Feels like poetry

Received this via a Facebook friend.

Jon Stewart nails it

He's on to us, colleagues. The greed, the corruption, the sloth that led us into teaching and drives us inexorably in our war against the middle class, which we are waging while pretending to be one of them!

The Daily Show

Is Asperger's becoming fashionable?

Autisum made its first splashy appearance in pop culture back in 1988 with Rain Man, then subsided in a flurry of jokey references to counting toothpicks and watching Wheel of Fortune. But it seems to be undergoing a revival of attention in the entertainment media as of late, what with the obsessive-compulsive detective, Monk; one of the children on Parenthood, HBO's Temple Grandin (which is of course the true story of a woman who describes herself as a recovering autistic), Sheldon Cooper on The Big Bang Theory, and the BBC's updating of Holmes and Watson simply titled Sherlock, in which the title character appears to be aware of his diagnosis and attempts to take positive steps toward more standard socialization.

A few seasons ago, Boston Legal clearly bungled with its Asperger's character, sending him completely off the rails and given to random violent threats, despite a rather meek nature. But the current crop seems to be more acceptable to those familiar with the disorder, and in the case of Sheldon Cooper, quirky enough to be entertaining, but not so difficult as to be intolerable.

The good side of this is obvious: mainstreaming any deviation from the norm makes that deviation seem more familiar and comfortable, and those who possess the deviation or more likely to be accepted and understood. But sometimes these things are picked up for a while, distorted by the media and then dropped. PTSD is in danger of becoming a narrative shorthand which transforms into the old old trope: Deranged War Veteran Who May Blow Up and Take You With Him, which has been around at least since the First World War and perhaps longer.

Let's hope the heat around autism generally and Asperger's in particular produces light on the subject and promotes understanding of the syndrome and the people affected by it; and that it doesn't, like so many rapidly heated objects, just dissipate the energy into coolness, or else spark into something unanticipated, such as a new kind of character-typing for lazy writers and producers. Meantime-- *knock**knock**knock* "Leonard"*knock**knock**knock* "Leonard"*knock**knock**knock* "Leonard" -- you better answer the door. Sheldon's waiting.

What do you do about old snow?

Ever since the motor in my treadmill decided to die just as winter was about to begin (donations cheerfully accepted), I've had to do my daily walk outdoors. And as we got through an unusual February thaw, I am acutely aware of that most unsightly of apres-party phenomena, dirty snow.

As I notice the variant melting patterns around the neighborhood and the different ways the residents deal with the reality of ice made mostly of dirt and stone, I contemplate what is the best way of disposing of the detritus of a now-departed Winter Wonderland.

How you feel about old snow and what is to be done with it might be an interesting indicator of personality and outlook. I would divide it into three categories. One might be the aggressive problem solver, seeing that the ice is melting and starting to break up, grabbing a chopper and a shovel and removing that last frigid shelf from the curb to allow cars and people to move freely and safely, without fear of wrenching a back or breaking a hip. Another personality might long for the days of beautiful pristine white snow, perhaps wishing for another storm to cover up the nasty, dirty stuff and return us to the lovely fairyland world. And then there is the pragmatic middle, exasperated with the ice, but knowing that it will melt in time, and that things tend to sort themselves out in the long run, and you just have to hope that nothing too bad happens until then, but that excessive exertion right now is pointless because the ice will melt.

Where are you along this spectrum, as a person and as a teacher? Do you leap in, even with the possibility that things will sort themselves out? Do you keep hands off? Do you try to crank things back to where it was before the problem started?

Meantime, don't slip, because that ice is not only slippery, but by now it's filthy.

Raise the bar, dammit, RAISE the bar!

I don't have much to add to this story in the New York Times about a historical research quarterly written entirely by high school students (mostly public school students, by the way). These kids are researching, analyzing and writing up ORIGINAL RESEARCH for no school credit, no money, no headlines, no appearance on Jersey Shore. So why do it? Why does anyone want to be excellent? Do we really have to ask this question? (Yes, it will help with admission to college, but that has to be viewed as a secondary outcome, given the complexity of the task and the unlikeliness of one's paper being singled out.)

Here are some topics I found on the site currently: Austria-Hungary and the Compromise of 1867, The Paradox of Power: An Analysis of the Rise of Parliamentary Power with the Consolidation of the Monarchy in the English Reformation, and An Analysis of Alexander Kerensky's Handling of General Lavr Kornilov. I'm a bit of a history buff, and I find this stuff pretty arcane and sophisticated.

William Fitzhugh, who runs this journal, The Concord Review, is reportedly difficult and disagreeable. Maybe so, but maybe it's because he's swimming against the dominant school current of diluting and lowering standards. This impulse comes from a good place -- we want to provide success scenarios for all students, especially those who struggle and are likely to be frustrated. But the problem comes when we exchange interim, partial goals to be celebrated in order to spur students on for ultimate goals of excellence by objective standards.

