For A,

I have no idea where you are now, and I want you to know I am thinking about you.  I hope you are ok.  I know things did not end well between us.  I hear you.  I remember your anger and I would agree if you said I had no idea how angry you really were.  I did not understand your hostility towards the police, for example. I’m trying to get a better picture now. 

I know you are angry with me for getting you in trouble. I was worried about you and feared for your safety.

I know you are smart. Really smart! I enjoyed two years of in depth conversations with you.  We seemed to have an ability to disagree without getting upset with each other. We were not aligned ideologically, but it worked. You helped me see a unique perspective.  Yes, I did see how you were getting more radicalized.  And then… well, after that, you graduated.  Riots hit that next summer, and I would not have been surprised if I saw your face on the news.  If I could talk to you again, I would say “I think you are interesting, smart, and caring and I care about you.  I hope you are safe. I miss out talks.” Then I would simply listen to anything YOU had to say.  

If we do cross paths again and you don’t want to talk to me because you don’t like me, ok. (I could see us laughing about that).  But if we cross paths again and you DO want to talk to me but you feel bad from the last time we talked- please know- I feel shame too. Let’s get brave it, and shame it out.  Then have a great chat perhaps.  I’m sure you have had many adventures over the past few years!  I’d love to hear tales. Either way, you had an impact on me.  Thank you A.  

Snow Day! 2022

In t-raditional school, with increment weather, some school districts close, some stay open, and some have a delayed start in place. All areas in question have the similar temperatures and the same amount of snow. Hmmm, that does not make sense.  Rational? From what I gather it is- Don’t ask don’t tell.  

If you ask, you will get a mouthful of mush. Politically correct statements that sound reasonable until you try and repeat it back and you realize it makes no sense and is contradictory to the other districts statements which also sound politically correct, and so on.  

What’s not to tell?  Tell the public that their kids are pawns in a game? An economic and political maneuver of partisan folly? A Dangerous derby. I get it- the public will gripe either way- busses, parents, jobs- it’s not an easy decision. Who knew school boards and snow days would get so vicious. How are any decisions being made?

Snow days have a special place in the hearts of school kids who remember that phone call and getting the message that school was canceled. (Note to self- plan special show days for I.School). 

Now with covid, the debate to go remote or live or hybrid…well, I think we agree, it’s a mess. 

My gravitational pull brings me back to one point, be it snow days or remote:

All decisions about schools need to me made in the best interest of kids and learning. Period.  

If it’s money or psychology or political ideology that either beg the question, or attempt to answer, then that is a bigger societal issue, that is not up to our kids to solve. 

And what about the schools that do go in person for a half day? Surrounded by schools that are ‘off’ due to snow.  Shortened classes, resentful kids, tired teachers- how much “learning” takes place? When in conversations- always come back to what is best for kids and learning.  Always. If not, ask, what are schools for?

I fear I resemble a hysterical Simpsons character… “But what about the children?!?!?!”  She was way underrepresented. 
___________________________________________________________________________________

Snow Day I.School 2022

Woke up at 4:35 am.  Do I need to get less sleep? 8-9 hours is plenty!  I am wide awake and ready to learn!  Yea, Snow Day! Relax, enjoy the snow.  (I know I am retired, this is my dream- I.School, let me play my reindeer games.) 

Lesson to think about today: This is your day.  Snow day is a 'free day'.  Do what ever you want.  Really! Anything. The only focus on this snow day is: How do you want to feel about today's day when you go to bed tonight? It is your day, so (mostly) any way you feel tonight, is up to you.  

Just today.  You will never have this particular snow day again. 

Sample I.School student (me):

AM- still in bed, questions. Did you dream? How do you feel? Body scan. Centered? (Do you know what that means? Ok you are self talking now.)  Breathe.  (two to five minutes). 

Slowly get up, turn on heater in study (my magic jeanie bottle), turn on hot water for tea, attend to pets. Make tea, watch snow.  

Write any thoughts in pencil, my daily journal.  Get on FB, wish a happy Birthday to two amazing former students, read posts, get off Facebook. Make coffee for the husband. 

Talk to sweet hubby, sip warm beverages and re-declare love for one another as we watch the snowfall. (Yes, that really did happen; and yes, we also talked about potential frozen sewer pipes, a broken shower, and what to have with spaghetti tonight.) Love.  

7am hubby leaves for school (late-start, shortened classes, disgruntled kids…) Me?

Shower, make bed, slowly (just because) brush teeth, put on fresh but comfy lounge suit.  Get laundry started, do any leftover dishes, organize three things. Time to relax again.  More tea, more snow watching. 

By 8:30 am I am ready to plan the day. (Still the teacher in me).

Plan: Three grounding activities, three chores, and three treats (things that bring me joy).

Grounding- Move (shovel snow); Meals (prep for spaghetti); Meditate (work in progress, at least read a few meditations).

Chores- Organize books in den, vacuum with podcasts, go through finances.

Treats- (By far the most challenging part of I.School after t-school conditioning).  Light a new candle, afternoon espresso (with snow); Paint an old water bottle with fun designs; Watch an old movie- detective, adventure, romance.  

Suggestions: I see I have hesitation with meditation.  Practice each activity with focused concentration.  Try the senses. Like when my mind wonders while shoveling, focus on the sounds, the temperature, the light, the pressure changes.  I know, I know, my mind wonders, so just observe a thought and go back to the sounds, sights, and smells.  Then when you vacuum, all bets are off, listen to an audio book, cuz I dislike to vacuum and I like good books.  Buddha I am not. 

