A Few Thoughts on Gun Appreciation Day

01/20/2013
Winding Road Ahead

Winding Road Ahead (Photo credit: nathangibbs)

I’m writing about guns more than education these days. I wish I could feel I don’t have to.

The Second Amendment grants American citizens the right to bear arms. There might be some discussion about whether it’s a requirement that they be in a “well-regulated militia,” but I’ll concede for now that it isn’t.

The position many gun advocates and the National Rifle Association have taken is that there is no limit on the right of American citizens to bear arms.

But there are limits, and ones the NRA, probably supports.

Taken at its word the 2nd Amendment grants the right to own any kind of arms, even nuclear arms. Despite that, we have agreed as a society, with no dissent that I’m aware of, that private citizens should not own nuclear arms and have made it illegal to do so.

Unless I am mistaken (it has been known to happen frequently, according to my wife), it is also illegal for American citizens to own fully automatic weapons.

We have also decided that mentally ill people and convicted felons should not own arms. Our efforts to prevent those people from getting arms might not be particularly effective for any number of reasons, but that doesn’t change the intent.

Since there is some limit on the 2nd Amendment it is reasonable to ask if there might a need for other limits. The discussion we should be having as a nation is whether there are other limits we want to impose. There may not be, but not because the Second Amendment precludes it.

There may be very good reasons why additional gun restrictions are not a good idea, or there might be reasons for enacting some limits. I don’t know for sure. What I know is that a lot of children are getting killed by bullets fired from guns. I’m not talking about the mass murder in Connecticut or any other mass shooting. I am talking about the large number of children killed by bullets fired from guns every month all across the nation.

Universal mental health and criminal record checks before anyone can buy a gun should be a given. Any legitimate, sane, non-criminal gun purchaser should have nothing to fear from this, they will get their guns, eventually.

Guns should be secured when left at home, and that security should be robust. In a neighboring town two guns were stolen when the safe containing them was taken during a break-in. That safe either was not heavy enough or should have been bolted to the floor or some other strong anchor. Failure to secure weapons left at home should be a crime. That idea has nothing at all to do with the Second Amendment but might keep guns out of the hands of some criminals.

Some gun-owning friends say that laws allowing people to carry guns, concealed or openly, reduce crime. It is something that is very hard to prove, not because it may not be true but because it is very difficult to prove a negative effect.

Carry laws, whether concealed or open, might protect the individual carrying but will not prevent those scores of murdered children. I don’t know what will prevent those murders, but my instinct tells me that making it more difficult for everyone to get a gun might have some effect.

In all honesty, I am skeptical about the general safety of carry laws. Today, on Gun Appreciation Day, five people were shot accidentally at Gun Appreciation events, two of them at a safety checkpoint at a Gun Appreciation event.

That sort of thing does not inspire confidence that gun owners can be trusted to carry their guns safely.


The Benefits of Banning Books

10/03/2012
...Sad Bear...

…Sad Bear… (Photo credit: ĐāżŦ {mostly absent})

Most librarians make a big deal out of Banned Books Week. They’re against banning books. They call it censorship.

I’m in favor of banning books. I call it marketing.

You’d be surprised at some of the books that get banned in some school districts, though perhaps not by the Texas State Board of Education banning Brown Bear, Brown Bear, What Do You See because they confused that book’s author, Bill Martin, Jr. with the author Bill Martin who wrote a book promoting ethical Marxism. I’m not for or against ethical Marxism, more than partially because I have no idea what it is, but I’m highly impressed by the educational leadership in Texas.

The Christian Science Monitor put together a nice list of 20 banned books that might surprise you.

I am in favor of banning books because a book being banned is just the thing to get a kid to read it. Okay, maybe not the dictionary. Not much of a story there (yes, some districts in California banned the Merriam-Webster Dictionary because it includes definitions of some sexual terms).

All a student needs to hear is that some parent or other authority somewhere doesn’t want them to read something because it might harm them in some way and there’s a rush to check it out of the library.

So thank you school boards, state departments of education, and other authorities that take the time and effort to promote literature in this highly creative way. You’ve done a great job!

Can I suggest some other titles you might want to take a look at?

