Five years ago today was the best day of my life. The paradox of life is that days have been getting better and better ever since. At about 8pm on Saturday June 9, 2001 the white horses pulled the carriage around the lake at GWU at sunset. When they arrived at the three in one tree, the most beautiful woman jumped out. We became one that day. Not in a figurative sense, but in a Real sense. The mystery of union was made clear.
dt
Friday, June 09, 2006
Saturday, June 03, 2006
Charge to the class of 2006.
This charge was directed at this year's graduating class of Statesville Christian School. It was delivered by one of the more intelligent, thoughtful, and well respected persons that I have come into contact with. It was a powerful and stern charge. The speaker's stated goal was to deliver a challenge that not only "penetrated, but resonated." There were three components to the charge framed in the context that the students were about to leave the comfort and nurture of a relatively safe environment that espouses the Word of Truth.
As I was listening to this message to the class of 2006, I understand how perception of these words could cast them in a negative light. I realize that there are too many who call themselves by the name of Christ, that use buzz words such as these to legitimize their hatred of certain groups of people.
In fact, the great difficulty or challenge of the gospel, is that we are to hold fast to Truth and Purity through Love. We must be patient and compassionate to those who do not believe. The message of Christ is not a game of gotchya. It's not about finding all of the folks out there who may be doing something sinful outwardly. We all have sinned and fall short of the Glory. The point of the gospel is that we can gain salvation because of His Truth. Because of our knowledge of that we must resist impurity and falsehoods, but we must do so for the sake of Love. We must do so for the sake of Glory.
I throw this out to see what comments may come from the few that read this blog... A conversation of True substance.
1) Tolerance: the world wants tolerance and that is the mantra of your generation. But they are also speaking of a tolerance of evil. You do not have the privelege of tolerating evil. You must be patient with all men, but you must not back down or compromise on the Truth.
2) Thinking for yourselves: though the world declares the value of "free exchange" and free speech, there are certain limitations. You are a minority of people in your generation who hold to the reality of Truth. You will be chastised and mocked and perhaps shouted down for expressing your views of the Truth--but you must not falter.
3) Neutrality: the world will have you to be neutral, to ride the fence. The prevalent philosophy of the day is that Truth cannot be known, therefore it is up to the individual to decide his/her own truth. You must be willing to stand for the one True God and His Word--even unto death.
As I was listening to this message to the class of 2006, I understand how perception of these words could cast them in a negative light. I realize that there are too many who call themselves by the name of Christ, that use buzz words such as these to legitimize their hatred of certain groups of people.
In fact, the great difficulty or challenge of the gospel, is that we are to hold fast to Truth and Purity through Love. We must be patient and compassionate to those who do not believe. The message of Christ is not a game of gotchya. It's not about finding all of the folks out there who may be doing something sinful outwardly. We all have sinned and fall short of the Glory. The point of the gospel is that we can gain salvation because of His Truth. Because of our knowledge of that we must resist impurity and falsehoods, but we must do so for the sake of Love. We must do so for the sake of Glory.
I throw this out to see what comments may come from the few that read this blog... A conversation of True substance.
Saturday, May 27, 2006
Collabo Doo Wop
So after a few long years of teaching, I am planning on integrating all--or as much as possible--of the progressive line of thinking/teaching into my Civics classes. This title--heretofore CDW--will serve as my planning zone. The first thing that I have been thinking about are some rules/practices I found for a successful group learning activity. Rules such as make eye contact, don't use negative body language, disagree agreeably, communicate your ideas effectively and so forth.
And I admit that I have taken these skills for granted. I don't remember ever "learning" these in class. I think that I acquired these from my folks and the other folks around me. But for whatever reason--and the absence of effective parenting is probably the biggest--these skills are not present in many of our students. So I'm willing to go back to square one. I've always been skeptical of the notion that teaching kids to think/understand without some base of core knowledge can be successful--and certainly there is little time to work with both of these concepts. But I'm feeling more and more conviction that that's what I get *ahem* paid for, so as Matusow might say, "I'm all in."
