Homework & School Reform

This is a post that I've been wanting to write for a while. The title combines two things that are not usually discussed together. Usually we talk about homework and school reform as two separate and polarizing issues. My intent is to avoid the polarization while sharing some thoughts about how the two can be related.

Some background info first. This post was initially motivated by an op-ed piece in The Atlantic by David Shenk. This article certainly helps polarize the debate and I will admit that I fall on the side advocated by Shenk. However, it is this quote that stirred my thoughts:

The new thinking is that, instead of piling on onerous, rote assignments, homework, kids ought to be encouraged to use their after school time to explore their own curiosities, read books of their own choice, to play, and to get adequate sleep.

I shared the link to this piece, even highlighting the same quote, with my fellow teachers where I teach. One colleague responded with the following comment:

Problem is... human nature does not always have learning and discovering as our number one desire. Unless that is instilled as a small child through their home life , they in most cases become students who want to do only what they have to to pass or make it in life. If you give a child a choice between discovering something new or developing a skill they have and just "playing around" most will pick the "playing around" if that desire to learn has not been taught to them early in life. Not all children at an early age are "educated" that way to become life long learners. Sad.

A great point. However, I do believe that human nature DOES always want to succeed. The path of least resistance is usually chosen because it is the quickest path to success. That could range from acting as the class clown, refusing to do school work to appear cool, or simply pretending school does not exist so that one is not reminded of his failures.

This is where school reforms comes in. I'm not going to address the political aspects of standardized testing, accountability, merit pay, or any of the other hot issues. There are lot of people out here who can address such things much better than I. I want to talk about reform in terms of a practical solution for the student my colleague has brought to our attention. What if we were able to encourage such a yearn for learning? What if we could get real creative and partner with community groups, afterschool programs, etc. to help facilitate providing access to the resources necessary to satisfy such a yearning (internet, library, etc.)? What if we became part of that after school solution and learned with our students about those interests and discovered they really did learn our content more readily because of its sudden relevance and applicability? If there are not afterschool programs already in place that could help, what community groups can we contact to begin one?

There is always talk about differentiation in instruction. We have students in our classrooms with a wide range of modifications including modified grading and modified assignments. How could we begin applying such a philosophy in the life of the student whose parents are divorced but only one parent really makes sure that homework gets done? Do we get the custody schedule and assign the major projects only on the weekends that parent has the child? What about the student who cannot stay awake in class because he shares a bed with two younger siblings and every night there might be two other siblings in the house? Can we modify his load so that it can be completed everyday in the afterschool program he attends?

You see, I don't think reform lies in the political or administrative machinery. I believe reform lies in reaching those students. Our job is not to teach. Our job is to ensure that students learn. What will it take to accomplish our job? What will we have to reform within ourselves to make it happen?

Share, Share, Share

Motivated by Kelly Hines (whom you should follow) and her post on her goals for the new year, I've been thinking about my own. I already had goals, but it's always good to write them down. It's going to be a different type of year for me. Even though this will be my eighth year teaching, I feel like it's my rookie year. Twenty years ago I began teaching high school math. After fifteen years away from the classroom, I came back to my first love last fall. That in itself was an adjustment. This summer my principal asked me to get certified in science and teach 6th grade! And more changes will come next year for me.

I've been blessed to land a position in a school with a progressive minded principal who is willing to let his teachers take risks. I never have to worry about trying to convince him why we should try to implement something new or different that will benefit the students. It's great having lots of technology options. When I left teaching the first time, cutting edge technology was the graphing calculator. But it's not about the technology - just read here and here. It's about how you use the technology. Both are part of my goals and here they are.

1) Learn from Others

2) Provide Plenty of Opportunities for my students, colleagues, and myself to Explore, Inquire, and Create

3) Implement Technology with Good Pedagogy

4) Share, Share, Share

Honestly, when I look at my goals, I really only see two - Share and Implement. I'm excited about the sharing part but it's hard. I came up with what I believe are some cool activities to do this year. It would be so easy to keep them to myself and then say after the fact, "Look at the cool lesson I developed." But, if I'm doing it for the good of my students, shouldn't all students in the school benefit? Shouldn't I want to help my colleagues instead of sitting back and pointing out how they never do stuff like this? So, I shared these ideas with the whole faculty. Now they can all modify my activities to fit their situations. All students will be better off.

I've learned a lot about sharing this year. The other math teacher on my hallway last year was a huge help. She shared her experience, wisdom, and resources with me. My kids were so lucky I had her as a teammate. I began my PLN on Twitter and literally hundreds of people have shared their experience, wisdom, and resources with me. My students will continue to benefit. I look forward to continuing to share back and forth with my PLN.

Sharing is the only way to make positive change. Some people really want to change but have no idea where to start. Remember what it was like to be a first year teacher and you had all those questions? There might be a twenty year veteran who feels the same way about implementing technology in an effective way. Soon your generosity will have others coming to you, asking for help. In the end, students benefit all the way around. And that's what it's all about.