Oh, you don’t have to read the books, just scan for the naughty bits and do your thing.

My circulation numbers need a boost.


There Are Many Ways to say You Matter

09/30/2012

In my last post I told the story of how Angela Maiers told me that I matter. Angela’s “You Matter” campaign is catching on and people are encouraging each other to tell people that they matter.

My mother and father taught me that while words can have tremendous power and volume, actions speak louder than words. It is one thing to tell people they matter and a wholly different thing to show people they matter.

Today I had the privilege to help serve food to some people who needed it and realized they are many, many ways to show others that they matter.

Photo by Jersey JJ via Flikr

Every Sunday one of the local churches serves dinner to anyone who needs it. Tonight we served about three dozen people spiral ham, collard greens, sweet potato and mixed vegetables. We served juice, coffee, tea, hot chocolate and soda. The excellent local French bakery donates desert every week and this time it was delicious chocolate cupcakes with butter-cream swirl icing and Halloween themed sugar cookies. We had plenty of food and everyone got as much as they wanted.

Lots of churches, synagogues, mosques and community groups also serve meals to those in need, and all of it tells people that they matter. Excellent, but this group goes a little further.

This church enlists volunteers from other churches and other religions to participate in providing table service, cut flowers on every clothed table, all signs that our customers, and that’s what we call them, matter.

All that is very nice, but what really makes this a good experience, a mattering experience for volunteer and customer, is conversation. We talk to each other, we listen to each other. We try to get to know the people we work with and the people we serve.

They are not mouths, they are people. Complex people. People who are, and want to be acknowledged, as being more than needy. They are, and want to be acknowledged, as being part of our community. And that is what we try very hard to do.

And it feels good.

All that is great.

But tonight I had an insight. I had a realization. Not earth shattering, not transformative, but an insight nonetheless.

What I realized is that by telling and showing people that they matter, I come to matter to them.

That is why doing good feels so good; because showing someone else that they matter reaffirms that I matter. The more I can show people they matter the more I matter and the more I matter the more I can show people they matter.

Apparently that ham wasn’t the only thing spiraling tonight.


Education Ideas, cheap!

07/24/2012
English: Looking northeast across Lex and 91st...

English: Looking northeast across Lex and 91st at 92nd Street Y. (Photo credit: Wikipedia)

Sometimes you get more than you pay for.

That is certainly the case with the #140edu conference next week at the 92nd Street Y in Manhattan where, if you are a teacher or student, $1.40 buys you two days of ideas, inspiration, conversation and connection with some of the more thoughtful, challenging, and engaging educators who have used social media in their classrooms or individual learning.

I should warn you, these are long days. Both of them, July 31 and August 1, start at 8:30AM and run until 5:45PM, with only 45 minutes for lunch, but don’t worry. You don’t have to sit and listen to it all. You can get up, walk out, go to the networking room or step outside, then go back for more. Trust me, you will need to do this because your head will explode if you don’t.

Just plan to be back in the hall by 11:50AM on the first day. That’s when I’ll be talking about How to Make Dropping Out of School Work for You. I don’t want to go into my whole talk here, but the thesis is that one can get an equivalent or better education using social media as one can by attending high school. I have no idea how I got included with the otherwise distinguished list of educators presenting here, but I did. Please come and disagree with me. Educators can register here for just $1.40 for the two days (you can disagree with a lot of people and make the conference even more cost effective if you like).

English: Infographic on how Social Media are b...

English: Infographic on how Social Media are being used, and how everything is changed by them. (Photo credit: Wikipedia)

If you do go, and I hope you will, please come and say hello. I’ll be the one with the exploded head.


Through the Education Standards Looking Glass

05/20/2012

Detail of Lewis Carroll memorial window This i...

Detail of Lewis Carroll memorial window This is the bottom central pane of the memorial window – see [284591] (Photo credit: Wikipedia)

I know I shouldn’t be surprised. I know I should be used to it by now.
But it still gets to me when I see how duplicitous, disingenuous, distrustful and distant our government and education leaders are.

So much so that they are dangerous.

