How to make your kid hate math, writing and PE all at the same time
As more and more states fall prey to the veiled bribery of Race To The Top (RTTT), the required implementation of teacher-evaluation-based-on-student-test-scores is already displaying the dangerous symptoms the critics of corporate reform have been warning about. According to a maddening article in the New York Times yesterday—yet another that wastes no time in blaming teachers for the achievement gap (and please, someone needs to smack some sense into Nicholas Kristof)—revision of curriculum is frantic in at least a dozen states.
The Times quickly pointed my attention to the effort taking place at Bearden High School in Knoxville, Tenn., where “physical education teachers are scrambling to incorporate math and writing into activities, since 50 percent of their evaluations will be based on standardized tests, not basketball victories.”
As someone with a degree in Exercise and Nutritional Sciences, I balked at this development. Of course I had to Tweet about about it, and the absurdity kept me up much of the night, an insomnia further fueled by some of the interesting responses to my 140-character scoff. Among them, some ideas to incorporate math:
How many feet are in 2 football fields? Inches? Centimeters? A basketball court? Tennis court? Perimeter of each?
How long does it take to run around the perimeter of a football field if running
@10 meters/sec?How many basketballs would it take, if placed side by side, to fill a basketball court? Tennis balls on tennis court?
Measure each other, then:how high must you jump to touch rim? How high *can* you jump? What’s difference?
some crosscurric is good. Don’t spend all pe time on math but 5-10 min out of an hour not bad idea
This is to say nothing of the writing which should also be incorporated. Perhaps an essay about whether a tennis ball makes any noise when it bounces if nobody is around to see it bounce? Ah, but that is getting into philosophy and there’s no time for that!
One of the more sun-shiney responders (who offered several of the above suggestions) offered this as well:
Racers have to figure out minutes/mile (pace) while training,pace changes on type of run.
#important2success
To specific and serious athletes, yes, important to success. But to the average kid in PE class? Hmmmm. I asked him if he had any ideas for third grade MathPE problems. His response?
Sure. How many jumping jacks do they do in a minute if they do one every 2 seconds while warming up?
Critical to success, indeed!
The way I see it, that last problem—or “word sentence,” as Pearson would like us all to know it—is a math problem for a math class. Albeit, one for a creative math teacher whose kids might get up out of their seats to test whether it really does take one minute to do 30 jumping jacks (more if you’re overweight like more than 1/3 of American kids, less if you’re wealthy and your parents can afford after school tennis lessons. Oooh! Do I sense a follow-up math problem to the original problem?). Of course, a third grade teacher might risk being written up for having her students deviate from the all-important worksheet. No jumping jacks in class! Stay in your seats with eyes on the board and quiet hands!
Look, my 6-year old has PE one time each week for a total of 30 minutes. That is one time, for 30 minutes, including the to-and-from-the-classroom time. Every Tuesday at 2:15-ish—after a day of sitting at her desk, then on the carpet, then at her desk, then on the carpet, then back at the desk, then back to the carpet doing math and literacy, math and literacy, math and literacy (not to mention the pathetic district-designed art “class” taught every 6-ish weeks); and after one 15-minute recess at 11:15 ish, and a 30 minute combined lunch and recess, during which my baby usually has to choose between eating or play, since there isn’t enough time for her to do both—she lines up with the other 23 children in her class (slated to be 31 next year) and heads out to PE where she has a smidgen of time to get her pent up ya-yas out. That is her time to exercise her body, the time when running is actually permitted on the playground (for reals).
Where—I respectfully ask certain excessively-upbeat and positive people who think the incorporation of math and writing into PE is an awesome idea—she should do additional math and literacy? Moreover, why? And who does that serve?
