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janethaire
Wednesday, September 7, 2011
An E-mail I received and my response
Tuesday, September 6, 2011
Confessions of a Self-Made Woman
If you are old enough to remember the Phil Donahue show, you may remember the show devoted to folks who graduated from high school in 1965 and college in 1969. According to Phil, that particular group is the last group of kids raised with traditional American values and social structure and the first to encounter a changed world of civil rights for African-Americans, feminism, and anti-war protests.
I'm part of that group. I didn't finish college in 1969 because my mother just couldn't see spending the money for college when, after all, I was going to spend the rest of my life changing diapers. I got my first job at 19 and I've worked ever since. I'm now approaching my dotage and I've come a long way, baby. I have a master's degree and I'm a board level employee in a large urban school district.
Here's how I did it. I worked -- hard!! I worked full time, raised two children by myself after my divorce when my youngest was four, read voraciously, went back to school when my children were teenagers. I took a teaching job at an inner city school and worked -- hard!! while going through a master's program.
Oh, did I forget to mention? I took full advantage of the free public education provided me by the tax payers of Tennessee as a child. If I hadn't, I wouldn't have been able to read voraciously and keep up my academic skills until going back to school was possible. Oh, and my children were able to go to public schools on the tax payer's dime. And then there were my parents who frequently baby sat, picked up my children at school, paid taxes to keep the society afloat, and helped out in other ways as necessary.
I had no problem finding or keeping jobs thanks to government policies that enabled business to prosper. And then, I probably should mention unions. I never belonged to one but I was able to work only 40 hours a week because of the action of union members that I never met. My wages, even though I was not a union member, were higher than poverty level because of the pressure that union members elsewhere kept on employers to keep wages high.
I was saved from devastating childhood diseases because back in those bad old days, the government funded research and supported developing vaccines. Remember the lines at the school to take the polio vaccine? Did you pay for them? My children were spared, partially because I paid for their vaccinations but also because the children who they went to school with had been vaccinated. Those government regulations at work. Without them, my children might have had to endure seeing their classmates laid low by disease.
I was able to go back to school thanks to low interest student loans. It wasn't as good an arrangement as the old National Defense Loans of the '60's but some financing was available to me. Again, those pesky government regulations to the rescue. I drove on roads and bridges built at taxpayer expense. I had police and fire protection available to me on the taxpayers' dime. My tuition and student fees were not as high as they should have been because every institution of higher learning I attended received federal funds.
I'm sure I'm omitting many benefits that I've received from the government -- things I don't remember or things I'm unaware of. But I'm not going to fall into the ingratitude of claiming that I pulled myself up by my boot straps through the force of my will. My will was certainly present but I don't want to forget that I wasn't able to do it entirely alone.
I'm part of that group. I didn't finish college in 1969 because my mother just couldn't see spending the money for college when, after all, I was going to spend the rest of my life changing diapers. I got my first job at 19 and I've worked ever since. I'm now approaching my dotage and I've come a long way, baby. I have a master's degree and I'm a board level employee in a large urban school district.
Here's how I did it. I worked -- hard!! I worked full time, raised two children by myself after my divorce when my youngest was four, read voraciously, went back to school when my children were teenagers. I took a teaching job at an inner city school and worked -- hard!! while going through a master's program.
Oh, did I forget to mention? I took full advantage of the free public education provided me by the tax payers of Tennessee as a child. If I hadn't, I wouldn't have been able to read voraciously and keep up my academic skills until going back to school was possible. Oh, and my children were able to go to public schools on the tax payer's dime. And then there were my parents who frequently baby sat, picked up my children at school, paid taxes to keep the society afloat, and helped out in other ways as necessary.
I had no problem finding or keeping jobs thanks to government policies that enabled business to prosper. And then, I probably should mention unions. I never belonged to one but I was able to work only 40 hours a week because of the action of union members that I never met. My wages, even though I was not a union member, were higher than poverty level because of the pressure that union members elsewhere kept on employers to keep wages high.
I was saved from devastating childhood diseases because back in those bad old days, the government funded research and supported developing vaccines. Remember the lines at the school to take the polio vaccine? Did you pay for them? My children were spared, partially because I paid for their vaccinations but also because the children who they went to school with had been vaccinated. Those government regulations at work. Without them, my children might have had to endure seeing their classmates laid low by disease.