Lastly, I see I am a good planner.  A better planner than executioner…(?) Wrong word, um- achiever? Do-er? Anyway I am a “tomorrow is another day” kind of gal, and I often do not “do" the doing that needs to get done in order for the plan to get executed er, followed through. 

See, I just keep rambling instead of shov… (got it).

New Year’s Revolution teacher Predictions:

First day back, second semester meetings.  Administrator- “I hope you had a relaxing break and focused on your health and family.”  Translation- You’ve had a few days to breathe amidst shopping, spending, family, and stress from what seems like the end of the world. Now it is time to suck out all that energy and get back to work. Again.  Admin- “Ice breaker time.  Everyone has a number and we will play songs…”  Meanwhile, at least a third of teachers are texting jokes, playing admin bingo, or planning for tomorrow when 150 ish kids will need safeguarding. Some teachers will pay particular attention and then complain later, at lunch, as to the wasted morning ice-breaker activity. 

Meetings for teachers don’t differentiate much from regular school- only with much older looking people. Teachers complain like kids in a classroom about meetings.  At least I did, and talked to others with similar sentiments.  Predictable.  I wish I had put more thought into it.  Here are suggestions-

Go to the meeting like you are Spongebob Squarepants and you love flipping burgers! This is your life’s dream job, your choice, and your destiny.  You must truly believe this is good, because you do not tolerate pointless busy work.  Meetings are meaningful and crucial for educators. Catch is, you must be sincere. Sarcasm will just make you look like a jerk.

Or… if you do not truly believe that, don’t say anything at all.  No texting, no complaining, just do it.  Griping is futile.  No, I take that back, griping is not futile, it is divisive. It breaks down relationships. Like talking crap about a friend and then complementing them when you see em.  It just feels wrong and it is.  ‘Venting’ to a friend is different than complain about the same things over and over again with no resolution. Re-solution turn style, indefinitely. 

Or, if you really believe some meetings are a waste of your time, do something. Question. Question respectfully, personally, honestly, and openly and with good intentions.  If you really believe, after some experience, that you can make better use of your time, then question. 

Example: “I see we have a meeting on august 10th about differentiation. As I am a veteran teacher and helped develop the differentiation curriculum, I was wondering if I could use that morning to plan for AP instead?”  Reasonable question. Predictable answer.  “No.”  Reason? “This is a family and it is important for us all to be at every meeting”.  A Family?  Did that answer the question?  Differentiation?  A meeting about the importance of treating kids differently due to different learning styles, stages, ages, and ability.  

“All must attend!”  (Pause) Does anyone else see the hypocrisy here? Right. Don’t question, is the message here. Clearly, outcomes are predictable because choices are limited. 

Personally, I have been in all of those rolls. The cheery optimist, the griper, the jerky sarcastic one, the quiet ‘I can’t believe I am here doing this, but I have to’ one.  After decades naively going along, then griping, then questioning with no results, I got creative. If curious, and you accept consequences- *Ask me how.  

Sweet-do-nothings

“As long as you’re fascinated and as long as you keep on fighting the things you think are wrong, you’re living. It isn’t the evil people in the world who do the most harm. It’s the sweet do-nothings that can destroy us.” Edna Ferber

Enda watched the rise of Nazi’s from the US and wrote: "It was a fearful thing to see a continent - a civilization - crumbling before one's eyes. It was a rapid and seemingly inevitable process to which no one paid any particular attention."

I wonder how future authors are being shaped by todays events; and I wonder how todays events are shaping sweet-do-nothings.

New Year's Revolution #1: A curious change in alcohol.

A small change.  After reading optimistically sober posts from sober students, I decided to forgo alcohol for a while- starting back in November 2021.  I'm not giving up the drink per-say and I am not in any 12 step program.  I just thought it would be nice for a change. Then I went to a few small gatherings, watched some shows and observed something freaky.  Our obsession with booze.  (Says the girl with a pocket full of rocks from her glass shack.) 

A simple “no thanks, I have some seltzer” leads to questions: “Why? How? Duration? What the hell? (And… who am I hanging around with?) Then I saw it everywhere.

Two things changed: one, it made me really NOT want hooch as I ultimately saw degree to the hyeraggressive consumer push to drink, (rebel that I am); and two, how culturally and deeply rooted drinking is as a one-size -fits-all solution to life.  Celebratory to discontent, drinking is ubiquitous (no wonder why it has the word quit in it), to American culture. A cause and cure- or ‘solution’- to pain.  So many re-solutions are to quit drinking for various reasons in January.  How is that working for us?

A New Year’s Revolution, on the other side, would be to observe the mass, location and gravity of the situation then decide.  How heavy is the mass burden? Where does it hurt? What is the severity?  Example:  If I chose to drink over new year, would it be to celebrate new beginnings and a new snow in Colorado? or to morn the death of Betty White, say? Either way a ‘solution’ would be to drink- according to pretty much every media.  Dilute being human.   

My Revolution today is to take off any pressure to make big changes. Unlike new year’s resolutions of past years, today I am going to sit back and enjoy all the changes I have already made to get here on a Monday in January of 2022.  

1/3/22 Revolution: (drum roll)  I type.

That is amazing right? Think about how long it takes to teach someone to read.  One letter, one sound at a time. And here I am just typing away like I was born to rattle my fingers off this way.  And the words! Oh the words! I used ‘ubiquitous’. How cool is that‽ 

By the end of today, instead of calculating and calibrating; celebrating or castigating my first day of a ‘new solution’ (yikes that sounds historically ominous), I’m a success.  Already enjoying my new years hard work whilst sipping my London Fog, (newly named Lakewood Fog) and watching the sunrise before 7.  