Education in the state of New York is under the control of a Board of Regents. They run the Department of Education and oversee every school district in the state. They set the rules for graduation and all the other rules governing how schooling is done in the state.

They also license barbers. They should stick to that and give up all the rest. Here’s why.

As early as 1995, the New York Board of Regents called for higher standards of education and stricter requirements for graduation from high school. Then they raised the standards.

This is from a report of the Public Policy Institute, a business group:

“In April of 1996, the state Board of Regents acted unanimously to set new standards that will require students in New York State to pass Regents exams in order to receive a high-school diploma. These exams, which formerly were required only of students going for the optional Regents Diploma, are the centerpiece of New York’s effort to upgrade educational outcomes.”

Regents Exams are content specific tests unique to New York. They were not new when I was alternately attending and dropping out of high schools in the late 1960s.

Then in 2011, the Regents announced they were raising standards again, making the tests more rigorous to show how important education is in NY and to show how well prepared NY students are for college and unstable career paths

All well and good, you say. High expectations and high standards are important. I agree.

The NY Regents are about to take another vote on setting high standards for NY students, only this time they’re likely to vote to get rid of the Global History Regents Exam because, get ready for this, because too few students pass it.

They want to make the test optional, perhaps replace it with an extra math or science test.

Here is the August, 2010 Global History Regents. Do you think students should know the answers to most of these questions?

Do the Regents try to figure out why students don’t pass the test? Do the Regents try  improving social studies education so that students are better prepared for the test? Do they try developing resources to help students understand the importance of having a grasp of history?

No, the Regents go about the process of raising standards by lowering them.

`That’s the reason they’re called lessons,’ the Gryphon remarked: `because they lessen from day to day.’

– Alice in Wonderland, by Lewis Carroll, Chapter IX  (that’s nine, NY Regents).


Our National Story is Ruining Our Nation

04/22/2012
American westward expansion is idealized in Em...

American westward expansion is idealized in Emanuel Leutze's famous painting Westward the Course of Empire Takes its Way (1861). (Photo credit: Wikipedia)

It has always been paradox to me that teachers face demands to teach differentially to address learning individualities but only standardized assessment seems to count.

Perhaps there is some confusion. Some people, even some education officials and legislators, seem to think ‘standardized’ refers to holding students to standards, possibly even high ones.

That is not the case.

Standardized just means everyone takes the same test, not for the benefit of students, individually or collectively, but to make it easier for politicians and the media to rank states and districts competitively and mislead parents to think that there is some educational validity to those rankings.

There is not.

Our education system is broken. Taxpayers want to buy an Aston Martin but at Dodge Dart prices. Politicians want to brag or criticize without understanding what they are talking about.

Everyone admires Finland and Singapore but no one wants to make the same investment they make in teacher preparation, ongoing training and providing time for collaboration and reflection. No one seems to care that despite all the wonderful schooling students in Singapore and Finland get, and despite the fact that all those students and their families have adequate housing and healthcare, immigrants still come here, not there, for opportunities for better lives.

That, my friends, is our greatest national asset and its a pity that so few of our leaders are either able to recognize that or willing to acknowledge it.

CATTLE DRIVE - NARA - 543787

CATTLE DRIVE - NARA - 543787 (Photo credit: Wikipedia)

We suffer from a failure of leadership. It is not a Democrat problem. It is not a Republican problem. It is a national problem, a continuing and deepening of the long-running fantasy narration of rugged individualism in which we tell ourselves that it is the poor’s fault that they are poor, it is the teacher’s fault that education policies don’t work, and, at those times when crime is high, it is the policeman’s fault for eating donuts instead of battling crooks.

Perhaps someday each of us will take responsibility for the direction our nation is heading, take responsibility for our communities, our neighbors and ourselves. I’ll know when that happens because 90% of the eligible voters will cast ballots and show the politicians and policy makers that we really care. Perhaps then we can start addressing problems, trying to fix problems instead of cynically casting blame for them.

Perhaps then.

Perhaps.


What Would Gandhi Do?

04/17/2012
Deutsch: Mohandas K. Gandhi (1869-1948), polit...

