits.
The Department of Education sets educational priorities, provides equity and access, and informs state curricula so that we educate a globally competitive workforce. By merging this department with Labor, these policies will become truncated to serve a more insular, narrow, and trade-focused mission. This in turn will create more lower and lower-middle-class jobs, but not create a dynamic workforce that can compete on a global scale.
How this trickles down to the K-12 curriculum is that it will force states to re-direct resources to meet more trade-oriented skills and aptitudes. In essence we would be reducing the arts, humanities, and social sciences to better serve this new mission. This is tracking, plain and simple. As we now know, tracking has many undesirable outcomes, not the least of which is a less educated, less competitive, less diverse, and low-income earning workforce.
Instead of moving backwards, we should be moving forward.
This blog post is part of a newsletter I publish weekly called The Gigster 'Zine. It is a production of the Colégas Group, an organization that seeks to offer new opportunities for anyone with a college degree. To learn more about us, to receive valuable strategies for improvement, and to find innovative employment opportunities, sign up for the complete newsletter at colegasgroup.com.
I am on my annual quest to limit my children’s exposure to screens and overuse of technology in their educational lives. Last week I met with my son’s middle school principal to discuss the Opt Out letter that we submitted a few weeks back. Although the principal was supportive of most aspects of the request, he did have one concern. Here is the excerpt from the letter that outlines what we ask that our son be opted out from:
Our child is to be exempted and excused for the 2017-18 school year from the following activities:
- SBAC Pre-tests and Tests
- STAAR Pre-tests and Tests
- Any formative or summative assessment or practice/sample test related to the SBAC and STAAR tests
- ALL online testing and online curricula. The Children’s Online Privacy Protecting Act (COPPA) allows us to control what information is collected online for children 12 and under; therefore, we are refusing her participation in such programs.
- All "Social Emotional Learning assessments”
The section that is italicized is the one that we met to discuss. He wanted to know why we wanted to opt out of the Google environment. I explained to him the limitations of the Google Classroom and the role that COPPA plays in allowing me to make such a request. I also reminded him that Google’s policies of “assuring that data will not be mined” is not a guarantee, and therefore violates the COPPA legislation.
We reached a compromise that our son would be given a fictitious account with a unique login name and password. At the end of the year, all of his data that was used to assess his qualification to move on to the next grade, will be deleted and given to me in a portable device (thumb drive). We will be speaking with the district contact this week to finalize this arrangement.
After speaking with some parent friends of mine about my concerns and what I’ve chosen to do about them, I found that most don’t know or do not have the time to concern themselves with this issue. Perhaps my concern comes from a privileged position - I am an educated woman, living in an upper-middle class community that more than sufficiently funds its schools. My degree is in education and I have full access to the knowledge that educators have and I can speak on their terms. I know what questions to ask when all of the options are not made clear. I know how far I can insist on my rights and the rights of my children within the educational world.
When the principal told me that most of the ELA (English Language Arts) and History curriculum classes at the school require the use of Chromebooks, I was troubled. All data is then stored in the cloud, but more disturbingly this is typically in a one-to-one relationship with their own personal account and that it is not condusive to collaborative thinking. Ironically for a cloud-based service, this creates a norm that actually moves away from working collaboratively in the “real world”, a know-how to express oneself orally and socially, and focuses the interactivity with technology rather than human beings. Over time it creates adults who cannot function on their own without the help of a machine to tell them what to do, which reduces one’s sense of independence, problem solving skills and self-confidence.
Ultimately, this is not the type of person I want my children to grow up to become. I want them to develop into people who can play and work well with others, can critically think about difficult questions, and develop a healthy interdependence with technology – knowing when and how to utilize it. I want them to be able to function equally well in person as they do online.
Educators are in a difficult position to help our children overcome the negative effects of poverty, neglect, intellectual challenges, racial inequality. In addition, they now also must teach our children technological best practices, digital citizenship, and how to protect themselves from cyberbullying. While technology is often intended to help alleviate inequality, theunintended outcome in school is that it actually amplifies it. Without support and instruction on how to best integrate technology so that learning outcomes are met, teachers are left to do what is best given the knowledge they may or may not have.