The other reason that Fitzhugh may be difficult may be that his values conflict with parent's values, and those are always a problem for us classroom teachers. Let's be honest: the surest way to lower standards in education is to give parents more control. Parents are, as a rule, more interested in outward measures of success than in actual success. They press for higher grades for less work. They prioritize family activities, sports and other extracurricular obligations over school work. The Concord Review was not created by parents, nor would it likely to be run by them. It doesn't hand out "A"s or cash prizes or guaranteed school admissions. It's about learning a process, not rewarding an outcome. And the process should be its own reward.

Also, it's elitist. There's a mistrust of experts today, and that also comes from a reasonable place. "The Best and the Brightest" told us to trust them and led us into the Vietnam war. Experts lie and misrepresent. But that didn't make us smarter, didn't make us experts. It's not that we should disdain the hard work it takes to become expert in a field -- it is that we should question ALL AUTHORITY, including academic authority. Don't discard it, don't subvert it, but question it -- in an intelligent way, which requires being informed. Every time a politician compares the national debt to a household budget, you know either he's an idiot or thinks he's talking to idiots. The budget of a nation which has its own economy and its own currency is NOTHING LIKE the budget of a household. This is like saying, "I know all about defense appropriations because I own a Hummer."

We need smart, informed, hard-working people in the next generation and our school culture is moving in the opposite direction. Let's celebrate The Concord Review and identify the students we can get excited about writing for it, before it's too late.

Video gaming is the future of teaching

Since I started teaching, early in the previous decade, it has been accepted wisdom to treat video games like television, instant messaging and pop culture -- a distraction that pulls students away from a disciplined program of learning.

I've learned better. Video games ARE learning. We teachers need to not only accept this, but embrace it. As long as we abandon the field to commercial game-makers, we are surrendering important real estate in our student's brains which could yield better and deeper learning than we have seen in our generation as teachers.

I was converted largely due to this episode of On The Media, an NPR show I am seriously addicted to. The episode made two points that were clinchers to me: First - of all the things video games are teaching, they are teaching perseverance. So many of us are convinced that kids don't want to do anything that's hard or that takes a lot of time and has a lot of obstacles. Beating a video game is hard, takes time and has many obstacles to success. The key difference is that players are motivated to play and to win. That is obviously the piece that we are missing when we are teaching. We do not create tasks that students want to succeed at. Some will be motivated by secondary rewards like parental approval, better GPAs with possibilities for better futures, but not everyone is wired that way. That has nothing to do with our "modern high-speed culture." Twas ever thus. Most people need reinforcement while they are working and they need to be able to visualize the goal right in front of them. Video games do that.

The second clincher was this: 10,000 hours. According to this podcast, studies show that students will spend 10,000 hours playing video games during their school careers. Anyone who has read Malcolm Gladwell's book Outliers knows that 10,000 hours is what is required to create an expert or a virtuoso. That's the amount of time young Bill Gates spent learning to write programs; it's the amount of time the Beatles spent in dirty German dance clubs learning to become a band; it's the time Tiger Woods and Michael Jordan needed to become who they are. So like it or not, are students are becoming experts, and the problem is that we don't know at exactly what yet.

Another important element, which I picked up from a book called What Video Games Have To Teach Us About Learning and Literacy by James Paul Gee is that despite the stereotype of the lonely, isolated nerd, gaming at its best is intensely social. First of all, many games, especially online games require one to enter a milieu, adopt an identity and interact with others. Right away, the gamer is performing critical learning and synthesis functions, taking information about the environment and the persons one finds in that environment and transforming the data into tasks and choices. This is higher-order learning, and the learning increases. Moreover, one can work cooperatively with other players, or learn about cheats, shortcuts and easter eggs from other players. And most experienced players don't mind helping out novices, and teaching them how to avoid rookie mistakes. This is exactly the kind of cooperative learning that we are trying to implement in school, both because it is an element in workplace preparedness and BECAUSE IT WORKS. Students learn better by teaching and learning from each other.

Game playing transforms the learners relationship with text. As Gee notes, people under 40 don't pick up manuals to learn to play a game, they start playing. And if you pick up the manual before you play, it doesn't make sense. After you have some expertise, the text starts to make sense. So it is with reading. For a 14-year-old to pick up a 19th century novel makes no sense. The entire environment is foreign, and it works by rules the reader has not yet learned. How much more sense it would make in cooperation with an integrated course which included social studies which laid the groundwork for the novel and made acquisition of both texts more comprehensible and enjoyable.

I'm not saying that schools should buy video games with educational content pasted in to Make Learning More Fun. What I'm trying to say is that we need to understand how it is that students are becoming willing and enthusiastic learners for thousands of hours without coercion or compulsion, and use those discoveries to make our students into motivated learners, without regard to external rewards and punishments.

Here's an example: Learning is more engaging when it's embedded in narrative. I'm not saying everyone should teach literature. We English teachers have made the teaching of reading into a stunningly boring process by dissecting the beast, tossing the juicy meat of storytelling away and forcing students to chew on the gristle of literary devices and "authorial voice" and sociological interpretation and a whole lot of rubbish. So don't look to us to help. Here's an example. You have to teach trig. You have to. And as you begin to draw charts of sines and cosines, the students ask "why do we have to learn this?" and you get pulled down that boring road.