An issue for a later debate is what to do with students like me. I'm really not a fan of group work. I always opt out of group projects in favor of solo work if allowed. I am able and enjoy learning on my own. So do we force those students to perform just as well in a group setting?
dt
And I admit that I have taken these skills for granted. I don't remember ever "learning" these in class. I think that I acquired these from my folks and the other folks around me. But for whatever reason--and the absence of effective parenting is probably the biggest--these skills are not present in many of our students. So I'm willing to go back to square one. I've always been skeptical of the notion that teaching kids to think/understand without some base of core knowledge can be successful--and certainly there is little time to work with both of these concepts. But I'm feeling more and more conviction that that's what I get *ahem* paid for, so as Matusow might say, "I'm all in."
An issue for a later debate is what to do with students like me. I'm really not a fan of group work. I always opt out of group projects in favor of solo work if allowed. I am able and enjoy learning on my own. So do we force those students to perform just as well in a group setting?
dt
Tuesday, May 16, 2006
Art.
It's about this time each year that the artform of being an educator comes into play. The skill and science of teaching is certainly helpful, and perhaps underrated, in many respects. We've been through the process during the semester, however, and now comes time for review. There are so many factions in the classroom that make figuring out the right balance difficult. So the remainder of this particular post will simply be brainstorming on getting my students towards mastery of the Civics/Econ. curriculum.
I feel fairly confident about the historical aspect of the course. The colonial period through the War for Independence was removed from US History and few years ago and now resides in Civics. We will still drill and role play some, but for the most part I think it's time to move on from here.
I've got some kind of idea in my head with the Amendments--especially the Bill of Rights and a few select others--but I can't seem to flesh it out. I had the students today collaboratively create rough sketches of the amendments with illustrations/pictures/etc. (ie 2nd amendment they get to put guns, 8th electric chairs, and so on...) I think that by placing these images along with them and then perhaps selecting the better ones for production and display in the classroom will serve most of the students well for trying to remember them. Even if they don't translate the knowledge into correct answers on the EOC, I think that at least they will retain the knowledge of their rights as citizens.
Let me point out how backwards our system of education is. Notice the last sentence in the previous paragraph. What are we doing?
Legislative powers (delegated/reserved/concurrent) I'm not too concerned about, but we'll see how the review goes tomorrow. Currently I'm thinking some kind of matching game with the three categories posted somewhere, and the students would be charged with placing the particular power in the correct category. I want to make some kind of baseball game out of it, but I haven't quite figured out the details of that yet. I'm good at big picture stuff, not great at translating into practice...
As for structure of Congress and How a Bill becomes a Law, I feel that a few more trial runs with our 'mock Congress' addressing issues such as dress code/lunchroom food/etc, that the process will be learned fairly well by the students.
Executive branch is a different monster. There are so many executive agencies--some independent, some regulatory, and then the Cabinet, and the bureacracy... It's tough to convey the breadth and depth of governmental power in this respect, so if anyone has any ideas feel free to post a reply. All 1/2 of you that happen to read this weblog.
The Law is fairly straightforward as well. The process they can grasp; the jurisdiction is a bit trickier.
Political parties and elections. Yeah, so since probably 75% of the American people in general don't seem to understand the Electoral College, that stacks the odds against me for convincing 15 year olds of how it works. I was thinking of a campaign commercial for the effects of media and a bit of political spectrum... We'll see how the time constraints play on that one.
Economics. Yuck. Who really cares about the producer price index? Supply and demand is easy to convey, but the differences in GDP and GNP--I love the blank stares when we try to get that one across. Much creativity will be needed to address the Econ section. Need to hit local govt some too.
Ok, enough incoherent rambling for now. Three weeks from tomorrow is the End of Course exam. So plenty of time for good, thorough review. I just want it to count and be meaningful rather than just effective for test taking. Does that make me weird? hahaha
dt
I feel fairly confident about the historical aspect of the course. The colonial period through the War for Independence was removed from US History and few years ago and now resides in Civics. We will still drill and role play some, but for the most part I think it's time to move on from here.
