We interrupt our regularly scheduled programming to bring you this important news

6 Mar
I think our students have reached their breaking points.

I think our students have reached their breaking points.

I had planned a different post for today, but when I looked at my blog’s editorial calendar, I decided to switch that post for another day, and share with you some of the stories I have in this week’s newspaper. I’m very proud of my work this week, and I think the three stories tie in so well together, each telling a different piece of the same story, and I also think our story here is not so different from many of my blog readers’ stories all over.

As an education reporter, and as a former educator who lives with three current students and one current educational administrator, I get probably more of my dose of education news and perspective than many. I see educational trends and their impact from all sides. I’m in and out of classrooms from preschool through high school all week long and I sit in on meetings of all kinds both as a parent and as a reporter.

I truly love my job and I love getting to see these many sides to one story as well as to help decipher the education news and share it out to others.

Often however, I notice that many of the people making the decisions about education aren’t teachers, sometimes have never actually even taught in a classroom or run a school and oftentimes have never had children of their own.

I’ve attended forums and heard the guest speakers who have equated knowing what students are going through as students, because they have extended family who have kids, that they know what it’s like in the trenches of the classroom because they have friends who teach.

It’s always struck me as odd, and what they say they’re seeing is completely different from what I know that I’m seeing, hearing and living.

I decided recently that although our kids are the ones who are bearing the brunt of all these educational trends and decisions, it’s rare that we get to hear from them, and oftentimes when I listen to my own kids speaking of their frustrations and experiences, I wonder, “Is it just them? Is it just us?”

It’s not.

I spent the day on February 21 listening to kids talk about school for five hours. It was one of my most favorite interview days ever. I loved meeting the kids I didn’t know previously and I loved hearing their perspectives. I was glad to be able to give them a voice and in turn give a lot of the teachers and administrators a voice as well, because much of what the the teachers and administrators have been saying about the current trends in education are well reflected in the students’ opinions and experiences.

Now clearly, 11 kids does not make a scientific study about education, and I don’t pretend that it does, but it’s enough of a peek into the lives of our students to know that there is much work to be done in the world of education, and I don’t think much more of it can be done by the students.

This week our newspaper published my story, The Voices Behind the Numbers, and the response to it has been outstanding, and a relief to many adults who have wondered the same as we did: Is it just us?

Again, it is not.

Coincidentally, after I’d written and submitted that story, I met with the head of our district’s data team. She’s been in charge of collecting, analyzing and reporting out all kinds of data for quite some time, but recently the big focus has been on chronic absenteeism and trying to determine what types of factors contribute to kids being out so much. A task force was assembled. I am on it representing the faith organizations in our city, but clearly I’m a parent and of course, a reporter, too, so I can give many perspectives in my role. Given the half year’s data explored thus far, the attendance task force has decided that student anxiety needs to be explored in depth, as an important contributing factor in chronic absenteeism, and our state’s department of health is on board to explore this important issue too.

I couldn’t agree more.

You can read that article here, and I do think it ties in well with our students’ perspectives from my own article. I also think that overall in our country there has been an increased concern with mental health, social and emotional wellness, and I think we need to consider that when we think about our students and the impact of the decisions being made when they trickle down to the classrooms.

And finally, I love good news in education, and I love a strong thematic unit that incorporates and encompasses good teaching and still hits all the standards. So often I am disappointed when I ask about some of my favorite classroom units and projects from past years, looking to cover them again in the new year, only to find out that they’ve been cut out of the teaching programs due to lack of time.

This article tells the story of a fabulous program for students that is taught in just one of our city’s 17 elementary schools’ fifth-grade classrooms. The classroom teacher has hung onto it for a decade, firmly believing that it’s an important foundation for his students’ learning, and I couldn’t agree more. I can guarantee you that the standards have been met by the end of this comprehensive math and writing unit, and I know that Mr. Gemma’s students will remember this learning forever and apply it to their real lives after they leave his classroom. I commend him for his continued efforts and congratulate him on this year’s latest success.

 

 

 

 

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2 Responses to “We interrupt our regularly scheduled programming to bring you this important news”

  1. Sue Meyerson March 6, 2015 at 4:33 pm #

    Thank you so much for writing this, and for your great articles in yesterday’s Hearald. I wanted to send it to Deborah Gist , and also save a copy for whoever takes her job.. It was so sad to see how much “stress” and “too many tests” we’re such strong themes. Something needs to be done about this. And I am so happy you opened the door, and then wrote about it again today!

    • thewholebagofchips March 8, 2015 at 11:36 am #

      Thanks Sue. It made me sad to see those things too. I find it frustrating that we have “no time” in the day any longer for things that used to exist in the curriculum, and yet we have lots and lots of time for increased testing and test prepping, which starts (and has started) weeks prior to the test sessions. I’m all for having standards and I’m all for assessment, but I’m *really* all for instruction time. I think instruction should be hands-on, project-based, higher-level thinking and I don’t think that rigor should equal quantity as in more and more work. It should equal quality instruction and quality work from the teachers and the students.

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