As a society, we must do better in integrating technology into the educational lives of our youngest citizens. “It’s cool” should not be the metric with which we decide whether to use a technological tool in the classroom. The allure of collecting, aggregating, and monetizingmassive amounts of data, the iconic "Big Data" we so often read about, should also not be a motivation, especially not with minors. When districts cannot control who sees and uses the data of minors in their care, who is then making sure it is not misused?
Ultimately, there is no such thing as “free access” to Google and similar services - there is a vested interest there and it cares little about learning outcomes unless this learning is geared to creating more consumers. We should actively question whether we are selling our children’s information for profit. That is too high a price to pay for my child’s intellectual property.
For more information on COPPA and protecting your child’s intellectual freedoms, please see the following links:
- Google's FAQ on COPPA and Privacy Concerns
- COPPA and Schools (some good info from Education Week here)
- Spying on Students (an analysis of school-issued devices from the Electronic Frontier Foundation)
- The Importance of Good Documentation (an excellent deeper dive that doesn't take sides)
- Electronic Privacy Information Center (also a great resource)
- Privacy Concerns Regarding Google (another good read)
Recently, as I was preparing for class in the morning, I watched the live stream of the grand opening of the National Museum of African American History and Culture in Washington DC. This came on the heels of Governor Brown signing AB 2016, a bill requiring the development of an Ethnic Studies curriculum for grades 7-12 in California. It then also dawned on me that I would be teaching a section on the history of Africans in the Americas in my High School Ethnic Studies class. To wrap it all together, I also remembered that I took my children to the California African American Museum not too long ago as well. All these memories gave me the feeling that this day would be different.
In class, as the students made their way in, I arranged my materials and waited for them to settle down. I then asked, “what is happening right this very second that is related to the topic we will be discussing today?” A couple of students mentioned the recent shootings of unarmed African American men, and subsequent marches and protests. I acknowledge that this was also happening, and commended them for being so in touch with the very important issues of the day. Still, I kept asking, “what else is happening right now?” None of them knew. I then mentioned the opening of the museum. They were surprised. I asked them to remember this feeling of surprise, and asked them to relate it to the material we would be discussing that day.
We began reviewing a seminal text that covers the history of Africans in the Americas. Since it was a long article (over 30 pages), the students were each assigned a section of it, and they took turns coming to the front of the class to present five important points from their section. The only two African American students in the class both took the opportunity to add a personal reflection during their presentations. The one young woman spoke about how her dark skin and dreaded hair mark her as different, for good or for ill. She also said that, “despite this,” she still demands and deserves respect. The young man spoke about how it was important to know the scientific contributions that Black Americans made because he was going into the sciences himself. Both took the time to really sit with the material and use their own words to express what may have been hard to express before…that they, as people, mattered.
So what is Ethnic Studies? Surprisingly, not many parents know the answer to this question. It is a field of study that focuses on the histories of the people of a nation. Ethnic Studies also educates us on the influences of immigration, wars, economic opportunities, and, as is often the case the enslavement of people, and how this is imprinted on them. It explores our own relationship to the international community and how it helps us define who we are as a nation. It is important that our children know about their collective histories. In so doing, they can begin to see the similarities, but also how differences can and do contribute to progress in society. One of the students asked, “Why aren’t we taught this stuff in our regular school?” Great question! It is a question that is usually asked by my college students when they take my upper level multi-cultural education classes. Those students are juniors and seniors in college! For a high school student to bring up this question demonstrates the absolute need for Ethnic Studies in the K-12. While AB 2016 focuses on 7-12 grade, this is a good start. However, for real change and impact, we need to make Ethnic Studies part of the K-12 curriculum, and embed it in other subjects where appropriate.
Both of the African American students seemed more relaxed at the end of their presentations. More engaged. The young man took off his ear buds (a pleasant change) and actively contributed to the conversations. He began to really listen because he now saw himself in the material. The young woman even gave me a hug after class, a silent one, but it was an acknowledgement that the lesson hit home for her as well. It was as if she infused truth with her own power.
All of our students need to believe, deep in their soul, that they matter. That is why I support Ethnic Studies.
* * *
To find out more about the scholarship and activism surrounding Ethnic Studies at the national and international level, please visit the National Association for Ethnic Studies website.