It took daily small changes to be able to read, think process, and eventually type. So yea me for more better writing… ;) and seriously appreciating rudimentary skills.  It also takes small initiations to drink alcohol over time.

The differences is one is more grounding- thinking, writing, doing.  The other, drinking, is more conducive to pulling us into an atmosphere with no direction. A Priori knowledge. One is a consistent gravitational pull, the other sets us off in a non-directional path into orbit.

However, one is clearly more attractive and marketable to kids (and adults).  

BM’s (business management systems) count on this yearly booze frenzy mentality.  Consume mass substances then quit, temporarily.  Substances like alcohol messes with our brain chemicals (especially young minds) and maintains perpetual customers.

Educators cannot compete with flashy big $, big BM industry targeted to tots.

Sadly, these targeted kids suffer, (and are targeted for their pre-conditioned suffering) get addicted and then society blames kids for “their” addictions.  It’s insidious. 

A Revolution today is an understanding of the curious nature of the alcohol industry and its impact on kids (future adults). 

It is not a quick ‘fix it’ solution, but rather a thoughtful elliptical contemplation over time. Resolution= back and forth, back and forth, solution counters solution. Cha Ching.

Revolution= deep rooted change due to integral fundamental a posteriori (sustainable) knowledge. Gravitational Pull.

Elementally put: A priori knowledge is what we think we know- speculative. A posteriori knowledge is when we really Know.  We might think a larger object will fall faster than a smaller one. (We think drinking more will subside our confusion); A Posteriori knowledge is when something is proven wrong, but we understand better. I still have my rocks and I understand glass better. Good things to know.   Small changes.

Deep things to think about.  New Year Revolution day is Complete! 

New Year’s Revolutions:

New Year’s Resolutions have not worked out so well for me in the past, so I thought I would try Revolutions instead.  Re-so-lutions set a high bar (standard) after low bar living.  Too high, in fact.  It sets us up for failure. Message is- live slovenly for the exact time it takes to establish well-conditioned habits then turn that bus around after weeks, or a year of binging.  Don’t look at the underlying causes for unsavory behaviors, just ‘fix it’ when it’s conveniently advertised.  

But, it’s never fixed and it’s never convenient.  Scrap the Resolve, look for a revolve. Resolve is finitely myopic. Revolve is circulating pirouettes. Resolution has one answer; (literally re- to go back on a previous solution= resolution). 

Revolution(s), on the other hand, are constantly in motion- as a noun, verb and adjective- pondering, reasoning, questioning.. which is what led to a sudden change in the word revolution- as “a sudden change, or innovation”.  With a specified direction.

Prior to the violent Revolutions of 1848, the word revolution referenced celestial objects.  Earth revolves around the sun and such.  The literal word meant a change in direction. Instead of objects moving in a straight line, they re-volve.  Small planetary changes due to mass, location and gravity.  Planets revolve around a center… 

Which brings me to 2022 New Year’s Revolution.  Small daily changes in the direction of a gravitational pull towards _________. What? Honesty, decency, justice for education? Another existential year of self-experimentation me thinks.

I’d like to discover something new each day;  Appreciate past struggles with resolutions; Adjust to new changes paying particular attention to mass, location and gravity of each situation.

To me revolutions take many forms- and change will be painfully slow, nonviolent, and always in the direction of education. “The hand that rocks the cradle rules the world.” Let’s rock the cradle, preferably in the same direction via revolution with thoughtful, passionate change. 

Happy New Year!

$t. Nick

December 2021: Weeks before Christmas- Monsignor Stagliano, of the Catholic diocese in Sicily, told a group of children that Santa Clause does not exist.  The bishop went on to say that Santa and his red outfit is a creation of Coca Cola in order to promote consumerism. What?!

Parents were outraged and apologies were issued from the Catholic Church.

"First of all, on behalf of the Bishop, I express regret for this statement that has disappointed the children, and want to clarify that this was not at all Mr. Staglianò's intention," it said, "(The intention was to) reflect on the meaning of Christmas and the beautiful traditions that accompany it with greater awareness and regain the beauty of a Christmas now increasingly 'commercial' and 'de-Christianized.'"

"If we can all draw a lesson, young or old, from the figure of Santa Claus (which originates with Bishop St. Nicholas) it is this: fewer gifts to "create" and "consume" and more "gifts" to share," the statement added.

"A real fact has come out, namely that Christmas no longer belongs to Christians," Staglianò told the paper, adding that "the Christmas atmosphere of lights and shopping has taken the place of Christmas."

Sorry, not sorry.

Thank you Monsignor.  Thank you for telling the truth to kids.  I would love to have more open discussions about this topic, particularly with parents.  Christian or not, most of us appear to worship stuff.  Accessories.  I’m guilty of purchasing many needless and useless ‘niceties’ for myself and others this time of year without explanation. I hear the music, I see shiny things, I may be sad, I get flustered, I think ‘oh, if I buy this, then things will get better.’ Yea, it’s illogical but true.  The ‘buying stuff will make everything better’ mentality is ingrained.  Even when I pledge not to make purchases, I do.  I bought into the Coca Cola delirium frenzy.  Unfortunately, what I really crave is truth and sincerity.  Facts and honesty. I can handle the truth. We can all handle truths.  I’m certain we can if given the opportunity. What is stopping this process of truth clarity- are the lies.  The lies our ______ tell us. Fill in the blank: Parents, media, teachers, politicians…

So, what I want to know is:  Who are theses ‘outraged’ parents? What are we gaining by lying to our kids?  Sure, kids need age appropriate discussions, but what is the message here?  Worship a fat man breaking into your house in middle of winter, through a chimney- leaving undisclosed and suspicious packages under a misplaced tree (in the living room) next to old socks- stuffed with sweet delicious treats.  The ‘presents’ are suspiciously copyrighted and cleverly manufactured by elves who all are apparently ‘made in China’ (good thing the wee ones can’t read, or identify a map). That might be tricky to explain.  As tricky to explain the real message.