We have a very big problem with childhood obesity in this country. And when a child participates in any form of exercise only once a week like many American school children, it can be very hard and not terrifically enjoyable; it can be interpreted as punishment, and is sometimes used as such. Toss in some extra math problems (“gym teacher recently spread playing cards around and had students run to find three that added to 14″) and once more, we are setting our kids up for failure. With rare exposure to (fun) exercise, children tend to develop negative attitudes toward fitness, pervasive and difficult-to-change negative attitudes that have direct impact on their current and future health, both physically and emotionally.
Cross-curriculum teaching can be a good thing. Teaching the whole child is a good thing. But this isn’t about cross-curriculum teaching. And we are a long-ass way away from teaching the whole child, moving ever further from such an ideal. None of this is even about what is best for kids, and advocates of math and writing in PE need to stop pretending that it is.
Like most of what is happening in education right now, this is about power, politics, and money. The kids are simply the collateral damage.
Breaking the silence
It’s been too long since I’ve posted. But things were crazy. I have many posts coming but for now…I DID IT! I sent this letter today (h/t to unitedoptout.com for the template):
February 16, 2012
Bill Kowba
Superintendent of Schools
San Diego Unified School District
4100 Normal Street, Room 2219
San Diego, CA 92103
Dear Mr. Kowba,
Please accept this letter as our request to excuse our daughter, Ruby, from participation in standardized achievement testing as is allowed in §60615 of the California Education Code. This request includes the state mandated assessments of the California Standardized Testing and Reporting assessment program (STAR/CAT 6), which will begin for our daughter in the 2012-2013 school year, as well as the San Diego Unified School District Benchmark Exam program.
We believe such testing to be unjust, counter-productive, and harmful to the education and development of our daughter; we do not see any intrinsic value in our six-year old spending time transcribing her answers from a test sheet to a Scantron. Timed, one-chance tests do not show regard to variables in context or circumstance affecting student performance on the days of testing. This is further underscored by the fact that, as a student of the Language Academy, our child is currently forced to take tests in English, a language she isn’t yet learning to read.
In addition, we do not wish to participate in mandated programs that coerce school districts into compliance with punishments that adversely affect the resources, standing, and operations of our locally controlled pubic schools. The state oversteps its bounds and does a disservice to the public when it ignores professionals in local schools, arbitrarily making educational decisions (funding, status, and otherwise) based solely upon these one-chance tests.
As parents, we resent being held hostage to tests—which cannot be cheap to administer—while simultaneously suffering absurd cuts to our school, cuts that continue to decimate our staff and much-needed resources.
We understand that it is an educator’s professional duty to assess the learning of each student in the classroom and we fully support our teachers, our principal and our staff. This request is not intended to restrict professional assessment (formative or summative) by the classroom teacher to which our child is assigned. On the contrary, we believe our talented teacher is our child’s benchmark, and that she has the skills and training to do what standardized tests cannot.
Best regards,
Aaryn and Sam Belfer
San Diego, CA
cc: [Our Principal]
Mr. John Lee Evans, President, San Diego Unified School District Board of Trustees
Mr. Tom Torlackson, California Superintendent of Public Instruction
What does first grade science look like?
Peg With Pen has a post up today called, “What Does Enrichment Look Like?” It inspired me to put up a post I’d planned to sit on until a later date, which is to say, until I read Peg’s post, I was still worried about pissing off the wrong people. But I’m over that now. So!
Last Friday like every Friday, I helped out in the classroom. One of my jobs that day included prepping the science kits for my daughter’s class, a task that consisted of putting together 24 one-gallon bags, each with a group of objects:
Oh, hell yes, I whipped out my phone and took photos.
The one-gallon bags were purchased by parents, along with sandwich bags and a multitude of other supplies the teacher asked for early in the year. (I used all but four of the one-gallon bags and my husband is, at this minute, at Costco purchasing more to replenish the classroom). The objects—a square piece of fabric, a small piece of electrical wire, a snippet of plastic tubing, a plastic triangle, a screw, a wood cylinder and a popsicle stick—were sent by the district with instructions.