Please go to the California Legislature Website to find out more about the recent AB2016 legislation.
To find out more about the Long Beach Ethnic Studies Initiative (LBESI), please see the following video.
Given the recent divisiveness taking hold in the U.S., from restrictions on hair styles targeting African American girls, to the Trump Phenomenon creeping into our K-12 schools, we need to push for comprehensive education reform that includes Ethnic Studies.
What is Ethnic Studies? It is a field of study that focuses on the histories of the people of a nation. Here in the U.S., since we are all either immigrants or children of immigrants (excluding the First Nations peoples), it is important to know where we came from, and how time has helped us become who we are today. Ethnic Studies educates us on the influences of immigration, wars, economic opportunities, and also enslavement (among other things) on the character of a people. It explores our relationship to the international community and how it helps us define who we are as a nation. We are a democracy based on pluralism, meaning we are who we are because of the awareness and influences of our differences. We are enriched by the influx of new people from all over the world, and continue to be nourished by diversity as we adjust to new political and social realities therefrom.
Our children also need to understand where they came from, and how they contribute to this social experiment that is the United States of America. Their existence is the result of cultures, nationalities, races, and religions coming together in the most intimate way possible. They are the hope that our future will be brighter than our past. With that hope comes responsibility to do what they can to move society forward.
In order to live up to this responsibility, they need to be informed, educated, and ultimately motivated to act for the good of all. This can best be addressed in the classroom, and it should involve more than learning about heroes and holidays. Should be about learning the history of all the people of this land, the contributions they made, and the hurt some of them caused to others in the quest for “progress”. Yes, this includes learning about the less glorious events of our past such as the attempt to eliminate Native Americans, the forced enslavement over 11 million people from Africa, the sordid history of lynchings of Mexicans (not just African Americans), and the use of Chinese immigrants as near-slave labor to build our railroads... all in the name of progress. These are just a few examples.
Progress is slow, and happens over generations, but this is part of this education. Even when it takes decades to bring lasting change for the better, this progress needs to continue in an informed and lasting way. This progress is ensured through education. We must teach the generations that follow us a history that is connected to the histories of others. During a recent family visit to Manzanar, my children learned that there was an Irish-Mexican man named Ralph Lazo, who selflessly followed his Japanese friends to the internment camp. He was not Japanese, so he was not technically required to go, but he went anyway. He said: “I know their loyalty. They hadn’t done anything I hadn’t done, and time has proven this.” He realized that he wasn't very different from his friends and neighbors, and that time and education would make that apparent.
Knowing how we are the same as well as how we are different allows us to begin the conversation about how connected we really are to one another. My children are Dutch and Puerto Rican. This combined history will help shape their world view. We are doing our best to let them know where they came from and what responsibility they have to help “form a more perfect union,” as the meme goes. So, like the parents of blended families as well as those of unique heritages, we are doing our best to teach them what they are not learning about in school, but it shouldn't be that way...
To find out more about the scholarship and activism surrounding Ethnic Studies at the national and international level, please visit the National Association for Ethnic Studies website.
To find out more about the movement to include Ethnic Studies in the K-12 curriculum, please visit the Ethnic Studies Now! Coalition website.
Last week, I went to two award ceremonies for both of my children in one day. The parents were there with their cameras and telephones taking photos and videos. It was standing-room only, but I am not working this summer and I live close by, so I was there early. It was a proud moment for all the parents who received word from their teachers that their daughter or son was receiving an award.
A Sad Moment
As the names were called, I saw proud children run up on stage. Many were cheered on by their classmates. At one point the students who made it to the Honor Roll were called. These were students who received A’s and B’s on their 5th grade report card. I noticed that there was one student on stage who began crying. I thought it was because she was overcome with joy. It turned out that she was crying because she did not make it to the Principal’s Honor Roll, that is, students who earned all A’s. She was expecting to be called up for THAT list, not the list that included "B" students. She was overcome with disappointment to the point that not just her teacher had to talk with her, but two other teachers did the same in an effort to calm her down during the ceremony.