The real message is: “the atmosphere of lights and shopping has taken the place of Christmas.” And taken the place of any other means of devoutness- peace and solitude during theses dark times. And I mean literally dark- not as in bleak- but as in opportunisticly enlightened.  Finding our own light in the midst of our innate darkness. Not sabotaged by shiny new toys. Sure it is harder, sure it takes longer- and the ‘gifts to share’ are gifts of calm, quiet, serenity, tranquility- the non tangibles- that are very much needed and very much priceless. 

Truth is, the Monsignor is right- and I want to listen and adjust. Knowing I will be probably be perpetually surrounded by $t. Nick (consumer Coke Santa), I can pause on pressures to procure property while practicing peace.

For A

I remember you coming in to my class, this time of year, about four years ago I’d guess. You said, "Ms. Newson, I am going to leave class today- I am really stressed and I need a break.  I understand I will have an unexcused absence and I am willing to accept that.  I am going to go have some breakfast and slowly enjoy a nice cup of coffee.  I know I didn’t have to tell you, but I am taking a risk and letting you know that I need to take care of me, I thought you would understand.”

Yes, A, I understood and I appreciate you taking care of yourself. I also appreciate you taking the responsibility of “owning” your decision.  So often I witness people wanting it both ways- an excuse- “just let me leave”. “Let me miss a class, let me miss a meeting, a test…” Let you? Who Am I? Who am I to have that power?  

Who has the power? Over you? Over your health? 

There is a slippery slope fallacy creeping in. What if? What if more kids ask.. what if?  One step at a time. How about you? What is going to happen if you really did more to take care of yourself? (But… ) Take a day off? (But, it’s too hard).  Leave a pointless meeting? (But, I’ll get in trouble). Speak your truth?- no, not the reiterative complaints we only say to those who already agree with us, but to speak a truth when it is uncomfortable, like to a ‘superior’, (But, I’ll get made fun of, dissed, reprimanded, or worse- ignored.)

All those things may happen.  So what?  If it is punishment to genuinely take actions to cure the wounded soul, then what the hell are we doing‽ We have way more problems than a diss! 

Hey A, you left my class for one day, many years ago. Question: did you regret it? I know you ended up spending more days off to spend time with your dad who lost his job and had a terminal illness. I’ve thought about him and you. Your face lit up when talking about your dad… anyway-  To answer your question:  No, I do not regret the lunches and off blocks we spent talking about life and death and meaning.  I don’t remember your grade, ok I do, but that does not matter.  My point is- I don’t think I would have such a rich memory of you if our conversations were about median scores and CSAP.  How sad that would that have been?

I hope you are well. You might not have many weirdos you can just say “hey, I’m not coming to class today” to, but I hope you remember feeling- trust, and honesty, and self-compassion.  I do.  That is the lesson you left for me:  You trusted me and I trusted you (I want to be worthy of trust), you were honest and so thoughtful in your articulation! (I want to be more honest), and taking a bold step in self-awareness (brave and rare indeed for anyone.) 

Thank you A! Thanks for the beautiful memory. 

The Socratic Hairdresser

The Socratic Hairdresser:

I’ve been on a critical educational jag for a while now.  I strike up conversations- sometimes inappropriately- about the state of public schooling. Not surprisingly, I get the same responses:  The quick resolve- “So how do you plan to fix it?” “So, what is YOUR solution?” The dodge- “I’m so glad my kids are not in school anymore.” “That’s why I voted against taxes for schools.”  The masochist- “Kid’s just need to suck it up like we did.” “Kids today…when I was in school….”. 

And then I went to get my hair cut.  A young stylist asked the typical questions, like a therapist now that I think about it: 

Her- Becca: So, what brings you in today?

Me: Just a trim, I want my curls back- it fits my personality. 

B: Ok, we can do that.  So, what do you do?

Me: I’m a retired teacher.

B: Ok, and what do you do with all of your free time? (So far, the same questions and answers, only I don’t beat around the bush anymore.)

Me: Well, I’m trying to start a revolution in education. 

B: Oh, (now here is where the conversation turns Socratic.) “What do you want to see?” (What do I want to see? This is the first time I have been directly asked an open ended question to my plight. And to my surprise, I did not flinch- I had my fingers counting under my hairdressers cape indicating each point.) 

Me: 1. I want corporations out of public education; 2. I want the school day cut in half; 3. I want classes that kids take- to actually have meaning for them; 4. I want kids to develop skills for self-actualization and self-determination.  

B: (interested and unfazed) hm, and how do you think that will go over?

Me: Oh it won’t!!! People don’t really want change, so it will fail- Epically! But a gal’s got to try right?

B and Me- both started laughing! 

B: I can see why you want curly hair.  It does match your personality. 

And scene.

I wish there were more conversations like this.  Open, curious, non-judgmental (at least not overtly) conversations about meaningful subjects.  

I know that what I want to see in educational reform is considered crazy and unrealistic. I understand resistance to change.  It’s just that for me the alternative, the ‘go back to systems normal’ is truly more terrifying.  Daily reports of violence, misinformation, suicide, ignorance, hate- consistently followed by a head scratching “the motivation is unknown…” are all rooted in brick and mortar institutions.  As long as we continue to treat kids like commodities, like ignorant soldiers, like a cogs in a machine- all at the hands of BM’s (business management systems) we will continue to cultivate more of the same. 