I've got some kind of idea in my head with the Amendments--especially the Bill of Rights and a few select others--but I can't seem to flesh it out. I had the students today collaboratively create rough sketches of the amendments with illustrations/pictures/etc. (ie 2nd amendment they get to put guns, 8th electric chairs, and so on...) I think that by placing these images along with them and then perhaps selecting the better ones for production and display in the classroom will serve most of the students well for trying to remember them. Even if they don't translate the knowledge into correct answers on the EOC, I think that at least they will retain the knowledge of their rights as citizens.
Let me point out how backwards our system of education is. Notice the last sentence in the previous paragraph. What are we doing?
Legislative powers (delegated/reserved/concurrent) I'm not too concerned about, but we'll see how the review goes tomorrow. Currently I'm thinking some kind of matching game with the three categories posted somewhere, and the students would be charged with placing the particular power in the correct category. I want to make some kind of baseball game out of it, but I haven't quite figured out the details of that yet. I'm good at big picture stuff, not great at translating into practice...
As for structure of Congress and How a Bill becomes a Law, I feel that a few more trial runs with our 'mock Congress' addressing issues such as dress code/lunchroom food/etc, that the process will be learned fairly well by the students.
Executive branch is a different monster. There are so many executive agencies--some independent, some regulatory, and then the Cabinet, and the bureacracy... It's tough to convey the breadth and depth of governmental power in this respect, so if anyone has any ideas feel free to post a reply. All 1/2 of you that happen to read this weblog.
The Law is fairly straightforward as well. The process they can grasp; the jurisdiction is a bit trickier.
Political parties and elections. Yeah, so since probably 75% of the American people in general don't seem to understand the Electoral College, that stacks the odds against me for convincing 15 year olds of how it works. I was thinking of a campaign commercial for the effects of media and a bit of political spectrum... We'll see how the time constraints play on that one.
Economics. Yuck. Who really cares about the producer price index? Supply and demand is easy to convey, but the differences in GDP and GNP--I love the blank stares when we try to get that one across. Much creativity will be needed to address the Econ section. Need to hit local govt some too.
Ok, enough incoherent rambling for now. Three weeks from tomorrow is the End of Course exam. So plenty of time for good, thorough review. I just want it to count and be meaningful rather than just effective for test taking. Does that make me weird? hahaha
dt
Wednesday, May 10, 2006
Sigh.
AP Exam has come and gone. Early reports are from fairly confident students. We'll see the damage in early July or so. Not much time to blog due to intense review. Now it's time to turn focus on preparing my Civics students for the EOC. Oh, testing how do we love thee?
On a different note, I've been reading like a madman as of late. Finished Gibbon, read CICERO by Anthony Everitt (highly recommended) and am now about halfway through the Metaphysical Club by Louis Menand--excellent so far but very heady.
T Minus 4 Weeks:) WOO HOO!
dt
On a different note, I've been reading like a madman as of late. Finished Gibbon, read CICERO by Anthony Everitt (highly recommended) and am now about halfway through the Metaphysical Club by Louis Menand--excellent so far but very heady.
T Minus 4 Weeks:) WOO HOO!
dt
Tuesday, April 25, 2006
Gibbon
Reading The Decline and Fall of the Roman Empire. Chew on this quotation:
The name of Poet was almost forgotten; that of orator was usurped by the Sophists. A cloud of critics, of compilers, of commentators darkened the face of learning, and the decline of genius was soon followed by the corruption of taste.
Sunday, April 23, 2006
Refreshed.
Physically, Mentally, Spiritually... This has been a great break and a great time for a break. Now I'm ready--I think--for the final 6 week push towards the end. Only a few weeks until the AP Exam in Psych, so these coming days will be full of stress and pressure, but I think we can pull it off. Then it will be full focus on getting the C/E kids ready for the vaunted EOC. But enough about that...
I finished reading Smart Schools by David Perkins over the break and it has given me a lot to chew on. I do look forward to trying to implement the new ideas in education next year, but maybe I can squeeze some of them in these last few weeks.
I'm now on to Gibbon's Decline and Fall of the Roman Empire. It's tough reading in parts, but the author packs so much insight into the history it's often hard to put down.