Then there were those students who did not receive anything; those students whose parents did not come up to give hugs of congratulations or words of conciliation after the ceremony. I am not one of those parents who believe that every child should get a trophy, or that we need to protect our students from disappointment. On the contrary, I fully support teachers who have consequences for missed homework and irresponsible behavior. What bothers me is that in this school, in this district where the average household income is well over $110K per year, privilege is what was on display that day. The children who received all A’s for the most part have tutors, parents who stay home with them, or attend tutoring programs like Sylvan and Kumon. Those children receive extra help. The same is likely for children who receive athletic awards in our district. Those students are part of club teams and have coaches helping them improve their skills. As I've heard, many also have parents who do their homework for them "in order to fit it all in." To me, awards ceremonies such as these are more a display of income and privilege, rather than ability. Should this sort of behavior be rewarded?
A similar display took place at the Spring concert this past June. For some background, the K-6 music program in our district is run by four teachers who teach instruments and chorus across five schools. At our school specifically, they manage music instruction for over 100 students at a time and most students do their best to learn their instrument. If they want to excel, though, they are instructed to find a tutor to supplement the learning. Everyone in the class, still receives an A, but that is not quite reflective of the actual learning or instruction that occurs there.
During the concert, the better players, the ones that receive tutoring and outside help, are seated up front. The remaining students are then seated behind them, out of view, and (hopefully) further away from earshot. I found out that this is common in music programs. Towards the end of the concert, seven of the very best students were highlighted as exceptional and the teacher even used the term "gifted" to describe them. With much fanfare, they were moved to seats right in front of the parents to play a solo piece. They played a song from the Beatles called “Yesterday” but it might as well have been "Imagine" to complete the irony. Of course, these were all students who received music instruction outside of school, and have likely been playing for many years already. What kind of message is that for all the other students? Are they not "gifted"?
Schools can be great institutions of learning and equalizers of opportunity. Sometimes, though, they become institutions that replicate the social order of the town or district in which they are located and thus mirror the existing income stratification of our society. Awards ceremonies in these schools perpetuate inequality, and increase the pressures students feel to do well.
Next year, we are thinking of opting our children out of the public acknowledgement of their achievement in the Awards Ceremony. Competition is a good motivator, but when it becomes the means to an end we do not desire, then it erodes compassion and becomes a way of perpetuating economic privilege.
Recently I heard that one of our local students attempted suicide at the junior high down the street - the child was just 12 years old. Is the example we want for our children?
In the recent Atlantic magazine article entitled, Why Kids Should Use Their Fingers in Math Class, the writers talk about how neuroscience sees using finger-counting in math as essential for improving math comprehension. Essential! Go figure…
I’ve always been told to encourage my children to stop using fingers to count. My children are now practicing “mental math”, where they must figure out how to do a problem WITHOUT writing it out first. You know what? I’ve always had a problem with that idea. My math teachers insisted that we showed our work, every…single…step. If not, we got marked down. I learned to “see” numbers in my head because I first saw them on the paper, and saw them using my hands. My math teachers were right! Turns out that our brain comes equipped with a somatosensory finger area. In this area of the brain, “we ‘see’ a representation of our fingers in our brains, even when we do not use fingers in a calculation.” The article goes on to say that we need to encourage students to count with their fingers because if they stop, it is “akin to halting their mathematical development”! Wow…
And if you’re wondering, this also can be one way to close the achievement gap created by income inequality. Finger counting is part of a large area of brain research that focuses on visual representation and its impact on the brain and learning. The article highlights a study that talks about the benefits of board games for low-income preschoolers, it was found that “after four 15-minute sessions of playing a game with a number line, differences in knowledge between students from low-income backgrounds and those from middle-income backgrounds were eliminated.” In other words, we should not stop using what educators call “manipulatives” to help children learn math. We come equipped with 10 very good “manipulatives” that our students should continue to use during math.
We should not short-circuit the brain development of our children by placing them too quickly in front of electronic devices. We cannot make them reliant on electronics to do the thinking for them. Working with the brain, rather than against it or ignoring it altogether, is one way we can help all children do well in school. We don’t learn anything new from machines. The best “machine” is the one sitting right in between our ears. We should learn how to use that one better. Math is cool, fun, and can continue to be if we just use our hands!