Deutsch: Mohandas K. Gandhi (1869-1948), politischer und spiritueller Führer von Indien. Ort unbekannt English: Mohandas K. Gandhi (1869-1948), political and spiritual leader of India. Location unknown. Français : Mohandas Karamchand Gandhi (1869-1948), Guide politique et spirituel de l'Inde. Lieu inconnu. (Photo credit: Wikipedia)

In its infinite wisdom, the New York State Education Department has increased the length of the state ELA and math tests by 50% this year. Now three days each instead of two.

They say that the increase is due to a need to field test questions for future exams based on the Common Core standards.

In other words, they are using our students, our children, as guinea pigs.

Any other field of science requires informed consent before experimenting on human subjects. I’ve never been asked if I consent to the state experimenting on my son. The state is either arrogantly flouting standard scientific procedure or they’re saying my son, and all the other students attending public schools in the state are not human.

Either way, they’re wrong.

I suspect that if asked, they’ll say that sending our children to public schools implies consent.

That’s nonsense.

It is the same as saying that by taking our children to doctors we’re implying consent for them to be used in chemotherapy studies.

I’ve spent part of the past week, and part of a week in February, working in the library of the Ethical Culture School in Manhattan as part of the state-required internship for the MLS degree I am almost done with.

The students at the Ethical Culture School don’t take state tests. Their parents spend $38,000 a year to buy out of them. Yes, somehow, their children get educated and everyone connected with their education knows precisely what each child is learning.

Not many of us can afford to spend $38,000 a year per child for an education that exempts them from state testing that has nothing to do with improving student learning and that also conducts experiments on those students. We have to find a different way to get our sons and daughters out of the grip of the edu-business of standardized exams.

I propose education civil disobedience. We should just keep our children home on testing days. Or if we must send them to school so we can work, teach them to refuse to take the exams.

Yes, it can have a disastrous effect on a school’s AYP if not enough students take the exam. If it happens in one school no one will notice.

If it happens in all the schools in a district people will begin to notice.

And if it happens in a lot of districts our educational leaders will have a decision to make.

They can try to enforce the laws and punish parents, students and schools for the boycott.

Or they can take their ball of data and go away.

At least for a while.


Through the NYCDOE Looking Glass

04/03/2012
A positive-edge-triggered D flip-flop

A positive-edge-triggered D flip-flop (Photo credit: Wikipedia)

First the NYCDOE says it is going to close 33 schools because they are low performing.

But, for no apparent reason, it changes its mind about closing seven of them, but not the other 26, even though some of those 26 perform better than the seven on a variety of measures.

Then the NYCDOE says it is going to ban about 50 words from standardized exams because those words might upset students. After all, students who daily face dangers in their neighborhoods that most of us cannot imagine might get distressed if the word ‘dinosaur’ appears on an exam.

Once again, it changes its mind – this time after a public outcry – and says it is okay to use those words after all.

So either it is all right to damage students or the words were banned  for no reason. Take your pick.

Tonight the NYCDOE is conducting a public hearing to discuss whether to shoehorn a new K-5 elementary school into the building that currently houses the middle school where I work, as well as the pre-K and kindergarten classes there’s no room for in the elementary school across the street.

Most of my colleagues think that no matter how many parents come and say it is a bad idea because almost all of the classes in the school already have more than 30 students and putting the new school in will mean the middle school will have about 50% fewer classes, the NYCDOE has made up its mind and the new elementary school will take precedence. I suspect that is the case.

If the girdling occurs, it will have some major, perhaps fatal, impact on our library’s existence and my job as librarian, but I am not worried.

The NYCDOE has a very bad record of sticking to its decisions, most likely because the decisions appear to be made on a whim, and whatever they decide is like – pardon the phrase – pissing in the wind. Everyone gets wet, but especially them.

Meanwhile, after making such a big case about the public’s right to know about those teacher ratings, you know, the ones filled with errors and based on spurious information, our mayor is refusing to make public a report critical of the City’s 911 system, particularly the revamp done during his administration because it failed during a snowstorm.

Which is your position, Mr. Mayor? Does the public have a right to know or doesn’t it? Or is this just one more case of a flip-flop, a particularly self-serving one at that?

No, don’t answer. What you say doesn’t mean what it appears to, and it is all rather confusing.