Time to go make some lesson plans and reflections for the TAH Grant.
dt
I finished reading Smart Schools by David Perkins over the break and it has given me a lot to chew on. I do look forward to trying to implement the new ideas in education next year, but maybe I can squeeze some of them in these last few weeks.
I'm now on to Gibbon's Decline and Fall of the Roman Empire. It's tough reading in parts, but the author packs so much insight into the history it's often hard to put down.
Time to go make some lesson plans and reflections for the TAH Grant.
dt
Saturday, April 15, 2006
Saturday.
Have you ever wondered what the Saturday was like? I mean we have Good Friday and Easter Sunday, but what was it like on that Saturday? Were there any who thought that just maybe... just maybe He isn't really gone? Were there hearts filled with utter despair, or were there some who thought about the words that He had used and began to wonder? Did any anticipate what was to come?
I can't imagine the grief. I can only try to imagine the despair. I wonder what the conversations were.
dt
I can't imagine the grief. I can only try to imagine the despair. I wonder what the conversations were.
dt
Wednesday, April 12, 2006
Long Hard Slog
It's been a trying couple of weeks. Acid Reflux, Big Family Decisions, and a mutual weariness on the part of both students and teacher. But Easter is just around the corner. Birthday party (go team orange), High Rock Lake, the Beach, and the Zoo, and some much needed R and R will surely bring about renewal.
After all, that's what this holiday is all about. Renewal. Perhaps a post for a later time. Now I must to the television to watch Clifford the Big Red Dog.
dt
After all, that's what this holiday is all about. Renewal. Perhaps a post for a later time. Now I must to the television to watch Clifford the Big Red Dog.
dt
Saturday, April 08, 2006
The Condition.
I've heard the phrase "human condition" so many times in the past. But it is really only in these past few days of physical/psychological stress that I've truly begun to get a grasp on the meaning. It is amazing the amount of pain we can feel as humans. Pain can be physical but often it seems as if the worst kind is psychological/spiritual/mental...
Millions of people are suffering all over the world. Many are within mere miles of me. Yet I am only consumed with emotions of sympathy and empathy and grief when suffering directly touches my own existence.
To be a Christian must mean more than that. It must mean that I should seek to empathize with those who are suffering all over, whether that is a newly made widow in Iraq or some random person down the street. We strive for happiness in this great land. Happiness is for sale all around us. But Life is not happiness--at least not always, and for many it is rarely.
Happiness is too shallow. Joy is what has roots. The understanding that despite the sorrow that I may feel from time to time, that Joy comes in the Morning. That Truth gives strength to not only bear my own burdens, but to bear the burdens of all others. All others!
dt
Millions of people are suffering all over the world. Many are within mere miles of me. Yet I am only consumed with emotions of sympathy and empathy and grief when suffering directly touches my own existence.
To be a Christian must mean more than that. It must mean that I should seek to empathize with those who are suffering all over, whether that is a newly made widow in Iraq or some random person down the street. We strive for happiness in this great land. Happiness is for sale all around us. But Life is not happiness--at least not always, and for many it is rarely.
Happiness is too shallow. Joy is what has roots. The understanding that despite the sorrow that I may feel from time to time, that Joy comes in the Morning. That Truth gives strength to not only bear my own burdens, but to bear the burdens of all others. All others!
dt
Sunday, April 02, 2006
Confrontation.
One thing that we learn in Psychology is that as humans we desire homeostasis. That balanced state is achieved in large part physiologically--the body is wondrous. We do have battles in our minds as well, however. We like to be in that "comfort zone" psychologically and spiritually as well. But once in a while--for some more often than not--we are faced with THE motivator that disrupts that sense of stability.
I speak of mortality.
Once in a while we come face to face with the prospect--no the certainty--that life is not in our hands. People deal with this reality in many different ways. Some turn to religion for a short time only to resume fulfillment of personal desires once the crisis has passed and things seem back to "normal." Others maintain their commitment. I, unfortunately, fall in the former category... Still others I'm afraid disregard death as anything to be concerned about and continue to live out the desires of the flesh.