Not only were there instructions about borrowing and returning the materials (excluding, presumably, the one-gallon bags), but there were instructions—very specific instructions—about how to teach this very interesting unit.
“NOTE: This strategy does not require you to write a note for each student.” I don’t know why, but I really love that part.
Thank GOD these instructions exist because teachers couldn’t possibly come up with a lesson plan as compelling, as intriguing or as as curiosity-building as this one. Nor could they be trusted to do so. After all, they’re only teachers. And, too, I bet the children can’t wait to begin “exploring” the very exciting borrowed materials I placed in the one-gallon bags, materials that need to be returned in the “cleanest most complete condition possible.” Have at it kids! Explore allllll you want….just don’t get so much as a greasy little six-year-old fingerprint on any of those items loaned to you.
This unit is destined to inspire a whole slew of future scientists and instill a life-long love of solids.
Reader Feedback
Following my two posts (here and here) on opting out of standardized testing, I have received numerous emails from educators. With permission, I am going to start posting them here, sometimes including whole emails and other times just excerpts. Because these people have much to lose, I’m removing identifying information and changing names to protect the letter writers. These voices are being discounted and demonized. And yet, these are arguably the most important voices for parents and policy makers to be hearing right now.
And so, here you go:
Aaryn,
Just wanted to say thank you so much for what you’re writing about high stakes testing. I applaud your decision to extricate your kids from it.I will disclose at the outset that I am a public high school teacher [...]. I appreciate that you’ve done your homework and understand what’s really behind so much of what is called “reform” and “accountability.”This all plays out in the classroom in ways even more crazy than people suspect. Here’s one example: I work for a high school district [redacted] that prohibited novels in the language arts classrooms for several years. We were told that since the standardized tests were made up of multiple choice questions and short reading passages, time spent reading literature would be time taken away from appropriate test-readiness activities and therefore an inappropriate use of instructional time. (I was “written up” for teaching The Great Gatsby to high school juniors in defiance of this curriculum mandate)And all of this takes place while I watch closely the rich humanities curriculum prepared for the children of privilege. (My wife teaches at [a private school]). The so-called “achievement gap” is quite small when compared with the “exposure to culture and art” gap that has widened obscenely since NCLB. If this all continues apace public school kids not exposed to literature at home will read and write only well enough to fill out a credit application so that we can inflate the next wealth-transferring bubble. (See “College, Inc.” documentary of PBS Frontline)Thanks again.Nick Carraway
What’s up with Up for Ed?
Last month, I attended two different events dedicated to the discussion of public education. They were separate and unrelated, but each event featured one of the two co-founders of a local group called Up for Ed.
Theresea Drew sat on a panel hosted by Voice of San Diego, and Shelli Kurth was one of three attendees hand selected to ask a question during the Michelle Rhee event, the welcoming remarks for which were given by the former leader of the supposedly defunct pro-charter group San Diegans 4 Great Schools. (One of my Twitter followers approached me before the event started, shook my hand and said ominously, “We are in the belly of the beast.” No doubt, I believe what she said was true.) At any rate, when Kurth took the microphone to speak, she identified herself only as a parent (I’d love to know where her children go to school) and not as a founder of Up for Ed, which happened to be a co-sponsor of the event.
I thought this was a curious omission. I mentioned this in my recap of the event, and went a few rounds on Twitter with Up for Ed. Interested to know why Kurth wouldn’t mention her affiliation at the time of her public question to Rhee, and curious about where Up for Ed stands on certain issues that are left unaddressed on it’s website, I emailed Kurth. I wrote:
Your website states as core values, “Great School and Great Teachers, Kids-First Decision Making and Parents as REAL and POWERFUL Stakeholders.” Yet nowhere on your site do you state which reforms you support in order to achieve these core values. You say your in favor of parent empowerment, yet nowhere in your mission statement do you say what that means to your organization. So, I‘m writing you now to try to understand where Up for Ed stands on various issues. I’m curious to know what Up for Ed’s position is on the following:
1. Privatization
2. High stakes testing
3. Teacher assessment using HST
4. School Closings/Conversions of schools to privately run charters
5. Lifting the caps on public funding of charter schoolsAlso, is Up for Ed affiliated with the Los Angeles group Parent Revolution?