So, what do you want to see?  Can we at least have more frequent and better conversations about public education? What would that look like?

Professional Learning Communities

Nation wide- a ‘new’ acronym seeped into educational rhetoric in the 1990’s. P.L.C.’s.

"It only takes a public school system to turn the word 'community' into a bad word." -John Meeks Jr.

PLC’s. Professional Learning Communities. Yet another acronym used to- introduce a ‘new’ concept, undoubtedly misinterpret ‘new’ concept, and consequently indoctrinate educators in this ‘new’ concept- which is the business model system’s objectives currently in place. “BM’s”, if you will.

Translation: PLC’s are a means to manipulate time (time = freedom = $) and get schools to fit the business model structure (bm’s). BM’s are everywhere. Top down management styles motto of BM’s: Keep Money and power at the top, obedient workers at the bottom- at all costs.

PLC’s replaced department/ subject area meetings. Back in the day it was-Economic teachers with economic teachers. Earth Science with earth science teachers. Algebra, World Literature etc. Like-minded teams ensuring they are aiming for the same goals in respective subjects. Subjects still meet in PLC’s but the end goal is set by bm’s.

Slowly, it changed.

What happened was a drastic shift in conversations. Talking points went from asking more creative questions like, “how can we use current events to teach the past?” (Example: How are the Middle Ages similar to today? How are we different? Research.) Over time led to unimaginative responses to questions (from higher ups) like, “how are you going to demonstrate data? Prove you teach to the test! Why? Because it’s ‘coming down the pike!” From top down businesses to the bottom feeders- workers/ teachers, then ultimately students.

Interlude: Is it “Coming down the Pike?” Or is it “pipe”? It is a colloquial thrown around quite a lot in BM’s world. That’s on point- BM leaders like acronyms and cliche’s frequently repeated, seldom understood, and sadly, ever questioned. For the record, it’s Pike, as in turnpike; “Grandma would say Bessie would take any man coming in off the turnpike”. (Yes, an actual example.) And it is also Pipe, as in something moving in a pipe next to a walkway or highway. “He chose to Take the pipeline to get to California.” A dirtier route. Sewage. ‘Bottom' line? be afraid of things coming down some industrial and imaginary tube. And you should “be afraid, be very afraid, because IT is coming!” What is IT? From my experience, not a damn thing. Hot air empty threats that kept us in fear and compliant. Well played BM’s! Lesson: beware of unexplained forensic acronym’s: UFA’s.

PLC’s interestingly and ironically align with beliefs of many educators:

“If schools are to be significantly more effective, they must break from the industrial model upon which they were created and embrace a new model that enables them to function as learning organizations. It sounds simple enough, but as the old adage warns, "the devil is in the details." Educators willing to embrace the concept of the school as a professional learning community will be given ambiguous, oftentimes conflicting advice on how they should proceed. — Richard DuFour and Robert E. Eaker, Professional Learning Communities at Work

Learning “that foster genuine commitment rather than compliance” — Peter Senge, The Fifth Discipline

What happens is that good ideas get twisted and re-purposed for the benefit of bm’s. The message in theory is- let teachers have more time, autonomy, and trust. The reality of PLC’s and other educational reform pipelines is- dictate and monopolize time, curriculum, and data. Do not trust teachers or students into figuring this out. "Compliance is Key”. The exact opposite of what educational gurus are suggesting should happen in PLC’s. Why isn’t it?

PLC’s become weaponized- in a political and Educational battlefield. Education controlled by government (and business) best interest, not kids.

As George Carlin put it: “Governments don't want a population capable of critical thinking, they want obedient workers, people just smart enough to run the machines and just dumb enough to passively accept their situation.”

Question: do PLC's nurture critical thinkers or obedient teachers? More or Less?

Point: Scary point. If you actually become a critical thinker of PLC’s, beware! I promise it will not end well. And what can you live with? Complacency and obedience (and kudos); or advancing critical thinking, (along with possible branding and banishment for not being a community ‘team player’)?

What is right for you?

Links include:

How PLC’s are used to get schools to be more like Ford, FedX, and Amazon.

Is your PLC a Farce?

“Down the pike” archive.

Brooks- talking realities of PLC’s

What is and what is not being taught- like personal finance. (No time? Better get to the PLC meeting!)

https://www.cultofpedagogy.com/plc-problems/

https://money.cnn.com/.../fort.../1994/10/17/79843/index.htm

https://www.dailywritingtips.com/coming-down-the-pike/

https://jaxkidsmatter.blogspot.com/.../john-meeks-danger...

https://www.youtube.com/watch?v=CKEYSE8KDc4

https://www.youtube.com/watch?v=r--tAcsrI48

https://www.youtube.com/watch?v=_4EMeywsH3s&t=82s

Infamy to Greatness

Yesterday’s headline:

“When hundreds of Japanese planes bombed American service members and civilians on U.S. soil on Dec. 7, 1941 – killing more than 2,400 – America was an "isolated, quiet, withdrawn" nation,” Craig Nelson, "Pearl Harbor: From Infamy to Greatness."

This sums up what I was taught about Pearl Harbor, and subsequent generations were taught similar scenarios.  As a history teacher I liked to take up alternative views, you know, shake it up so students think for themselves more than merely regurgitating quotes, or relying on just me.  “A day that will live in infamy,” said FDR following the attack on Pearl Harbor.  

One day, I told students I was going to take the Japanese perspective.  Like, “What was a US military base doing on Islands so close to Japan before Hawaii was even a US state?” I asked, noting Hawaii became the 50th state in 1959.  Pearl Harbor was 1941.  And for dramatic effect I did some research on the US annexation of Hawaii beginning in 1898. I can report- it was Brutal!  