Just Doing My Job

Last week my family experienced the vacation from hell. We spent several days camping in the mountains near Cherokee, NC. The final two days were spent in Asheville in a hotel and touring the Biltmore Estate. I spent much of the evening in the hotel assisting my wife with her newly sprained foot. At one point I needed to go out and look for some crutches, an ankle brace, etc. to help out with the issue. I asked the desk clerk for directions to several pharmacies. Because we were nearing the end of an exhausting couple of days, I know my face communicated all my feelings. The young man assisting me was quite helpful and very customer service oriented. He sensed my need and went out of his way to print maps and directions, offering any other help he could provide. I was duly impressed and touched by his actions. When I thanked him, he responded by saying, "Just doing my job."

Now I know he meant nothing negative. I'm pretty sure his meaning was, "I'm supposed to do everything I can to help you because you are the customer." I honestly believe he was genuine in his intentions. However, it made me feel less special. It initially made me think he only did it because he had to, despite the other indications that said something else. I immediately thought of myself and all my colleagues who will be returning to work over the next couple of weeks as school resumes. How many times are we guilty of "Just doing my job"?

That phrase can be taken both ways, just as with the hotel clerk. We can be student focused, learning focused, reflective and adaptable because as teachers that's the best way to do our job. Our efforts can be motivated by a sincere concern for the well being of our students. OR we can participate in the principal's latest vision or the superintendent's latest mandate because "it's our job" and we have to. Both ways are correct but one is better.

"Just doing my job" means also seeing my students as people. Yesterday I ran into one of my kids from last year. (I almost never call them "students" - it seems to impersonal for me.) She ran up to me and gave me a big hug. I'm glad that when I did my job for her last year, it meant more than the imparting of mathematical knowledge. I hope that as I do my job this year that a whole 'nother group of kids feel the same way. I firmly believe that the nature of my relationship with my kids has as much influence with their eventual progress as my teaching will. OR we can say, "My job is to be your teacher, not make you like me." Both ways are correct but one is better.

Teachers in my county officially report back to work tomorrow. Let's all go out and do our job.

No Textbooks?! Does it really matter?

It's been a while since I've posted anything here. I really need to go to bed, but a particular topic with my PLN (Personal Learning Network) on Twitter has kept me up tonight, so I figure I'll post while my own thoughts are fresh. The two posts that have helped stir my thoughts are by @kellyhines on her blog here and by @mbteach on her blog here.


All my teaching life, which goes back twenty plus years in one form or another, though I only have "eight" years of professional experience stretched out over that time, I have searched for a better way. I've always been project, inquiry based, hands-on oriented though I've not always had support for doing it that way. My major goal for my career is to teach the paperless math class that looks nothing like the way I experienced Algebra as a student OR a teacher. I say all of this because for me, just like it's not about the technology, I don't think it's about the textbook either. Textbooks are merely technology that happens to be 500 years old.

Whether you use a chalk board or an interactive white board; a textbook, a netbook, or a Kindle; paper and pencil with a slide rule and log table or graphing calculator, it's about the teaching. To paraphrase a former presidential candidate, "It's the teaching stupid." Are we trying to help students memorize content for testing purposes, or are we teaching them the love of learning, how to problem solve, and how to do it all collaboratively? Are we tapping into their passions and allowing THEM to create content of their own so that learning becomes something they own?

Even though the naysayers don't read my blog, I'll address them anyway. I know, it's always worked before. But let me ask the question, has it really? Or have students just been tolerant of it because they don't see any other options. I quote one of my former students

"I certainly remember with gratitude and recognition all the teachers that were
able to motivate me in some way rather than making the whole process seem like a
burden to get over with as quickly as possible. "

I hope I fall into the fondly remembered group for her.

This post has somewhat turned into a soap box, which was only part of my intent. For the yea-sayers out there, let's keep the conversation with our differing colleagues turned to what's best for the student - good teaching. Let's keep the conversation turned to the benefits of whatever tool or methodologies we use, not the tools themselves. Let's model honest reflection so they can see us change our own practices and prejudices when necessary. Let's focus on what really matters.

BTW, if you did not follow either of the links above, you really need to go back and do so. One will give some good ideas to implement, the other will give you food for thought about content ownership and control.

Must reads

Here are two articles that anyone who wants to make a difference in students lives should read.

The first one is about making sure methodology doesn't get overshadowed by technology.

The second addresses the faulty assumptions we make when talking about school reform.

As you reflect on these articles, how will they inform or change what you do in the classroom?

Digital Projector Fun

Looking for ways to integrate technology into your classroom without  having to create some complex lesson plan on a technological piece of equipment you are not comfortable with?  Here's a list of things you can do with digital projector.  There's something for every content area teacher.

More tools for Twitter-ers

Here's a list of Top 100 Tools for Teachers on Twitter.  You find some of these helpful especially if Twitter is blocked at your school (check out EmailTwitter)

If you don't use Twitter and/or just want to know what the heck it is, check out this handbook for teachers.