Finally, when Shelli spoke publicly at the Michelle Rhee event last night, she introduced herself as a parent, but did not include that she is a co-founders of Up for Ed, one of the sponsors of Rhee’s listening tour. Why this omission?
I received a response from Up for Ed’s PR person offering a chance to discuss these questions over coffee. Unable to do this until after the holidays, I reiterated that my questions were pretty straightforward, and that I didn’t think they necessitated a face-to-face meeting. Never mind that I’m a journalist; as a parent who might be looking to affiliate with some sort of education reform group, these questions are not unreasonable. Why would they hedge unless there was something to hide?
Long story getting longer, I did receive an email from Kurth filled with platitudes, talking points, and——one of my questions answered. “In regards to the Michelle Rhee event,” Kurth added as a post script, “It was requested that I identify myself simply as a parent.” That passive voice is so forgiving, isn’t it?
I’ve since emailed to ask who requested that Kurth identify herself “simply as a parent.” Was it the Rhee people? And if not the Rhee people, then who? Was it her people? And who are her people? So far——and not surprisingly——it’s tumbleweeds and crickets from Kurth. And I definitely don’t expect any more answers after I write this, which is okay with me since the evasiveness, combined with what Drew and Kurth are willing to say to other journalists, speaks very loudly indeed.
Please join me for a quick detour, won’t you?
The re-branded and newly named U-T San Diego published a piece yesterday about a tussle between parent groups and the teachers union. There are so many ways to dissect this particular piece of journalism, but the gist is that certain parent organizers—who don’t like unions other than “parent unions”—are unhappy with the way the teacher’s union is depicting the new parent trigger law in their member newsletter.
The union views the parent trigger law as another effort to privatize schools (which it is), and is making sure its members understand its implications. Bill Freeman, president of the San Diego Education Association went so far as to call the parent trigger a “fake democracy.” Which is just, you know, BULLS EYE.
The parent groups interviewed for the article see things another way, however, stating “[t]he parents want union leaders to retract the articles published in their newsletters and issue new communication to members that offer unbiased news about the law.” I suppose that unbiased news about the law and other education reporting should come from…the Doug Manchester owned U-T San Diego?
But enough detour. Can you take a guess at who the parents are in this story? That’s right: Shelli Kurth and Theresa Drew of Up for Ed. Working in conjunction with Parent Revolution (shocker), which answers one of my unanswered questions. And then, too, there was this very important bit that pretty much answers all of my other questions: “Up for Ed organizers received seed money from businessman and charter school advocate Rod Dammeyer, who worked with San Diegans 4 Great Schools and that group’s failed effort put a measure on the next ballot that would allow voters to expand the city school board with appointed members. ” (Bold face type is mine, typos are not.)
The dots are all there. They just need to be connected.
To be clear, I don’t have a problem with Up for Ed’s point of view, other than I think they’re wrong, and I’m going to speak out about it. What I do have a problem with is the lack of transparency that seems to define Up for Ed, San Diegans 4 Great Schools, Parent Revolution and the entire “reform” movement more interested in equivocation and trickery than anything else when it comes to realizing their end goals.
Parents: If you’re going to pick a side, it’s good to know who you’re dealing with.
Fighting back against mandatory school testing, Part 2
“The bottom line is that standardized testing can continue only with the consent and cooperation of the educators who allow those tests to be distributed in their schools—and the parents who permit their children to take them. If we withhold that consent, if we refuse to cooperate, then the testing process grinds to a halt.”