Interesting read though; Deposed Monarchs, a ”Bayonet Constitution,” bloody anti-US rebellions, Queen Liliʻuokalani’s lawsuit against the US; Queen Liliʻuokalani imprisonment by the US; replaced by new US leadership in Hawaii.. Sanford Dole.

Delima. Clearly there was more to the story than I had learned in school.  Clearly it made more sense.  I get so excited when things make sense to me beyond what I thought I knew.  Problem is, I usually don’t get to share that excitement reciprocally.  People don’t want to hear it.  Playing the victim and then the hero feels more encouraging and more honorable than, not? Why teach the bummer stuff?

Consequently, the US went to war, imprisoned thousands of Japanese-Americans, forced Hawaii into statehood, made US business monopolies, like Dole very rich- while indigenous peoples struggle: 

“Let me reiterate: Native Hawaiians, the first people to live in Hawaii, currently ‘have the highest poverty rates for individuals and families’ in Hawaii. This is a tragedy and a travesty that those of us in Hawaii who aren’t Native Hawaiian ignore at our peril.” Mauitime, 2016

The Legacy continues.  Imperialistic interventions, an inevitable attack, a call to avenge ‘the enemy’, invade, more interventions- repeat. 

“Those who do not learn history….” 

And that is the crux of my ‘issue’ here.  Not that these things happened.  I’m more curious than judgie.  I wasn’t even born, I just like seeing patterns and piecing facts together.  What infuriates me is the lack of teaching in-depth content; the lack of relevant, meaningful lessons.  Resorts might look differently to a student tourist.  They may be more thoughtful when eating pineapple.  Eat it, don’t eat it, is not for me to say, but at least think.  What makes me sad is the lack of time I could have had collaborating with other teachers (those interested), creating fantastic lessons. Oy, the time.

“From Infamy to Greatness.”  Oh, I know what you mean Craig, but I wonder who is really the infamous here.  I wonder who’s definition of ‘greatness’ we might otherwise consider.  That is the philosopher talking.

The history teacher/ wanna be lawyer in me has an objection.  “America was an ‘isolated, quiet, withdrawn’ nation.” Wrong. It will take more than this puny ‘blog’ and probably longer than your book to explain, but what you are teaching is problematic, flattering, but problematic.  Again, no judgment about the past, but if we are intent on not teaching it, we are indeed doomed to repeat it. 

https://www.archives.gov/education/lessons/hawaii-petition

https://en.wikipedia.org/wiki/Lili%CA%BBuokalani

https://www.history.com/topics/world-war-ii/japanese-american-relocation

https://mauitime.com/news/politics/new-state-report-details-ugly-truths-about-race-in-hawaii/

Reverence

“Where authority is unavoidable, what is needed is reverence. A man who is to educate really well, who is to bring out of the young all that it is possible to bring out, who is to make them grow and develop into their full stature, must be filled through and through with the spirit of reverence. It is reverence that is lacking in those who advocate ma­chine-made, cast-iron systems: militarism, capitalism, Fabian scientific organization, and all the other prisons into which reformers and reactionaries try to force the human spirit. In education, with its codes of rules emanating from a government office, with its large classes and fixed curriculum and overworked teachers, with its determination to produce a dead level of glib mediocrity, the lack of reverence for the child is all but universal. Reverence requires imagination and vital warmth; it requires most imagination in respect of those who have least actual achievement or power. The child is weak and superficially foolish; the teacher is strong, and in an everyday sense wiser than the child. The teacher without reverence, or the bureaucrat without reverence, easily despises the child for these outward inferiorities. He thinks it his duty to 'mould' the child; in imagination he is the potter with the clay. And so he gives to the child some unnatural shape which hardens with age, producing strains and spiritual dissatisfactions, out of which grow cruelty and envy and the belief that others must be compelled to undergo the same distortions.” Bertrand Russell, 1916

Resilient Ready Relentless

The Education Trifecta: English, Math/Science, and History.

You can bet on these three (math and science are comparable in curriculum and unfortunately lumped together) subjects are at the top of every state requirement for graduation. In high school English= 4 years; History/ Social Studies= 3-4 years; Math= 3/4. Science- 2/3. All other electives =7-8. Although some states differ slightly in required hours of study, they all align with the same hierarchy.

So who or what is directing this curriculum gambit?

School Boards. State school boards approve or disapprove curriculum.

Who are on State Boards? (In Colorado there are 179 school districts, each with a school board; Eight members head Colorado’s State Board of Education). Members deciding changes in graduation include:

K-12 education representatives, including rural and charter schools - local school board members, admin­istrators, teachers, counselors, and parents

Business and community leaders

Community college and higher education representatives

Department of Labor and Employment experts

Military personnel

*Translation- money and government. Schools (want to guess who is ‘invited’?). Businesses/ the labor market. Military.

What have these school boards been doing?

Since 2013- Colorado’s board has been ramping up requirements and partnering with AP, SAT, ACT and IB businesses.

How?

“The Graduation Guidelines Council, a representative group of educators and community members established in statute, met beginning in June of 2012 to draft and refine requirements for high school graduation. The state board of education adopted the menu of college and career ready demonstrations in May 2013.”

Who is on the Graduation Guidelines Council? (I bet you can guess. A link of members is included below).

What are these rascals up to now?

Why the CASB Convention of course! The Colorado Association of School Board members(ever heard of it? Me neither) is at a convention: https://www.casb.org/casb-convention

That’s right! December 2-4, 2021. Colorado’s 81st convention was this weekend at the luxurious Broadmoor Resort in Colorado Springs. For $900 to $1750 members and non-members can participate in “Resilient Ready Relentless” for Colorado students. (I’m not making this up).