When I think about Death, the biggest worry that I have--worry is probably not a strong enough term--is the fate of my family. I have a beautiful wife and a son that brings us joy that cannot be described. I tremble at the thought of leaving them alone; at the thought that I will not be here to provide for and Love them with all that I am.
But who am I? Who am I to believe or think for one second that I deserve another day of life on this Earth? I am but a sinner. I am but a man. Sometimes I make pretensions of moral striving, but in reality my own desires and thoughts rule the day. I am weak. I have little self control. And I look and think about the lives of so many others across this world and throughout history, and see that life is not guaranteed for even one more minute.
Therefore, Lord, let me learn from You. Let me serve You. Let me glorify You. Let me trust in your Glory and Love and Promise. May I rest in the fact that regardless of any outcome that I am safe within your hands and beyond that the ones I love are also found in your Embrace. Let me not forget these desires for You, when my confrontation with the thought of my own mortality has passed. Let me persevere.
dt
I speak of mortality.
Once in a while we come face to face with the prospect--no the certainty--that life is not in our hands. People deal with this reality in many different ways. Some turn to religion for a short time only to resume fulfillment of personal desires once the crisis has passed and things seem back to "normal." Others maintain their commitment. I, unfortunately, fall in the former category... Still others I'm afraid disregard death as anything to be concerned about and continue to live out the desires of the flesh.
When I think about Death, the biggest worry that I have--worry is probably not a strong enough term--is the fate of my family. I have a beautiful wife and a son that brings us joy that cannot be described. I tremble at the thought of leaving them alone; at the thought that I will not be here to provide for and Love them with all that I am.
But who am I? Who am I to believe or think for one second that I deserve another day of life on this Earth? I am but a sinner. I am but a man. Sometimes I make pretensions of moral striving, but in reality my own desires and thoughts rule the day. I am weak. I have little self control. And I look and think about the lives of so many others across this world and throughout history, and see that life is not guaranteed for even one more minute.
Therefore, Lord, let me learn from You. Let me serve You. Let me glorify You. Let me trust in your Glory and Love and Promise. May I rest in the fact that regardless of any outcome that I am safe within your hands and beyond that the ones I love are also found in your Embrace. Let me not forget these desires for You, when my confrontation with the thought of my own mortality has passed. Let me persevere.
dt
Wednesday, March 29, 2006
Feedback.
Using myspace to manage and further discussion outside of class has been very interesting. It took a few days before it took off--partly because I came with the thunder on the first topic post--but now discussion is quite beneficial. The students are able and willing to tell me how they learn best and what motivations and incentives respond to. (at, by, with from for)
I'm starting to dig this technological revolution thing.
I'm starting to dig this technological revolution thing.
Monday, March 27, 2006
Free Exchange of Ideas
Ok, so this article doesn't stand up too well. There are specific issues to be dealt with, but overall his argument is built on faulty premises.
Staying on the conservative side of the spectrum, I would now offer this article as, perhaps, a better summation of the thoughts of those on the right regarding illegal immigration. I find the rebuttals of the arguments that "they do jobs Americans won't do," and "we can't possibly enforce such a law," to be especially valid.
I'll look forward to dissent.
dt
Thursday, March 23, 2006
9 weeks to go.
Time to reflect a little bit. This semester has flown by it seems--although, it actually has gone by at the same speed as always. Ok, enough about perception and reality.
I'm the king of the rabbit trail. See? Teaching two AP classes has been challenging. The numbers for the class grew in size a bit and we were in a bind the first 3.5 weeks. We only had about 30 books for 50 students. The plan was the ol' A and B schedule, although 3rd period kept them a few extra times I think. Instruction was fair during that period. I'm not as solid on the anatomy of the Brain or the scientific aspect of the subject in general. I'm a liberal arts guy. The discussions within Learning and Intelligence and Motivation are fascinating to me. We still have motivation/emotion, personality, stress and health, treatment, and Social Psychology remaining, but I'm on schedule to finsh the content by May 1. That will leave about 7 school days for review before the exam, which is the afternoon of May 10. Review will be critical.