—Alfie Kohn, parent, author and education expert
(photo from Peg With Pen)
Jan. 7 has been declared National Opt Out Day by the grassroots organization United Opt Out National, whose goal is to eliminate high-stakes testing (HST) in public education. With the unreachable goal of 100-percent student proficiency in math and reading by 2014, the bipartisan No Child Left Behind (NCLB) Act and its component standardized testing will result—in fact is designed to result—in an unprecedented, manufactured event of 100-percent school failure. Education privatizers are salivating like hyenas.
Fighting back against mandatory school testing: It’s my way or the highway, says No Child Left Behind—but is it really?
The red pillow takes the least space. The yellow pillow takes more space than the blue pillow. Which of the following is not true:
- The red pillow takes more space than the blue pillow.
- The yellow pillow takes more space than the red pillow.
- The blue pillow takes more space than the red pillow.
- The red pillow takes less space than the yellow pillow.
- The blue pillow is the one I will bury my face in while I cry myself to sleep because my frustrated child told me today, “I’m a loser.”
That there is a real homework question (mostly) from my child’s third week in first grade. She’s in a language immersion program and isn’t reading fluently in any language just yet, so problems like these need to be dictated to her. This is typical of the state-mandated curriculum taught every day at her public school and of the battery of tests she’ll take during the next 11 years beginning this past October. Never let it be said I didn’t offer you readers birth control.
Folks, if you think the people leading us today are fucked up, wait until you see what our schools are going to churn out in the next decade and beyond.
Exactly one year ago, San Diego Unified School District Superintendent Bill Kowba spoke on an episode of KPBS’s These Days radio show about a “lost generation” of children.
“If you were a kindergartner enrolled about 2007,” Kowba said, “and you moved forward, you’re in about the third grade now or so. All we have done is reduce the opportunities for you as a student.”
With the end of 2011 comes a much-needed four-week break for my generational refugee. For one month, she’ll be free from the barrage of multiple-choice, fill-in-the bubble worksheets and the drone of standardized-testing-based curriculum that now comprise the meat of our public-education system. Designed to prep the little ones for the revolving door of tests, the classwork being pushed is also perfect for squashing the curiosity right out of them.
According to Diane Ravitch, an education historian, former supporter of No Child Left Behind and outspoken critic of high-stakes testing, “No high-performing nation tests its students every year or uses student test scores to evaluate teacher quality.” That tells us a lot about our nation’s direction. Behold, our testing:
California students are to take federally mandated tests (the NAEP in grades 4, 8 and 12); state-mandated tests (STAR, which includes the CST, CAPA and CAMA tests for grades 2 through 11, and the CAHSEE in grades 10 through 12); and district-mandated tests (math-, science- and literacy-benchmark exams administered three times each year to grades 1 through 8 and end-of-course exams in grades 6 through 12—there are no cool acronyms for these). More tests are coming, too, thanks to Obama’s Blueprint. Are your eyes going all psychedelic kaleidoscope on you right now? Just wait. I’m about to add some neon.
Counted among the “voluntary” tests are the AP, EAP and IB exams. There are the college entrance exams—ACT, PSAT, SATI and SATII (how voluntary are these?)—that can be taken more than once! There’s the CELDT for new English-language learners and the infamous-amongst-parents GATE test because it supposedly identifies the cream of the crop. Of course, none of this includes the old-fashioned test—like the math and spelling tests my daughter takes at the end of each week.
With tests like these—and an ever-shortening school year—who has room for meaningful, inspiring instruction in any subject, let alone math and literacy? Certainly not teachers, who are at once hamstrung by the standards and made out to be the scapegoats of all that’s wrong with public education. Why anyone would want to be a teacher right now is beyond me.
I’ve said before that being a parent means going through school all over again. Nobody tells you this, and had I known way back when, I might have made a different decision about my future, settling on a reliable dog-sitter and lots of world travel instead.