Brought to you by The Colorado Association of School Boards. Which is brought to you by partner, McPherson & Jacobson, LLC. A Superintendent recruitment and development agency. Brought to you by Platinum CASB sponsor Johnson Controls- an international multi-conglomerate operated from Cork, Ireland; which also brings Open Blue “connection solution and services” (whatever that means?).

Bronze and Gold members of the CASB include: BEST- a health care plan; SCDSIP- insurance; multiple construction sponsors- for maintenance, hand sanitizers and other nebulous companies helping to profit from schools. “Friends” of CASB are numerous and have discounts on booths for each convention. Ideally, the NRA, metal detector companies, bullet proof backpacks and other bp accessories will have readily available booths for upcoming conventions.

We are sorry, but this year was sold out. Try the 82nd.

“Resilient Ready Relentless.” Resilient- to become stronger after something bad happens; Ready- prepared for immediate use; Relentless- showing or promising no abatement of severity, intensity, strength, or pace, as in pursue of prey. (MW)

I have nothing against any persons on any school board. I don’t know you. I can, however, see a conflict of interest. I hope parents, teachers and students can see it too. What is being taught, and for whom?

Is the education trifecta, approved by school boards, benefiting kids or exhibitors? More or Less?

Starting in 2022- watch Live School Board Meetings- (oooooooh!)

https://www.cde.state.co.us/cdeboard

https://www.cde.state.co.us/postseco.../graduationguidelines

https://nces.ed.gov/pro.../digest/d14/tables/dt14_234.30.asp

http://www.cde.state.co.us/postsecondary/grad-background

https://www.nytimes.com/.../the-conservative-school-board...

https://www.cde.state.co.us/cdeboard/board_member_profiles'

http://www.cde.state.co.us/postsecondary/gg_workgroups

History

On History: History curriculum is constantly changing.  World History is especially changes and is challenging as not only is it vast, we educators can not agree on what is really important to teach. AP World History becomes a jumbled hurry of facts and high-pressured memorization but not really made for self-critical- thinking skills.  Students will write what they think will bring scores, not what they ‘think’.  

Kids tend to gravitate toward American history.  It is more familiar and can be taught as ‘flattering’ and easily absorbed as Berttrand Russell suggests. So here is a problem.  Say I get students- juniors or seniors- who had American History and English the previous year.  By the time they get to World, some are set in “American Exceptionalism” or depending on the teacher and parents “America is the worst”.  Perspectives.

I believed my job was to teach history, not influence beliefs (at least as much as possible, being human).  

Example: Every year, on November 11th, I teach “Remembrance Day”, not Veterans Day.  I teach WWI references and Flander’s Field as it relates to war.  No it was not in the curriculum. I am/was teaching war in 2001-retirement.  Mindful that this is the same time the US invaded Afghanistan and Iraq. I did not, and do not think it is my job to influence kids into NOT to go to war.  It is not my place to discourage any person into making a decision of that magnitude.  

Conversely, it has troubled me to see teachers; History teachers; American History teachers- promote patriotism in the classroom.  It is not my place to discourage, I also don’t think it is mine, nor anyone else’s place, to encourage enlistment.  What is absent from curriculum are reasons as to why the US invaded.  We could teach a three day unit explaining the Cold War, Russia, Bin Laden, the Mujahideen, and how these events are connected and led to US intervention. You could, and could try, knowing you would be violating direct orders.  And when I, personally, did tread on those dangerous grounds, students resisted- “no,not my country”; or worse, “yea, down with this country” (please stay off ‘my side’), and the rest just blinked. 

In history, we tend to formulate opinions and Then provide convenient facts to support our opinions.  In history class, it needs be the other way around- here are facts, Then you can begin to formulate your own thoughts.  In our “like,” “thumbs up, thumbs down” rapid and vapid social media we actually think our opinions have merit. 

The truly troubling thing for me- the thing that still keeps me up at night is- knowing that we/ I did not tech more facts during that time.  

The promoters of patriotism rally good feelings and a sense of justice, and righteousness.  Who doesn’t want that? Meanwhile, any opposition to that ‘good feeling’ is seen as treasonous- Because people don’t like to feel… bad?

The reality is- kids that I saw with the most patriotic apparel and devoted nationalist rhetoric did not go to war.  They went to college.  And the kids who did go to war did not necessarily go out of a sense of duty and patriotism.  Many went out of necessity.  The kids who went to get opportunities they could not otherwise get in the US. (Another issue).

So we have posters and banners and “mission statements” in schools advertising “critical thinkers”, “a safe environment,” “diversity”. And when questioned what was being taught- well, you will get criticism, a more hostile environment and a ‘uniformity or else’ message; quite the opposite message prominently displayed on school web pages. 

History is a touchy subject. History is a dangerous subject.  

History coupled with English- oh boy, you control those two subjects, you rule a nation. Language coupled with routine and nationalism= World History Empires. 

One last thing- I question what is taught and also what is not taught in school, it is what is NOT taught in history. 

I saw this documentary in 2007 and thought it might be important to share with students. Body of War- Just the trailer and maybe a link- I would not show it in class, because it was too sad for me to watch more that once. I was discouraged from even mentioning it in class- and overtly told- because it won’t be on any test it is pointless to pursue. Besides, it took away time from filling in ACT bubbles.  Parents might also be upset because its not your place to influence kids on war. No biases.  You must be neutral (AI). (Unless it is pro… got it). Thumbs up to high school military recruiters, anthems and pledges. Thumbs down to teaching why we have pledges, anthems and the importance of military influence over time.

