Ever since I attended FETC in Orlando this year, I have been haunted by a press conference I attended with one of the keynote speakers, the astronaut, Leland Melvin. It actually came at the end of the interview and it was more of a conversation with the man rather than a question and answer segment. We were talking about girls’ involvement in science when Mr. Melvin pointed out the phrase that drove America and Russia for a decade, “The race to put the first man in space”. This was later replaced by, “The race to put the first man on the moon”. Looking back, that might have been the best way to disinvite half the country in participating in this nationwide endeavor. I have no doubt those words in that combination would not be accepted today, but that was a different time and a different culture. Nevertheless, it must have been a turn-off to many women and their involvement in science and math.
I often wonder why we have such a problem involving girls in more science and math classes. It is not my area of expertise, or even interest, but my youngest daughter is a Math major. Her classes are filled with males while the females in the class number in single digits. The scariest part of this is, that as enlightened as we like to think we are, we have been doing this for not only the last few decades, but also many centuries, and in some respects we are still continuing this today.
Now this is where I apply what I know with what I believe, so I am not saying that what I am about to theorize is a reality, but one possible explanation as to why something is happening. Let me be clear, there are many, many women who are successfully and prominently involved in science, math, and technology. The point is that as subjects Math, Science, and Technology are far less inviting to women than they are to men.
Now for the point I want to get to with all of this preparation. I am perplexed at the slow rate at which technology is taking to gain acceptance in being utilized as a tool for learning in our education system. The education profession itself is undergoing a change in the makeup of educators. Fewer men are entering the profession, which makes women the predominant gender in our education industry. As an aside, I wonder if the percentage of female administrators reflects the percentage of women in the education system, but that’s the stuff for another post.
My query: Could the slow rate of acceptance of technology in education in some way be linked to the hesitance on the part of many women to feel comfortable with technology? I am not attributing blame with this question, but I am trying to figure out how to apply a solution. I guess it still comes down to the obvious. If we are to change the system, we need first to change the culture. I guess if we worked as hard to put a woman on the moon as we did for a man, things might be different today.
Posted in Accountability, Administrator, Education, Professional development, Professionalism, Reform, Teacher, Teched, Technology, Thought leadership, Thought Provoking | 1 Comment »
We often hear that the most influential element in a student’s life is the teacher. As an educator this can be both an honor and a daunting responsibility. It elevates the status of a position, often viewed by some as public service, to that of a valued mentor. This would all be well and good if education could truly be defined as it was for centuries in the past. Students were empty vessels to be filled with the knowledge of their teachers. If this were in any way true today, and a teacher was able to pour all of the knowledge contained in his or her head into the empty vessels seated in rows before him or her, the teacher would still not be imparting enough information for an adequate education in today’s world. Our world, as well as information itself, changes and evolves at too fast a pace. Teaching and learning are evolving and many of the old concepts no longer apply.
Unfortunately however, many politicians and some educators buy into this traditional model of what an educator should be, and base teacher evaluations on it. In many states a teacher’s evaluation will be predominantly based on how well his or her students perform on a standardized test. That test performance has de facto become the goal of education.
What makes all of this so complicated is that kids are not widgets. They are complicated. It may be true that a teacher may at times be the most influential factor in the classroom for some kids, but not for all kids, and not every time. Kids do not leave everything at the door of the classroom so they can have their vessels filled. All of their problems travel with them. The difference between kid problems and adult problems is that, hopefully, adults have learned coping mechanisms, but kids have not.
Teachers do not just address that part of a kid that is in school to learn. The whole child with all of his or her problems must be addressed. Learning, no matter who is the teacher takes a back seat to safety, hunger, health, and emotional stability. When it comes to kids we need to first address Maslow’s Hierarchy before we can get to Bloom’s Taxonomy. This is never a consideration in a teacher’s evaluation.
Kids today are entering schools after traveling through neighborhoods that might be considered war zones in some countries. Kids are coming from homes where education is not a priority at all. English in many homes is a second language at best. Kids are coming to school not from homes, but cars or shelters. Beyond the complications of urban poverty, we have large regions of the country experiencing rural poverty with different problems for kids, but the same results. Their problems and needs take precedence over learning in school.
How can we possibly assess and evaluate a teacher’s performance without assessing and evaluating each of his or her students? The tests that students are forced to take may be standardized, but the students themselves are not. Each student is different with problems that affect their ability to learn each and every day with varying intensity. That is what complicates learning and teaching. How can there be simple solutions with so many complicated variables?
To complicate things further for teachers, they must also deal with the red tape of shortsighted policies. Policies often put in place to address issues that have little to do with educating a child. Teaching involves dealing with the whole child and all of the complications that come with it; yet, we are told that a standardized test for all is the answer. It is the golden measure. It will tell us how much each student has learned and how effective each teacher was in teaching without regard for any other factors beyond the grade on the test.
With standardized testing and all of the curriculum materials and extras that go along with that making a BILLION dollars a year for a few companies, I fear it will be with us longer, but we have already lived with it for longer than we should have. We cannot however allow politicians to use these tests to decimate the teaching profession and public education beyond repair. Yes, we need to evaluate a teacher’s performance, but it must be done fairly and in consideration of what the job really requires. It can’t be done in a way that simply ignores what it is that teachers are being required to do every day they report to work. Teaching and learning have nothing to do with empty vessels. Politics and politicians however might better fit that description. Maybe before we can better educate our kids, we need to first better educate our politicians.
Posted in Accountability, Administrator, Assessment, Connected Educator, Education, Elementary, Leadership, Mentoring, Observation, Parents, Professional development, Professionalism, Reform, Standardized test, Student teaching, Teacher, Teacher assessment, Thought leadership, Thought Provoking | 4 Comments »