More likely, I would have pressed ahead with my naiveté, thinking—like I did in 2005—How bad can it be? Schools have got to be better by the time my child is 5. Isn’t that quaint? The thought is so adorable that I want to pat it on the head and send it to bed with a warm cup of milk. And even if I’d been able to imagine a worst-case educational scenario, it still would’ve been a termite’s dust tower compared with the Mt. Kilimanjaro shit-pile that it is.
So, here I am at base camp of the shit-pile, faced with the daunting task of navigating my route to the top. Testing looms, and it pisses me off.
I’m angry that my kid is being held hostage to tests by a system that threatens to take away her school’s funding if she and her schoolmates don’t perform well. I’m angry that my child’s class spent an hour, during the math benchmark test in October, transcribing their answers from the test sheet to the Scantron sheet. I’m angry that whatever changes are coming to this system will not be soon enough—or even the right ones—to change the experience the “lost generation” will have.
I’m not willing to be complicit in it. So, we are opting out of the mandated testing. What? You didn’t know you know you can do that?
(Published Dec. 20, 2011 in San Diego CityBeat.)
Michelle Rhee’s 5-City California Infomercial- Coming to an auditorium near you!
Last night, I drove over to the Shiley Auditorium on the beautiful campus of USD to hear Michelle Rhee talk about education reform, or as it should more aptly be called when it comes to Rhee, “reform.” San Diego was the first of five stops she is making in California as part of what she called a listening tour, or as it should more aptly be called when it comes to Rhee, a “listening tour.” But I’ll get to that in a minute.
I had planned to tweet the event, despite the signs that said “no texting,” but then I couldn’t get a signal on my phone. The conspiracy theorist in me thinks there was a jammer involved. After all, this was a university campus and I have a smart phone. But my friend, Grant who sat with me, laughed at the notion. He claims to be cynical, but perhaps he’s not cynical enough.
The un-tweetable event was touted in our local paper as “a series of education forums with California mayors,” so it didn’t seem outrageous to expect a conversation between Rhee and San Diego’s newly-svelt and rather handsome Mayor Jerry Sanders. But following a short welcome by Scott Himmelstein of the slippery San Diegans 4 Great Schools—the “grassroots” organization that would like to see four private citizens appointed to our elected school board—Mayor Sanders only offered a brief introduction before disappearing. His dinner was probably getting cold, as the event began 45-minutes later than scheduled.
So: No conversation with San Diego’s mayor. Instead, Rhee shared the stage with three non-mayoral panelists: two young and well-liked teachers who have each repeatedly experienced the annual pink slip, and a parent named Sally Smith who was clearly waiting for Michelle Rhee to up and walk on water. Her fawning made me avert my eyes, but the teachers were compelling.
(It should not be overlooked that there was another mayor present. The mayor of Sacramento, Kevin Johnson, emceed the evening. But Aaryn, you may ask. Why was the mayor of Sacramento emceeing the Michelle Rhee “listening tour” in San Diego? Well that is an excellent question! Johnson is Michelle Rhee’s husband, a notable nepotistic fact given that Rhee and her organization—innocuously dubbed Students First—are elbowing their way into the California education morass. Aye, the rabbit hole is twisty. Johnson was a one-man cheerleader for his wife, the head Rheeleader if you will, interjecting an emphatic “awesome!” every time it was his turn to talk. He excitedly pointed to the audience as proof of how many people support his wife and her “reform” movement. Speaking of which, I did nothing more than RSVP for the event and was subsequently counted amongst their 900,000 supporters. Be cautious of numbers coming from Rhee.)
Aside from the delay at the beginning—which Johnson claimed was due to the large number of people trying to get in; it is difficult to fill a theater before curtain time, after all—the event was carefully orchestrated. Students of the teacher panelists were escorted to front-of-house reserved seats to the left and right of the stage. The front section was reserved for important grown-up revelers escorted in moments before the show started. Hmmm…could it be possible that the presentation started late because Rhee was in a meet-and-greet with powerful donors? No. No. It must have been the rest of us on-timers patiently waiting for the show to start.
