No Matter What
You say to me, "But I have to prepare the kids for the real world, where things aren't always fair."
And I'm thinking, Since when did two wrongs make a mf-ing right?
Excuse me, but we are not helpless here as public education school teachers, and this does NOT have to be "the way it is." Just because I was taught this way does NOT make it right for me to teach this way. And just because I was evaluated in this way does NOT make it right to evaluate my students in this way. Escpecially when I know it doesn't work. Not only is it irresponsible, it is educational malpractice. Since WHEN have we been willing to accept a profession that claims to promote learning yet REFUSES to learn themselves?
You have to fall off one side or the other, for you can't balance on this razor sharp fence. You either justify bad practice by saying it prepares kids for the real world OR you change bad practice because it doesn't work. Do I want to promote unfair assessment and grading practicies within my own classroom because the real world isn't fair either, or do I want to cast my students out into that real world with the critical thinking skills AND courage to demand more from this "real world"--to actually go out and help define a NEW "real world," even though I cannot fathom that "real world" myself? If we are not working to make this world a better place, then what the hell are we doing? And if we are not learning from past educational mistakes, then how the hell can we claim any measure of credibility for our profession?
I am sorry, but I refuse to be bound by the insanity of this victim mentality. I am NOT helpless in what I do for my students, the faults of the real world will NOT guide my education practice, and I will NOT perpetuate the egregious wrongdoing of generation upon generation of educators.
And if I refuse to hear the call of the socialization loon, luring me into a pile of crap "This is just the way it is" world, I will tell you what I will do even more so: I will NOT allow my students to be victimized by the victim mentality. In fact, I will fight to the very end. I am the mother bear in this regard, and I will not let you "kill" my kids.
So I'm working on interview questions for this summer--to hire people who can and will work in this atmosphere, under this belief. No, to hire people who will THRIVE in this atmosphere, under this belief. I want a question that measure efficacy: to what degree do you REALLY believe you can make a difference? I want a question that measures to what degree you will go for students? For example, if 50% of the students in your class fail a quiz, you'll probably be concerned. 40%, probably still concerned, and maybe even down to 30% and 20% too. But if only 10% of the students in your class fail a quiz, do you still care? As much? And if I said only 1% of the students failed, what are you going to do? Are you still going to care, and are you still going to teach-reteach-teach-reteach? Does it still matter? And, now I want a question that will force you on one side or the other of that fence: do you perpetuate wrongs, or do you change them (it's not unrelated to the efficacy issue). So here's my question: what is the purpose of school? Is it to sort kids for their future role in society, in "the real world"? Is it to sort the kids for colleges (let the colleges fucking do it)? Is it to educate them? Or is it to promote--even guarantee--learning? Whatever it takes?
There should only be one right answer. At this school, in this department, there IS.
And guess what? If you're not with me yet, I will teach-reteach-teach-reteach and do whatever it takes until you understand. Or until you leave. Either way, you will NOT kill my kids.
And I'm thinking, Since when did two wrongs make a mf-ing right?
Excuse me, but we are not helpless here as public education school teachers, and this does NOT have to be "the way it is." Just because I was taught this way does NOT make it right for me to teach this way. And just because I was evaluated in this way does NOT make it right to evaluate my students in this way. Escpecially when I know it doesn't work. Not only is it irresponsible, it is educational malpractice. Since WHEN have we been willing to accept a profession that claims to promote learning yet REFUSES to learn themselves?
You have to fall off one side or the other, for you can't balance on this razor sharp fence. You either justify bad practice by saying it prepares kids for the real world OR you change bad practice because it doesn't work. Do I want to promote unfair assessment and grading practicies within my own classroom because the real world isn't fair either, or do I want to cast my students out into that real world with the critical thinking skills AND courage to demand more from this "real world"--to actually go out and help define a NEW "real world," even though I cannot fathom that "real world" myself? If we are not working to make this world a better place, then what the hell are we doing? And if we are not learning from past educational mistakes, then how the hell can we claim any measure of credibility for our profession?
I am sorry, but I refuse to be bound by the insanity of this victim mentality. I am NOT helpless in what I do for my students, the faults of the real world will NOT guide my education practice, and I will NOT perpetuate the egregious wrongdoing of generation upon generation of educators.
And if I refuse to hear the call of the socialization loon, luring me into a pile of crap "This is just the way it is" world, I will tell you what I will do even more so: I will NOT allow my students to be victimized by the victim mentality. In fact, I will fight to the very end. I am the mother bear in this regard, and I will not let you "kill" my kids.
So I'm working on interview questions for this summer--to hire people who can and will work in this atmosphere, under this belief. No, to hire people who will THRIVE in this atmosphere, under this belief. I want a question that measure efficacy: to what degree do you REALLY believe you can make a difference? I want a question that measures to what degree you will go for students? For example, if 50% of the students in your class fail a quiz, you'll probably be concerned. 40%, probably still concerned, and maybe even down to 30% and 20% too. But if only 10% of the students in your class fail a quiz, do you still care? As much? And if I said only 1% of the students failed, what are you going to do? Are you still going to care, and are you still going to teach-reteach-teach-reteach? Does it still matter? And, now I want a question that will force you on one side or the other of that fence: do you perpetuate wrongs, or do you change them (it's not unrelated to the efficacy issue). So here's my question: what is the purpose of school? Is it to sort kids for their future role in society, in "the real world"? Is it to sort the kids for colleges (let the colleges fucking do it)? Is it to educate them? Or is it to promote--even guarantee--learning? Whatever it takes?
There should only be one right answer. At this school, in this department, there IS.
And guess what? If you're not with me yet, I will teach-reteach-teach-reteach and do whatever it takes until you understand. Or until you leave. Either way, you will NOT kill my kids.