The students are exceptional. 3rd period has more characters and 4th period is laid back, but both sections have worked as hard as any students I've ever taught--as a whole I mean. I think they can reach the stated goal of 70% passing. I'm not sure that many of them are doing the reading anymore. They're trying to get by only listening to the lecture, but the test scores haven't been that great. A good per centage of that is that the tests need revising, but I think much is due to the lack of/ineffective studying. I also think that I need to tweak my grading system.
Teaching Civics to 1st period has been interesting as well. I would think that we are several days ahead of last semester's pace. Much less time spent on the Revolution. The Boston Massacre lesson plan that we devised last year during the Teaching American History Grant was pretty effective. It's kind of tricky to switch from teaching History to teaching Civics and then to Economics. 4th amendment always generates good discussion. Bill of Rights, in general, was a successful unit. The Month of May will be critical for Civics. I think Congress is going pretty well currently, and I'm not too concerned about the Executive or Judicial branches. I need to brush up on law. I think Shields is right to focus on State and Local government as well--and more time on Economics.
The air is on in the building, Easter break is around the corner, and June 7th will be here before we know it--May 10th before that! Finish the race then rest for a few weeks. Refine and revise and then start all over again. What a profession!
dt
I'm the king of the rabbit trail. See? Teaching two AP classes has been challenging. The numbers for the class grew in size a bit and we were in a bind the first 3.5 weeks. We only had about 30 books for 50 students. The plan was the ol' A and B schedule, although 3rd period kept them a few extra times I think. Instruction was fair during that period. I'm not as solid on the anatomy of the Brain or the scientific aspect of the subject in general. I'm a liberal arts guy. The discussions within Learning and Intelligence and Motivation are fascinating to me. We still have motivation/emotion, personality, stress and health, treatment, and Social Psychology remaining, but I'm on schedule to finsh the content by May 1. That will leave about 7 school days for review before the exam, which is the afternoon of May 10. Review will be critical.
The students are exceptional. 3rd period has more characters and 4th period is laid back, but both sections have worked as hard as any students I've ever taught--as a whole I mean. I think they can reach the stated goal of 70% passing. I'm not sure that many of them are doing the reading anymore. They're trying to get by only listening to the lecture, but the test scores haven't been that great. A good per centage of that is that the tests need revising, but I think much is due to the lack of/ineffective studying. I also think that I need to tweak my grading system.
Teaching Civics to 1st period has been interesting as well. I would think that we are several days ahead of last semester's pace. Much less time spent on the Revolution. The Boston Massacre lesson plan that we devised last year during the Teaching American History Grant was pretty effective. It's kind of tricky to switch from teaching History to teaching Civics and then to Economics. 4th amendment always generates good discussion. Bill of Rights, in general, was a successful unit. The Month of May will be critical for Civics. I think Congress is going pretty well currently, and I'm not too concerned about the Executive or Judicial branches. I need to brush up on law. I think Shields is right to focus on State and Local government as well--and more time on Economics.
The air is on in the building, Easter break is around the corner, and June 7th will be here before we know it--May 10th before that! Finish the race then rest for a few weeks. Refine and revise and then start all over again. What a profession!
dt
Monday, March 20, 2006
Speed of light.
Maybe it's faster than that. Things are moving that quickly these days. Products/values/ideas... all moving so quickly via the WWW. The times have been tumultuous in many regards, but there are many out there who are progressive. I don't mean to intend the political/social value that "progressive" bears. There's no stopping us as we tumble forward, so progression--or adaptatation--is key. In fact that's what satisfies the definition of intelligence.
Anyway, enough waxing philosophic... here read this about a few progressive guys.
dt
Anyway, enough waxing philosophic... here read this about a few progressive guys.
dt
Sunday, March 19, 2006
Midterm.
Note to self: midterm interviews.
it's unbelievable that it's March 18th, 2006. Much to write, but no motivation to do it this late. March madness is upon me. Spring fever, too.
it's unbelievable that it's March 18th, 2006. Much to write, but no motivation to do it this late. March madness is upon me. Spring fever, too.
