Reading: The Foundation of a Good Education

Among the “more you can do” is arithmetic and mathematics. A student needs to be able to read directions, example text, and word problems to move ahead in math; and longitudinal data from the National Center for Education Statistics (NCES) indicate an almost perfect relationship between math and reading scores. It is a fallacy that students can be proficient in math even if their reading skills are low. Rather, a student with math scores that are disproportionately higher than his/her reading scores is the exception, and represents an infinitesimally small percentage of the student population.

On another note, my granddaughter is involved in TTRR (which is a program discussed in this government post), or a very similar program, and reads well over 100 grade-level-and-above books per year. Although she complains that one of her friends attains higher numbers by reading “easy” books, she still feels an incredible sense of accomplishment each year. My only critique of the TTRR program is that it still tends to leave low SES kids in the dust. And now that RIF (Reading is Fundamental) has lost funding to give needy kids their own reading books, my fear is that the academic achievement gap between poor and middle-class kids will become even wider each year.

Reading: The Foundation of a Good Education


Give the Class to the Students!!

What??? Give the class to the students?? What does that mean?

Giving the class to the students gives them a sense of ownership in the class and its contents. To give the students the class, a teacher does not just sit back and let the students do as they please. Instead, the teacher talks about what the official expected outcomes are for the class, what he/she would like to cover, and what the students would like to include. As long as some of the students’ input is included in the class curriculum, they will be more apt to put forth more effort for all the academic units. Also, this type of discussion lets students know the types of constraints the teacher has.

If a teacher is reluctant to include students’ input into the curriculum, he or she might consider asking students to rate his/her teaching and the content at the end of each class. The informal survey might also include a place for students to offer suggestions for improvement or for types of activities. For the first minute or two of the next class, the teacher might read some of the suggestions, including outrageous ones. For example, make a joke out of the response that suggests that the class be taught at the local fast food restaurant, discussing the quality of the food. However, suggestions the teacher might work with should be read aloud (even discussed), and the implementation of the idea(s) should be as soon as reasonably possible–preferably that day or the next.

Try this, and you will be amazed at how quickly even the doubting students begin to participate more actively in class discussions and activities. The teacher may also notice that complaints about the activities decline. (Students are reluctant to criticize activities suggested by others for fear that their own ideas may be laughed at.)

Giving students this much ownership in the class does not in any way interfere with the curriculum. English teachers may suddenly find that the students are as tired of the “teaching to the English skills” part of the curriculum as they are, and that the students would much prefer to learn from doing rather than through dry exercises involving parsing sentences.

Any time the students feel that a class or classroom belongs to them at least as much as to the teacher, they become more interested in learning. Or maybe they just open up enough to be willing to learn just a little…

Clearly, allowing the students to own the class involves a lot of trust–first on the part of the teacher, and then on the parts of the students. Tomorrow, I’ll talk a little about building trust between teacher and class.


I would love both pro and con input. Student ownership of their education is an important concept that needs to be discussed. Please post your comments!


The Obama/Duncan Plan for Higher Education

Today I was thinking a lot about the Obama administration’s plan to churn out more math and science teachers in the next decade.  I call it the Obama/Duncan Plan.  Now, I haven’t checked on this yet, but I will bet that there are plenty of undergraduate students in math and science education programs to meet the needs of middle and high schools throughout the country.  The problem is that these people may teach for a year or two (if at all) before they are snatched up by the business sector.  No matter what the economy is doing, teachers get paid poorly for the education levels they have achieved.  You can reduce interest or forgive payment on student loans all you want if a math or science education major actually teaches.  However, that will not keep these people in their jobs.  Why?  Money.

In most modern nations–and especially in developing nations–teachers are both respected and well-paid.  In the U.S., a teacher can be one step down from God and still not have the deserved respect for an extremely difficult job.  If you are not a teacher or postsecondary instructor, imagine having 30 ten-year-olds for six or seven hours a day, all at the same time.  Teachers have to get all the children listening and working together with a learning purpose or goal in mind, while maintaining the peace between two sworn enemies, soothing a bunch of chronic complainers, patiently listening to  three or four “goody two shoes,” enticing at least one student who sits in the back of the room and challenges the teacher to teach him (or her), make certain that students are improving their reading, writing, and arithmetic skills as well as learning how to take standardized tests, and modeling how to behave appropriately with each other and with the teacher.  Five days a week, at least 40 weeks a year, year after year.

Could you do that job?  Or let’s look at the high school level.  Imagine teaching the same thing to five classes a day.  The high school teacher has the same difficulties as the teacher of 10-year-olds, but the high school teacher sees his/her students for 45 to 50 minutes each day, and the kids are a lot bigger.  Additionally, the teacher has to remember where each class left off in discussions, whether a particular activity was adequately covered in all of the classes, and whether–by the fifth class–the intended information was actually delivered to the students.  If a teacher is expected to teach the exact same material to all his/her classes, the teaching can become pretty stale by the end of the day, even if the teacher practices cooperative learning techniques.

That’s what classroom life is like for most teachers.  At the end of the day, their work is not finished.  It is often in the evenings, after the needs of their own families have been met, that the teacher once again sits down and plans for the next day’s classes, or for all of the following week.  In addition, any papers that need reading and correcting are done in the evening, as the bit of non-teaching time that is build into their day is too short to score five sets of multiple choice tests.  On top of this, both the state and the school administration expect the teacher to take continuing education and professional development classes, usually on their own time, not the school’s time.  Teachers often use their summer “vacations” to do that, and to plan out their teaching strategies for the following year.  Teachers are not paid for the summer.  However, they are often given the option to be paid only during the 10 months they are actively teaching, or to have their pay spread out across 12 months so that they can manage their income better.

More often than not, teachers are constantly looking for new ideas and new items that their students might find unique and interesting.  If you have ever gone on a social outing with someone who is a teacher, you are guaranteed to hear, at least once, “Oh, this would be perfect to share with my students!” or “This will make a great anecdote when I teach (fill in the topic)!”  If you haven’t shared a social event with a teacher, try it.  See if an entire evening or day trip can go by without a single reference to something that students might like.

People who teach for more that three years are teachers first and everything else second.  That is why they are willing to accept pay that is lower than they are worth to the business world.  However, when math and science teachers see that they can make double what they are making if they work for a company instead of a school, many of them think about how much better the extra money will be for their family.  So, they take the job outside of teaching, and another hole in the math/science teaching sector opens up.

The Obama/Duncan plan to supplement higher education is certainly commendable, but it is not realistic in the long run.  We will have a steady progression of science and math teachers cycling through schools just to have their student loans forgiven.  Money given directly to higher education institutions will not necessarily be used wisely to shore up the education departments and graduate schools.  Whatever plan eventually comes out of the Oval Office will need to be carefully tailored with all environmental variables considered.  So far, this administration has not shown me that they are capable of covering all the territory on any issue, much less on education–specifically higher education.  I will continue to believe that more money must go into preK-12 education–much more than the amount of money going to postsecondary institutions.  From a feasibility standpoint, the better grade school education becomes, the less money will need to go into postsecondary institutions.  It’s simply a more sensible investment.  

Meanwhile, the children cannot wait a minimum of 4 years before the first graduates of the Obama/Duncan postsecondary education plan are ready to teach.  For three years. Or until their student loans go away.  And the lure of much higher salaries draws them away from teaching…