When it did finally begin, the Marshall Middle School Chamber Choir plucked at heart strings like little angels when they sang a moving rendition of “God Is Watching Us” (you can hear it at the end of this post). They followed it with Jay-Z’s “New York,” and drove home the adorable factor when a little Asian boy with spiked hair sang the lead. It was contrived, for sure, but effective. I swallowed tears because a) the kids were so damned good and b) so damned lucky to have a music program. Unlike the kids at my daughter’s school where there isn’t even a locker room for them to change for PE class, let alone a middle school chamber choir. Unspoken message: It’s good to attend a school in Scripps Ranch.
After a short speech by Michelle Rhee and anecdotal stories from the women who joined her on stage, the listening part of the “listening tour” began. The AV folks brought microphones to three pre-selected audience members, because nothing says I’m-listening-to-what-you-all-have-to-say like choosing the voices you want to hear. Rhee knows she can’t be held to account if she doesn’t allow a real conversation.
Teacher Kathleen Gallagher said teachers and administrators in schools are at fault because they “don’t monitor the quality of instruction” in their schools. She said that “kids are bored out of their minds” and that teachers “need to be more accountable.” She didn’t mention the dreadful curriculum foisted upon teachers, designed to prepare children for testing, but her point was applauded. Shelli Kurth introduced herself as a parent of two kids and went on to say that “nobody wants to have the conversations that are uncomfortable.” I assume she wasn’t talking about the role of poverty in our education system. Another thing she wasn’t talking about during her staged moment at the mic, was that she is a co-founding member of Up for Ed, a local organization that sponsored the event. A little disclosure goes a long way. Finally, Christopher Yanov of Reality Changers spoke of the need for high expectations. His group is a non-profit but recently launched a for-profit “new social enterprise” called College Apps Academy. The association, to me, is curious. Also included were two similar audience questions written on note cards, selected by staff and read by Johnson. Generally speaking: What do we do now? Rhee’s answer: Join Student’s First. Awesome!
Of course, Rhee spoke of her time as the Chancellor of D.C. schools, citing dizzying statistics about her successes. She talked about once visiting a failing school where “kids were throwing desks out of windows” with “papers flying everywhere.” Sounds like fast times, to me. She then revisited later only to find the kids were “in uniforms, with shirts tucked in, ready to focus.” She did not mention the cheating scandal that resulted from her tenure. Rhee said that “schools need to be more welcoming to parents” and described the laziness of front office workers she witnessed “chatting on their cell phones” and “getting a cup of coffee,” instead of happily attending to “clients.” She said they needed to “smile” when parents come to visit a school. I know the office workers at my child’s school don’t have a lot to smile about right now given the prospect of their ever-increasing workload and always-pending lay-offs. And Rhee plugged a new feature film coming out in the spring, “Won’t Back Down,” as the counterpart to “Waiting for Superman,” which she and her husband cited several times during the one-hour-and-fifteen minute event as proof of something good. Never mind that much of it has been debunked as false.
And that was it. Rhee and her non-mayoral panelists fielded five vetted comments from an audience of several hundred. To be sure, much of what was said was the right stuff to say; the stuff many parents agree on: That kids should come first, that we need to get rid of the last-in/first-out policy, that all is not equal, that parents need to be at the table, that we all want something better for children in this city. But what wasn’t discussed—at all, nary a breath—were the solutions for which Rhee advocates. Solutions that continue to rely on standardized, high stakes testing as a legitimate and equal measure of all children; of test scores being used to determine a teacher’s effectiveness; the desire to dismantle the teacher’s union; the effort to close and privatize schools; the move to lift caps on how much public funding goes to charters.
It didn’t appear that Rhee wanted to talk about any of this last night. Then again, she was here to listen.