Tuesday, March 07, 2006
Abridging the freedom of speech?
I disagree with pretty much everything that this guy has stated--or at least with the context that he uses to frame his statements. But don't we want our kids to learn how to think critically? Isn't this the point of education?
When does the age of non-impressionability begin? Am I still impressionable? Is that a legitimate argument to stifle the opinions of an educator? of anyone? Is it okay for students to be exposed to Howard Zinn? Is it only okay if they are also exposed to Paul Johnson? I mean, I understand the desire for objectivity, but that's a myth. Even if its implicit, teachers are human beings and have biases. Why not admit those biases up front, and challenge students to develop their own, based on as much knowledge as possible? I guess this is the unpopular position to take on this story. Most I have talked to today say that the teacher being put on administrative leave was appropriate. I say, long live debate and the free exchange of ideas. If this guy wants to put his liberal mantra out there to be absorbed, then let someone counter with her conservative response. Are we afraid of truth? Is that why we have decided that there is none? It's just all spin, now. If I get 5 minutes to espouse my views, then you must get the same 5 minutes. Regardless of how ridiculous my argument--or yours--may be, it's only fair to get equal time. Our political debates are canned. Our media is canned--and sensational--and ratings driven. Our education is canned and a farce at best.
Disgruntled, (could you tell?)
dt
"Now I'm not saying that Bush and Hitler are exactly the same. Obviously
they're not. But there's some eerie similarities to the tones that they use.
Very, very ethnocentric. We're right. You're all wrong. I just keep waiting. I
mean, at some point in time I think America and Mexico might go to war again,
you know? Any time Mexico plays the USA in a soccer match, what can be heard
chanting all game long? (student answer — unintelligible) Pretty close. Pretty
close. Now, do all Mexicans dislike the United States? No. Do all Americans
dislike Mexico? No. But there's a lot of resentment, not just in Mexico, but all
across the whole world, towards America right now." (Check out the entire
story--or at least one of them--here.)
When does the age of non-impressionability begin? Am I still impressionable? Is that a legitimate argument to stifle the opinions of an educator? of anyone? Is it okay for students to be exposed to Howard Zinn? Is it only okay if they are also exposed to Paul Johnson? I mean, I understand the desire for objectivity, but that's a myth. Even if its implicit, teachers are human beings and have biases. Why not admit those biases up front, and challenge students to develop their own, based on as much knowledge as possible? I guess this is the unpopular position to take on this story. Most I have talked to today say that the teacher being put on administrative leave was appropriate. I say, long live debate and the free exchange of ideas. If this guy wants to put his liberal mantra out there to be absorbed, then let someone counter with her conservative response. Are we afraid of truth? Is that why we have decided that there is none? It's just all spin, now. If I get 5 minutes to espouse my views, then you must get the same 5 minutes. Regardless of how ridiculous my argument--or yours--may be, it's only fair to get equal time. Our political debates are canned. Our media is canned--and sensational--and ratings driven. Our education is canned and a farce at best.
Disgruntled, (could you tell?)
dt
Monday, March 06, 2006
Apples and Oranges.
A weekend or so ago, someone told me that my former school--private, Christian--is starting teachers at $28,000. And that 28K is pretty much all take home--what I mean is that health care is not taken out of the monthly pay check.
Now, I am currently credited with being a 3rd year teacher. I did get credit for teaching two years at the private school, but I have made no progress towards tenure--which requires 4 years. I cannot make any progress towards tenure until I have a "cleared" license. I am seeking lateral entry licensure. That means that I am having to take somewhere in the neighborhood of additional hours of college classes in order to be/stay a teacher. The average class costs about $450. The county does reimburse up to $300 per class, so that is a pretty good deal. The point is that I am going to spend probably $1500 net on tuition, another $800-1000 on those "required" textbooks. I spent $190 this past weekend forthe opportunity to take the Praxis II. I will have to cough up some cash in order to pay for my license when I do get the "cleared" status.