That’s the idea, isn’t it? Keep everyone confused and pretty soon they’ll just give up trying to understand.

That’s when it really gets dangerous for us.


Paranoia in Education Strikes Again!

03/26/2012
cover shot of Children of Paranoia

cover shot of Children of Paranoia (Photo credit: Wikipedia)

I work for a paranoid school district.

It doesn’t trust students.

It doesn’t trust teachers.

It doesn’t trust administrators.

It doesn’t trust parents.

It doesn’t trust the public.

It is afraid that students will learn things that aren’t in the curriculum.

It is afraid that students will learn things that haven’t been approved in advance.

It is afraid that its teachers are not capable of teaching responsible use of the internet.

It is afraid that its teachers are not capable of teaching responsible use of social media.

There is a lot of good educational content on YouTube and YouTube for Education.

It doesn’t let students access YouTube in school, not even YouTube for Education.

It doesn’t let teachers access YouTube in school, not even YouTube for Education.

It doesn’t let school administrators access YouTube in school, not even YouTube for Education.

It doesn’t let principals override the filters that prevent access to those and other useful websites.

This can only be because it does not trust us. Any of us.

It does not let students, teachers or school administrators access Facebook in school, even though there is a lot of educational content on Facebook.

Even though we are required to teach students how to use social media responsibly.

Soon we won’t even be able model social media use for students.

The City is going to ban teachers and students from interacting over Facebook.

It doesn’t trust us.

Not at all. I bet the City would love to figure out how to stop teachers and students from interacting in the supermarket, the Laundromat, the shopping mall.

Heck, they’d probably even like to find a way to keep us from interacting in the classroom. Everyone knows how much trouble we can get into there.

There is an old adage that says you should treat people the way you want them to be. If you want young people to act like adults, treat them that way. That’s what I try to do in my library.

But the NYCDOE treats me and my colleagues like little children.

They are illogical.

They are insulting.

Or am I being paranoid?


Please, son, be anything else. Anything.

02/20/2012
English: teacher

Image via Wikipedia

I love my son.

He is a high school senior about to decide what college to attend. One of his criteria is which school to which he’s been accepted has the best program to prepare him for his chosen professional goal.

I very much want my son to be happy in his work because if he is it will not seem like work.

He wants to be a high school English teacher.

I am trying very hard to talk him out of it.

My son loves to read and read at a high school level in fifth grade.

His current English teacher has him co-teaching a couple of lessons in the class. No other student is doing that.

Another of his HS English teachers told my wife and me “the greatest gift I could give my profession would be for your son to become an English teacher.”

Heady stuff, indeed.

My son could possibly be a very good English teacher. That is why I am trying to talk him out of it.

These days, very good is not good enough.

That’s the illogic of the new teacher assessment deal that NY Governor Cuomo pushed for and that the spineless NYSUT (NY State United Teachers) agreed to. Under this plan a teacher rated excellent by his principal and by other local teacher assessments would be rated as ineffective if his students did not show growth on the one day state tests are administered, even though those tests are only supposed to be 40% of the teacher’s rating.

How are we supposed to teach math when our governor and the state teacher union agree that 40% of X is larger than 60% of X?

No matter what else the teacher does, no matter how good he is on the other 179 days of the school year, he cannot be rated as anything other than ineffective if the test scores don’t go up enough. If that happens two years in a row he can be fired, even if he has tenure.

Indicted murderers are presumed innocent until judged guilty by a jury of their peers.
Tenured teachers are presumed ineffective, despite acquittal by their administrators.

How can I let my son become a teacher under a system that is as illogical and as unfair as the one his father will be working under starting next year?

Oh, wait. I’m a librarian. I don’t have students whose test scores can be compared year-to-year. No matter. The school’s total overall test scores will affect my job rating, whether or not most or any of the students come into the library and whether or not I have any influence on their performance on those one day exams.

More logic. Impressive.

Kid, I love you.

Become a mortician, a lawyer, a barber, or an accountant.

Pick rags for a living.

English: Jewish rag picker, Bloor Street West,...

Just don’t become a teacher.

It just isn’t a good job anymore.


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