The testing season is in full swing in CA this month and will continue through May. The CAASPP (California Assessment of Student Performance and Progress) and the STAR (Standardized Testing and Reporting ) Science test will be given at our children's school. As a reminder, California Education Code 60615 allows a parent “to excuse his or her child from any or all parts of the assessments administered”. So don’t be afraid to opt your children out. In speaking with other parents, I constantly hear them say: “We can’t opt them out! They won’t graduate to the next grade!" or “They’re supposed to take it…aren’t they?” and "Won't it affect their funding?" This is echoed in a recent email from one of our teachers to the parents, “students must take the CASPP”. To be fair, when I explained to the teacher than this was misinformation, she did promise to correct the wording on subsequent emails.
The fact is, parents should not believe the hype from administrators, teachers, PTAs, and fellow parents that do more to scare than inform. Some school administrators will say that if the children don’t take this optional and, as it turns out also dubiously relevant test, that the school will be penalized, somehow. According to FairTest.org, “…eight states (California, Colorado, Minnesota, Oregon, Pennsylvania, Utah, Washington and Wisconsin) have specific language in their statutes allowing parents to opt their children out of standardized testing. More importantly, not one school or state has ever been sanctioned - ever. Last year, the Department of Education (DOE) took absolutely no action at all when Oregon made it especially clear and easy for parents to opt their children out.
The fact is, no state or federal agency has ever withheld funds for children’s education because the school did not have a high enough participation rate for this optional, and frankly irrelevant, test. And even if they tried this, the backlash would be tremendous. Lawsuits would undoubtedly follow based on the Equal Protection Clause of the 14th Amendment. This protection was applied to educational institutions by the Supreme Court of the United States in May 1975, in Plyler vs. Doe, and confirmed that public education cannot be withheld from children based on criteria over which the children have no control such as race or income. In the case of standardized testing, where the argument would be whether it was required or not, this would also be outside of their control. The bottom line is, there is a shifting tide away from standardized testing and the proponents of testing do not want to test this in court.
One thing parents should do when talking with teachers about their choice to opt out is to have a proposal for an alternative learning experience. This is because teachers may not even be prepared for this and will likely ask the child to spend those three hours in front of a computer watching video - this is not recommended. For example, I am taking my children to the California Science Center and the African American Museum in Los Angeles. We worked out an agreement with their teachers that they will be writing up what they want to get out of the experience and then have a chance to present it to the class. They also will be volunteering in the kindergarten classroom as helpers during other test days. Both our children are very excited about this plan for a variety of reasons, but most of all because they get to do something special that they actually want to do. For the teacher, their students will continue to learn the content that directly relates to the learning objectives. As it turns out, our teachers have been incredibly supportive, for which I feel very fortunate.
Parents contact me asking what to do during the testing period. I tell them simply opt out! It's really not that hard and I calmly tell them that the tests do nothing but hijack the teaching time, stress everyone out, and contribute nothing to the educational well-being of the child - they are over-tested already. Let me be very clear. As I said before, I am not against all tests. I just will not allow our children to become trained test-takers at the expense of so many other things they could be learning that will benefit them in life. In the end, our children are why we invest in schools. Let’s do our best to ensure that their education isn’t sacrificed at the altar of the testocracy.
For part 1 of this article, "Opt Out! The Harm of Standardized Tests," see below.
Around the country, school districts are frantically preparing for the annual standardized test. In southern California, where I live, those tests are administered in May and June. At our last PTA meeting, our school principal said that our version of the test, the CAASPP (California Assessment of Student Performance and Progress) will be administered during the last couple of weeks in May. As a family, we’ve decided to opt our children out from all assessments that fall outside the normal formative and summative assessments (in-class quizzes and tests) that their teachers administer and that count toward their school grade. Fortunately, California Education Code 60615 allows parents here “to excuse his or her child from any or all parts of the assessments administered”. So why do we opt our children out?
According to FairTest.org, “testing overuse and misuse is damaging public education by eating up classroom time, narrowing curriculum and driving many students out of school." They go on to say that "it perpetuates a false narrative of failure by putting schools in low-income communities at risk of closure or privatization”. In our family’s Opt Out letter to the school, I made sure to include that “I believe our teachers are our children’s benchmark, and only they should have the skills and training to do what standardized tests cannot.”