In tomorrows blog- Making sense of it all. (or not)

“Study History or Be History”

Was a poster tacked above a door in our high school social studies office.  For 19 years my philosophical mind asked questions.  Won’t you be history whether you study history or not?  And we don’t really ‘study’ history, do we?  We get a canned curriculum of rushed, condensed, and mostly biased (on multiple fronts) information.

I think the poster was trying to copy the more famous quote of: “those who do not learn history are doomed to repeat it.”  And we already are.

Welcome to the new Middle Ages.

It’s not the Church this time, it’s big business. I’d like to expand on that later, but for now, the focus is on history.

“History, in every country, is so taught as to magnify that country: children learn to believe that their own country has been always in the right and almost always victorious, that it has produced almost all the great men, and that it is in all respects superior to all other countries. Since these beliefs are flattering, they are easily absorbed, and hardly ever dislodged from instinct by later knowledge.” Bertrand Russell

Russell’s essay on education is worth a read. Administrators I shared Russell’s article with disagreed.

Message clear- don’t talk about Education, just teach what ‘they’ tell you, be a goon for standardized tests, and collect data.

Oh, and put up threatening posters like: “study history or be history”. At least the second half is right.

Resist

I just got to thinking about how many former students have struggled with addictions. We blame and shame the individual but not the companies marketing and profiting- from what I consider criminal acts of propaganda. Companies (BM's- business model sorts) like alcohol, pharmaceutical, tobacco/ juul, technology prey on the insecurities of kids that they, the BM's, helped to create in the first place.

It breaks my fragile heart to hear about students as young as 9 withdrawing. Withdrawing from school, from life, and are getting nicotine patches, more drugs just to 'function'. Young, young teens are joining 12 step groups and if they are 'lucky' get intense psychotherapy.

On the one hand I am proud and impressed- but not surprised with the strength and resilience of students. It just simply does not have to be this hard! Life is hard enough without vultures, sinister greedy BM bastards that use data to harvest children.

There is no face for these companies for us to face. We/ I can only look at the faces of kids. Why not blame them? "If you kids only"... and sadly we do blame them. I would like to teach how massively powerful and destructive ads are- the subtle daily, hourly whiffs of disappointment for not being perfect.

Yea, may I suggest the next time you/we shame a kid for getting in trouble, doing drugs, drinking to excess- that we pause- and put the anger and fear towards the true culprit. Big BM's.

And to be fair, it is not BM's fault either. They are doing what is in their nature. To profit at all costs.

And we/ I need to do what is in my nature. RESIST.

Word!

Ever heard of Linguistic Imperialism?  Me neither. Niether? Either? Anyway, Linguists understand the power of language and its ability to dominate. Linguistic Imperialism is, was… IS a (hypothesized) tactic used by powerful nations extending political, economic, and ideological rule over “weaker” subjects.  

Because England dominated the globe during a global height of Imperialism/ Colonialism in the early 20th century, the language of English prevailed. 

Sure, most people think of military command or economic stagnation vs. superiority, but none of those could be possible without the very language shaping our minds supporting such ideology.

It is imperative for dominating countries to institutionalize subjects through words. 

India’s schools slowly became English speaking schools starting in 1848.  Native American children were tortured and killed (see Thanksgiving mass grave articles) if they were not complacent.  

This could be a long article, and like so many things about education, complicated- but I want to keep it short- it is in black and white.

Black: 

Absence of light; “eye’s pupil”; bad or evil; (n) black people; (adj) without hope; dirty, soiled; indicative of condemnation or discredit; connected with or invoking the supernatural and especially the devil (black magic); very sad, gloomy, calamitous; marked by disaster; characterized by hostility or angry discontent; sullen: ‘black resentment filled his heart;  distorted or darkened by anger- ‘his face was black with rage’; having dark skin, hair and eyes. 

White:

Having the color of new snow or milk; free from moral impurity; innocent- ‘the pure white heart of devout’; purity, not intended to cause harm- a white lie; favorable, fortunate ‘that’s mighty white of you’; the opposite of black; white-a person of European ancestry; free from spot or blemish; free from guilt or pollution; ‘white as thy fame, and thy honor clear’; white magic is with the intention of doing good; neat and clean; beholden to no one; wholesome; nonthreatening; free from sin. 

Antonyms of each: good/ evil; white/black

I picked examples from Cambridge dictionary, Online dictionary, Merriam Webster, Webster, Macmillan and Wikipedia.

Oh, and about sex- there is not a word in the English language (spell check capitalizes on the e), that describes the sex born, opposite of man without being subjugated by the masculine. 

Wo-man (old English from wyf, ‘wife’ of man); Fe-male; lad-y; madam (originally ‘my’ lady, ownership, until the word turned meaning into prostitute); Mrs. is still a title meaning property of Mr.  Mr.’s. 

Language shapes our perceptions of the world.

And that is why English must be mandatory requirements for graduation in the US. The highest prerequisite hours in every state is English. Without mastery of the ‘master’ language, there might be mistrust in the master.  

And it’s spreading.  Countries are clamoring for English to compete or decease. 

But what are we creating?  The “Right” words for a white world. 1984 kinda stuff.

“[The English language] becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts... if thought corrupts language, language can also corrupt thought.”

― George Orwell, Politics and the English Language

As George Carlin put it:

Governments don't want a population capable of critical thinking, they want obedient workers, people just smart enough to run the machines and just dumb enough to passively accept their situation.”

Buy Nothing Day

Adbusters

Thanks. Giving.

I am thankful for the people in my life. I am thankful for the people no longer in my life. I wish all the people throughout my life all the best. I wish them all joy, serenity and peace.