I was able to go back to school thanks to low interest student loans. It wasn't as good an arrangement as the old National Defense Loans of the '60's but some financing was available to me. Again, those pesky government regulations to the rescue. I drove on roads and bridges built at taxpayer expense. I had police and fire protection available to me on the taxpayers' dime. My tuition and student fees were not as high as they should have been because every institution of higher learning I attended received federal funds.
I'm sure I'm omitting many benefits that I've received from the government -- things I don't remember or things I'm unaware of. But I'm not going to fall into the ingratitude of claiming that I pulled myself up by my boot straps through the force of my will. My will was certainly present but I don't want to forget that I wasn't able to do it entirely alone.
Life in a Small Town
I have an aunt who lives in a tiny town in central Illinois. This town consists mostly of a Presbyterian church, a Catholic church, a tavern, a school, and my aunt's house. I happened to be visiting one Sunday morning when I noticed that I was about to run out of cigarettes. I asked her where I could go to replenish my supply, figuring that I would have quite a drive to another town that was large enough to have a Seven/Eleven store.
When I asked her for directions, she said, "Why would you want to go that far? The tavern will be open any minute." I patiently pointed out to her that it was Sunday morning and the tavern wouldn't be open. She looked at me with a rather surprised face, consulted her watch, and said, "Oh yes it will. The Catholics will be out of church any minute."
When I asked her for directions, she said, "Why would you want to go that far? The tavern will be open any minute." I patiently pointed out to her that it was Sunday morning and the tavern wouldn't be open. She looked at me with a rather surprised face, consulted her watch, and said, "Oh yes it will. The Catholics will be out of church any minute."
Tuesday, July 26, 2011
Pay for Performance
A friend has asked for a comment on an article about merit pay for teachers. Here's the link for the article in question: http://www.tampabay.com/blogs/gradebook/content/study-teacher-merit-pay-didnt-work-nyc
Part I
"A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved, according to a RAND Corporation study issued today."
The underlying assumption is that student test scores will be improved if teachers just work hard enough. They will work hard enough if there is a monetary incentive. The idea that teachers aren't working hard enough is patently false. Of course there are some bad teachers; the percentage will be roughly the same as the percentage of bad doctors, lawyers, and Walmart sales associates. We don't work 7.5 hours a day. Most of us work 10 or more hours a day during the school year. And a day is very intense. I used to arrive at school around 6:30 to get my room ready for the day. Once the kids were in the building, we were non-stop until they left. We were in the classroom teaching all day. Between classes we were required to be in the hallways keeping kids from congregating. In theory we were supposed to have a planning period every day but that was iffy. If an assembly, pep rally, test, or game was scheduled during our planning period we were required to chaperone. Team meetings and professional development were scheduled during those periods. If a teacher was absent and the substitute didn't show up, we were required to monitor the absent teacher's class during our planning period. Lunch was supposedly 30 minutes but by the time we cleared the halls and got back to our monitoring position after lunch, we really only had 20 minutes. Did you notice that breaks weren't mentioned. We couldn't leave our classrooms while students were there to go to the restroom without risking our jobs and we couldn't go between classes because we were required to monitor the hall outside our doors. We had to turn in detailed lesson plans and grade every exercise we asked students to do. My student load ranged between 135 - 175 students and I always taught the writing assessment so few short answer tests for me. I did leave the building at 2:30 most days because I was so exhausted I had to take a nap. When I got up, it was lesson plans, grading, paperwork required by the district, photocopying hand-outs sometimes until 11:00 or 12:00 pm. It is hard for me to imagine how anyone could think that I should work harder.
The other part of the assumption contained in the above paragraph is that teachers will be motivated to work harder for money. I suppose this will come as a big shock to some but money is not really the reason that most of us chose to become teachers. Does anyone really believe that we all got degrees and teaching certificates before we found out what the teaching profession pays? Most of us went into teaching because we love kids, or our subject, or we wanted to make a positive contribution to the world. If we were money-grubbing scumbags, we'd all be hedge fund managers. So money's not really a big motivator for us.
These myths come straight from the business community. Because so many of them are motivated by money, they think everyone is. Because they don't spend their days in a dead run, they don't think anyone else does either. Because they have never taught a class they have no idea how complicated and time consuming it is to do it well. Because they don't care about other people's children or the community, they can't imagine people who do.
Part I
"A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved, according to a RAND Corporation study issued today."