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Why the system loves conformity
In order to do this hairstyle:

…I had to buy yarn, which—when it looked as though I might run out—meant an emergency trip to Michael’s. I had done the first half of Ruby’s head on Saturday and planned to do the rest on Sunday, starting as early as possible so the child would have some bit of playtime to her weekend. If I couldn’t do her hair on Sunday, it would be another week before I could finish it. So I drove down Michael’s that Sunday morning and got there just as the doors were opening at 9:00. At least, that’s when the doors were supposed to be opening according to their website.
Instead, a young woman who was setting up the displays of impulse-buy hoo-ha just outside the front doors, informed me with zero amount of apology and quite a bit of slack-jawed apathy, that the store didn’t open until 10:00 a.m. Being desperately in need of the yarn, I offered the girl a mutually beneficial plan. “How about this?” I asked her. “You run inside and grab me one skein of 100% acrylic Red Heart yarn in black, and I’ll give you ten bucks. When the store opens, you can ring it up and keep the remaining money for yourself.” Please? Please? Oh, pretty please?
I was being nice but I was displeased with the situation. Much like Ruby was displeased with the self-portrait she made as part of her district-approved, two-hours-long, once-every-six-to-eight-weeks art class at school. Mind you, her self portrait was completed in three stages AFTER a 40-minute lecture during which the kids watched a volunteer parent draw shapes on the white board while explaining, thiiiiiis is a ciiiiiirrrrrccccle, thiiiiiis is a squaaaaaare, thiiiiiis is a triiiiiiangle. And thiiiiiis is meeeeee blowing my braaaaaaains out on behalf of the wiggly children suffering the long-winded example. Oh. Wait. Did I just say that?
The assignment was to use the shapes to make a self-portrait. If the kids deviated from the instructions (“No, honey. Heads are not round.”), they were corrected (“Heads are oval.”). They were not allowed to go ahead. They had to stick with the stages, which were…
Stage 1, the sketch:
Stage 2, the second sketch (Ruby got in trouble for adding color because it wasn’t time to add color):
And, Stage 3, the third sketch and NOW color!:
Is it me, or does her smile get progressively weaker?
“Look what they made me do to my body, Mom!” she said. “My body is NOT square. Look at my legs! Look at my fingers! They MADE me do that!”
And not only did they make my child do this, but they made her do it twice. Two weeks ago, while Ruby’s teacher went to a professional development meeting, the kids were sent into other classrooms. It just so happened that the class Ruby ended up in was having their art lesson that day. All said, she spent four hours on this square-body, oval-head, round-fingered, zero-creativity-or-inspiration project. That is the our district hard at work right there.
Of course, I used this as an opportunity to explain that some kids don’t have exposure to art like she does, and that this sort of guided project gives those children a chance to practice drawing. Not all kids are prolific in pumping out detailed outfits and lapdogs on a daily basis:
The legs do look fairly familiar, and I notice she could use some practice on the fingers.
Anyway, I also told her that in life, we often have to do things we don’t want to do, especially when teachers or bosses (or mommies, ahem) are in charge. And, too, I told her that I thought the art class was stupid. Yes, I did.
So far, I’ve been able to hold my tongue when it comes to telling her what I think about the Envision math curriculum.
I simply pick and choose which parts of these lessons she’ll be ignoring.
What I have decided about our public school curriculum, specifically here in California, is that it is designed to narrow the thinking down to the most tunnely of tunnel vision humanly possible. It has been designed to squash critical thinking and individuality and any sense of joy in learning. It has been designed to create a future society of drones who can fill in a bubble, recite an equation, and pass a test, but who will never be able to solve a problem that isn’t in the employee manual because they won’t know how.
I’m convinced the system wants these kinds of adult humans to be in the labor force so they will do what they are told and they won’t ever make waves and they won’t question authority and they certainly will not, will not, will not! bend the rules for the lady offering a 350% profit on one skein of Red Heart yarn, because such solution is not in the realm of possibilities they’ve been taught to fathom.
I mean, if we gave kids the rich and joyous education they deserved, who in the hell would be left to work at Michael’s?