What would happen if you never mentioned trig, but simply started with a blood-spattered crime site, one which required you to figure out from the angle of the spatter on the wall, exactly where the bullet impact had taken place. What if you arrived at trig inductively from a narrative, rather than introducing the narrative AFTER the boring bits. Suddenly the "boring" bits become a means to an interesting end, and I would bet that students would breeze through for the opportunity to solve a murder.

That's just one example of what we learn about learning from gaming, and I for one will need more time and study to glean what I can. But I know that I need to start now.

A lot of real smart people have given a lot more thought than I have to this, and one of the most inspiring is Jane McGonigal, as you can see in this TED talk:



In the interest of full disclosure, there are educators, such as Ali Carr-Chellman, seen below, who believe in the actual use of video gaming in instruction, for the specific purpose of re-engaging young men who have become disengaged or even absent from school, a observable trend over the last 40 years. This is a more localized application of the concept, but may be of specific interest to some of my fellow teachers:



I've been kicking and screaming about kids playing video games instead reading Hawthorne for many years now. I'm convinced now that the video games are not the problem, but the way I've presented Hawthorne; and that, moreover, the solution is found in a discerning analysis of what it is that makes those games so compelling.

Why American education is falling behind the rest of the world

Would your principal let you get away this this?

They're ba-ack!!

They're your former students. They're wonderful. You remember them fondly. You help they're doing well and that they're happy. You'll never forget something or other they did or said.

You can't remember their name.

I wrote back in September about the annual duty of learning names of new students. But these are people you're meeting for the first time. Most students will cut you a little slack if it takes you a couple of weeks to get all the names down.

But when students you've known, often for years because you were involved in extracurricular activities together, drop in for a little pre-holiday visit, misplacing a name in your head brings on shame and disgrace, not to mention the implication that you've forgotten that student. They'd have to be a fool not to realize when I greet them with a "Hey, there you are! How are you?" but no name, that I just couldn't care enough to recall their name.

But it's not true. It's just that, for me anyway, I use the mode of memory I developed in school myself and employed so usefully when I was (briefly) an actor, often juggling three different scripts in my head at a time. You have to work on a "need to remember" basis. You put that temporary information in a high-traffic space which gets plenty of stimulation, but not into deep storage where you put things like the year of Shakespeare's birth and what exactly anaphora is. That way, when you don't need that temporary info, you can easily dump it without bruising your brain cells. Otherwise, you remember that stuff forever, along with other things you have no use for, such as the batting average of every member of the 1969 Mets and names of all the Marx Brothers films in chronological order.

But faces seem to go into deep storage whether you need it or not. We are evidently pre-verbal animals, or at least those parts of our brains are the last to go. So, beloved former students, when we see those glowing faces, sometimes buried under beards and strange tattoos (not to mention how the boys have changed), we do know EXACTLY who you are. We just wish that you had a bar code tattooed on your neck that could be automatically scanned as you enter our classroom so your name would pop up on a display on our desks. (That would be super-cool, wouldn't it?)

Don't be hurt. We remember you, we know you. Some of you -- we love. Just-- when you visit us, come with a friend who keeps saying your name over and over out loud to help us out.

Happy holidays!

Cheap student tix for NYC theater

Follow Student Rush here. (http://twitter.com/#!/StudentRushNYC). They offer free tickets to Broadway & Off-Broadway shows to benefit students and other theatergoers.

Free stuff! Free stuff! Free stuff!

As a high school teacher I am frequently called upon -- formally and informally -- to support students writing research papers in other disciplines, especially the social sciences. One of the biggest challenges is teaching them how to identify and use the best possible sources, and especially how to track back as far as possible to the source of a generally reported or accepted conclusion. That is, not necessarily a primary source, which is rarely absolutely necessary, or even desirable in a 1500 word student paper, but perhaps the academic paper which first reported the material or provided an influential early interpretation of the material, which has guided subsequent research and discussion on the topic.

So we go through all our searches and we find the right combination of search terms to find what we want and cast aside the irrelevancy and there it is--we find Exactly The Right Source. And the URL indicates it is at JSTOR, a wonderful online source of a variety of academic journals, but one which is subscription-based. In fact, I don't believe JSTOR even offers single articles. You have to be attached to a big institution which can afford the big subscription fee to get at all that good stuff, and that does not apply to most public high schools.

However, a brilliant friend of mine, a doctoral candidate at the University of Chicago (who just happens to be my future daughter-in-law), having heard my bellyaching about this at Thanksgiving has sent me this link to the Directory of Open Access Journals. Here's the headline:

This service covers free, full text, quality controlled scientific and scholarly journals. We aim to cover all subjects and languages. There are now 5832 journals in the directory. Currently 2432 journals are searchable at article level. As of today 484097 articles are included in the DOAJ service.

I haven't had a chance to use it yet -- the next batch of papers will be in the second semester, but a quick browse through shows it is pretty amazing. Most of it is way above the needs, and perhaps the reading ability of most of our high school students. But it is important to teach students that new information and ideas do not come from Newsweek or TMZ, but often from peer-reviewed academic journals, and that is better to source the journal itself than US News and World Report's digest of it.