Let's be clear, I fully support public education because a robust public education structure is a founding pillar of an equally robust democracy. Standardized tests, however, create standardized thinkers. As a college professor, I see and hear my students struggle more and more to try and answer simple questions like: “What do you think of such an issue?” or "Can you say that in your own words?" This is a very recent phenomenon, and very much unlike when I was in college, just a couple of decades ago. So it is time to ask the question of whether our public education system is being adversely affected by standardized testing. Fortunately, I am not alone in my refusal to make my children take these tests.
There is a movement being spearheaded by United Opt Out, a grassroots organization committed to informing people on what to do in order to end the privatization and corporate influence on public education. They see standardized testing as a distinct element of the trend because it takes testing out of the hands of teachers and into the hands of testing corporations. Dr. Diane Ravitch in her blog discusses the use of tests to dismantle our public education system. You can read about her warnings to “not feed the machine of state testing" in her well-publicized 2014 Huffington Post article.
Teachers themselves, are also standing up for the education of their students. For instance, Dr. Wendy Bradshaw, an elementary school teacher from Polk County Florida, who’s resignation letter went viral after she wrote: “Developmentally appropriate practice is the bedrock upon which early childhood education best practices are based, and has decades of empirical support behind it. However, the new reforms not only disregard this research, they are actively forcing teachers to engage in practices which are not only ineffective but, actively harmful to child development and the learning process.” You can read Dr. Bradshaw’s letter here.
Another example is from history teacher Jesse Hagopian, at Garfield High School in Washington State, who writes about standing up against standardized testing in schools, among many other issues. In his letter to his son’s school explaining why the child will be opted out, Jesse writes: “We are opting him out of standardized tests because we have seen the way an over-emphasis on scores has distorted what matters most in elementary education-such as creativity, being a good friend, communicating emotions, and problem-solving.”
I had a discussion recently with a fellow parent at our children's school about the upcoming standardized tests. She was distraught because she wanted her son to do well but didn’t know how to help him prepare for the tests. I reminded her that these tests were not tied to whether he advances to the next grade. Her response, “then why is he taking them?” Good question. United Opt Out has a list of the Top Five Myths of Standardized Testing. One of those myths is that “opting out does not prepare children for the real world” because testing is something they will need to do their whole lives. The argument that children will be taking tests their whole lives, and therefore need to practice them over and over, is false. Human beings do not take tests their whole lives – they take a handful of tests and the rest of the time, they are expected to be engaged critical thinkers that are compassionate, responsible, and engaged in the world around them.
Let me be reiterate, I am not against all tests. I just will not allow our children to be trained like mindless beings to be test-takers at the expense of so many other things they could be learning. The world our children will inherit will require them to understand big ideas, be critical thinkers, know more than one language, appreciate art and music, and be able to interact with different kinds of people and situations. Standardized tests point children in the wrong direction, and consequently puts the the burden on them for one more of our many mistakes: standardized testing.
Did you know that January 23rd was National Handwriting Day? I know, it’s February 2nd, but I had a conversation with my children last night that reminded me why I think handwriting should be saved, not just with a national day but because our humanity may depend on it.
We have all see the recent Bic advertisements promoting the benefits of handwriting instruction. The point of the “Fight for your Write” is to bring to the public’s attention the importance of handwriting in the cognitive development of human beings. This move by Bic can be seen as a little self-serving, but they back up their claims with the latest neuroscientific and psychological research. And it is not just them. The September 2012 report of the National Association of State Boards of Education (NASBE) summarized the research on the benefits of cursive writing instruction that has come out in the last 10-15 years. Some of the benefits include: cognitive and motor skill development, literacy development, brain development, memory, written expression, and how it helps students with learning disabilities. On June 2, 2014, there was a NY Times article articulating how handwriting helps make learning easier, and allows us to express our thoughts more fully. The article also speaks to the negative effects that typing has on the adult brain: it impacts our ability to process new information. And finally, there is Master Penman Jake Weidmann, the youngest of the 12 master penmen in the world. He speaks in the video about his love for writing, how he sees it as an art form, and the benefits of mastering penmanship and cursive writing. His 5-minute video is well worth watching and sharing with your loved ones…especially the little ones.