The underlying assumption is that student test scores will be improved if teachers just work hard enough. They will work hard enough if there is a monetary incentive. The idea that teachers aren't working hard enough is patently false. Of course there are some bad teachers; the percentage will be roughly the same as the percentage of bad doctors, lawyers, and Walmart sales associates. We don't work 7.5 hours a day. Most of us work 10 or more hours a day during the school year. And a day is very intense. I used to arrive at school around 6:30 to get my room ready for the day. Once the kids were in the building, we were non-stop until they left. We were in the classroom teaching all day. Between classes we were required to be in the hallways keeping kids from congregating. In theory we were supposed to have a planning period every day but that was iffy. If an assembly, pep rally, test, or game was scheduled during our planning period we were required to chaperone. Team meetings and professional development were scheduled during those periods. If a teacher was absent and the substitute didn't show up, we were required to monitor the absent teacher's class during our planning period. Lunch was supposedly 30 minutes but by the time we cleared the halls and got back to our monitoring position after lunch, we really only had 20 minutes. Did you notice that breaks weren't mentioned. We couldn't leave our classrooms while students were there to go to the restroom without risking our jobs and we couldn't go between classes because we were required to monitor the hall outside our doors. We had to turn in detailed lesson plans and grade every exercise we asked students to do. My student load ranged between 135 - 175 students and I always taught the writing assessment so few short answer tests for me. I did leave the building at 2:30 most days because I was so exhausted I had to take a nap. When I got up, it was lesson plans, grading, paperwork required by the district, photocopying hand-outs sometimes until 11:00 or 12:00 pm. It is hard for me to imagine how anyone could think that I should work harder.
The other part of the assumption contained in the above paragraph is that teachers will be motivated to work harder for money. I suppose this will come as a big shock to some but money is not really the reason that most of us chose to become teachers. Does anyone really believe that we all got degrees and teaching certificates before we found out what the teaching profession pays? Most of us went into teaching because we love kids, or our subject, or we wanted to make a positive contribution to the world. If we were money-grubbing scumbags, we'd all be hedge fund managers. So money's not really a big motivator for us.
These myths come straight from the business community. Because so many of them are motivated by money, they think everyone is. Because they don't spend their days in a dead run, they don't think anyone else does either. Because they have never taught a class they have no idea how complicated and time consuming it is to do it well. Because they don't care about other people's children or the community, they can't imagine people who do.
Sunday, July 24, 2011
Hot Biscuits
My mother was a member of a minority group not often encountered in the South. She was a Norwegian-American. Born in the United States of Norwegian immigrant parents, she spent her early childhood in a totally Norwegian community in Illinois called Freedom. Because there were no English speakers in the community, he spoke only Norwegian until she was seven and started school. Her language problems continued, however, because at school they only spoke that perverted form of English that we here in the South refer to as the “Yankee accent.”
When mother married dad, she had barely been south of Chicago much less the Mason-Dixon line. She expected a little culture shock. She realized that making the adjustment from being a single woman to a married woman would present a challenge. The most insidious problem that she faced, though, was the language barrier. She often felt that she had immigrated to a foreign country for all she understood about the conversations swirling around her.
One of the bright spots in this cacophony of adjustments and demands was one of my father’s aunts, name Mabel. Aunt Mable was a country lady. She understood both city and country life and delighted in all the “feminine arts” from gardening to baking to interior decorating and she was kind and good to “the Yankee” (my mother). Mother took to her instantly and a real friendship developed.
Aunt Mabel seemed perfectly rational and sensible except for her constant bragging about her “hot biscuits.” According to Aunt Mabel her hot biscuits were the most beautiful around and he couldn’t wait until they came in so mother could see them. Since her immigration south mother had made the acquaintance of several varieties of biscuits but had never encountered a beautiful one and how a biscuit could “come in” was a total mystery. She imagined that, perhaps, there was some exotic form of yeast or baking powder involved, which necessitated a protracted period of rising or curing or something. In any case Aunt Mable was such a delightful person, her fetish with biscuits seemed a minor eccentricity.
One day, in the middle of the summer, mother got a call from Aunt Mabel. The hot biscuits were coming in. Mother got there as quickly as possible. Imagine her surprise when Mabel led her through the house to the yard and proudly pointed to what my mother had always known as hibiscus. They were truly beautiful and they were worth the wait, but it took mother about 20 years before she felt confident about her ability to understand the spoken Southern word.
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