As I mentioned, I'm a 3rd year teacher so that correlates to about 27,900 on the salary schedule for NC. The problem is that health care/other benefits are deducted out of that sum. Because of skyrocketing health care costs--and the fact that I cover my entire family--close to $500 per month is deducted. Then Uncle Sam gets his cut and then all the old people get their cut. All that said, now I'm bringing home less than $1500 per month + I have all of the expenses mentioned above just to keep my job.
I'm not complaining per se. I get off before 5pm almost every day, I never have to work weekends, and I get about 2.5 months of vacation each year.
But when trying to understand why more people aren't energized to get into the public teaching field, it's easy to see.
Now, I am currently credited with being a 3rd year teacher. I did get credit for teaching two years at the private school, but I have made no progress towards tenure--which requires 4 years. I cannot make any progress towards tenure until I have a "cleared" license. I am seeking lateral entry licensure. That means that I am having to take somewhere in the neighborhood of additional hours of college classes in order to be/stay a teacher. The average class costs about $450. The county does reimburse up to $300 per class, so that is a pretty good deal. The point is that I am going to spend probably $1500 net on tuition, another $800-1000 on those "required" textbooks. I spent $190 this past weekend forthe opportunity to take the Praxis II. I will have to cough up some cash in order to pay for my license when I do get the "cleared" status.
As I mentioned, I'm a 3rd year teacher so that correlates to about 27,900 on the salary schedule for NC. The problem is that health care/other benefits are deducted out of that sum. Because of skyrocketing health care costs--and the fact that I cover my entire family--close to $500 per month is deducted. Then Uncle Sam gets his cut and then all the old people get their cut. All that said, now I'm bringing home less than $1500 per month + I have all of the expenses mentioned above just to keep my job.
I'm not complaining per se. I get off before 5pm almost every day, I never have to work weekends, and I get about 2.5 months of vacation each year.
But when trying to understand why more people aren't energized to get into the public teaching field, it's easy to see.
Saturday, March 04, 2006
Thursday, March 02, 2006
Charades.
I need to prepare for the Praxis II--Social Studies coming up on Saturday. One of those things that goes into being "highly qualified". I went to a workshop the other day with one of the few professors of education that seems to have some clue about how things should work. In the Praxis workshop, however, he basically taught us how to BS our way through the exam. Granted, the multiple choice portion is designed to guage content knowledge, but the pedagogy section is set up such that if one knows the language that ETS desires can be easily handled.
A better example is National Board Certification. I've been watching a few of our teachers who are aiming to gain their NBC. It's just that they are performing for the camera. The portfolios and video taped classes are all made up. The teachers don't really teach that way. But if they can fool enough people on video and paper then they will receive recognition--amd more importantly a 12% pay increase.
It just seems like these patterns continue to emerge the longer I witness the bohemoth public system. We use smoke and mirrors in the testing process, we pretend to be good teachers for the camera, we learn the right language to use to impress and maybe even to move up to--dare I say? dare, dare--ADMINISTRATION.
I'd love to have a significant pay increase. But I don't think I would want too many more of my tax dollars to go to fund the status quo. More money has been issued over the past decade with what results? I don't remember the situation being so dire when the class of '96 came through. But now with the class of '06 on the verge, we are facing tangible economic concerns abroad and at home.
A better example is National Board Certification. I've been watching a few of our teachers who are aiming to gain their NBC. It's just that they are performing for the camera. The portfolios and video taped classes are all made up. The teachers don't really teach that way. But if they can fool enough people on video and paper then they will receive recognition--amd more importantly a 12% pay increase.
It just seems like these patterns continue to emerge the longer I witness the bohemoth public system. We use smoke and mirrors in the testing process, we pretend to be good teachers for the camera, we learn the right language to use to impress and maybe even to move up to--dare I say? dare, dare--ADMINISTRATION.
I'd love to have a significant pay increase. But I don't think I would want too many more of my tax dollars to go to fund the status quo. More money has been issued over the past decade with what results? I don't remember the situation being so dire when the class of '96 came through. But now with the class of '06 on the verge, we are facing tangible economic concerns abroad and at home.
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