Schools are moving away from handwriting instruction to typing in order to better prepare students for the computer-based Common Core tests (more on why you should opt out of those in my next post), and an as-of-yet determined technological future. All this, they say, is necessary in order to help our children become college and career ready. Although well-meaning, this is done without fully understanding what effects this shift will have on the brain and mental development of our children. Instead of drinking the VERY expensive Technology Kool-Aid – which by the way has not proven to be the magic bullet for increasing educational outcomes, let alone make children college and career ready – let’s clearly understand what handwriting helps us do: improve brain development across the lifespan, learn better, express ourselves more meaningfully, helps individuals with learning disabilities, increase attention span, and connects us to each other and our past. Now, aren’t these skills what will truly make us ready for life?
For me, language is a medium for understanding my own personal experiences, and my choice to raise my children to be trilingual (English, Spanish, and Dutch). When I first came from Puerto Rico, I only spoke Spanish and it took me four years to become bilingual. This seems like a long time, which it is, but I hesitated practicing my English because the school environment was not very friendly to non-English speakers. From this experience, I realized that I needed to make sure my children were literate in more than one language from the very beginning.
It’s that time of year again. The semester/quarter is about to begin. Some of the faculty talk online is about course prep or what strategies to use on the first day to break the ice. One thing that also is of concern is whether or not to allow electronic devices in class. The recent Chronicle of Higher Education blog post by Anne Curzan (originally posted on August 15, 2014, but reposted by the site on August 13, 2015), makes the case for no laptops in the classroomShe mentions the study in 2013 that show that multitasking is an utter failure. She also mentions how having a laptop open can create such a distraction that it lowers learning outcomes of not only the owner of the laptop but anyone who can see the screen. Finally, Ms. Curzan also gives note to the understanding of how long-hand writing helps improve memory and learning.
I was just recently engaged in a Facebook discussion where I expressed my opinion about the use of electronic devices in my classrooms. I have an Electronic Use policy included in all of my syllabi. I only allow electronic devices for those students who have made arrangements with the Disability Services Center on campus. One of those who shared online was a college student who prefers not having laptops in class. For him, they are most definitely a distraction. Another contributor, a faculty member, said that we should not fight the tide or behave like babysitters for the students. He does make a good point. On some level, these are technically adults. But neurobiology shows that they are not yet “done”. Sometimes the brain’s frontal cortex is not completely formed until we are in our early 30s. So to think that we are dealing with adults, is to set yourself up for frustration.
For me, it is simple…I don’t “phone it in”, so I ask students to not do the same. We all have busy lives, and I respect that my students are juggling almost full-time jobs in addition to full-time course loads. I get it. But during the hour and 15 minutes we are together, I ask for attention and engagement. Slowing down the mind and focusing on one thing will make the course more engaging, and the learning more meaningful and long-lasting. College is expensive, so I try to give my students the very best possible experience. The rest is very much up to them.
This week’s special guest blogger Marie Nubia Feliciano shares her story about her recent trip to Chicago to attend the first International Latina/o Studies Conference. Marie also shares a little about her balancing act of being a doctoral student, partner, mom and employee. I send this amazing woman positive energy, strength and the courage to persevere and use all support systems available for her to achieve her goals, including completing her doctorate and advancing in her career. Marie, we are all behind you and can’t wait to add you to the Galeria de Doctoras Latinas as the future Doctora Feliciano. Pa’lante hermana!
Afro-Boricua Marie Nubia-Feliciano Focuses on Afro-Latino Identity In Education
If left up to the small or large screen, your favorite glossy or newspaper, or even big budget advertising campaigns, you wouldn’t know an Afro-Latina if she tapped you on the shoulder. But we are out there, and we’re letting our voice be heard. Ain’t I Latina?’s Everyday Chica series highlights millennial Latinas that are blazing a trail in their respective industries, leading by example for future generations of Latinas. This week, we’re featuring Puertorriqueña Marie Nubia-Feliciano. She shares her passion for Afro-Latino identity within education.