A Room Full of Sociopaths Creating Horrors for Kids
Jonathan Kozol, a wiry, wonderfully GENTLE, very bright, elderly man who is author of "Letters to a Young Teacher" and who was an inner-city school teacher for more than 40 years, gave a magnificent lecture at the Baltimore County School District which was aired on C-Span's "BookTV" on August 24th.
If you get a chance to watch this guy on another repeat of the lecture, TAKE THE TIME to view it, I promise it will be rewarding. And if not, read his book.
His book is basically about giving young teachers survival strategies for how to deal with this hell delivered at their doorsteps by the Nearly Every Child Left Behind unfunded "mandate". In other words, how to engage in what Kozol calls, "creative non-compliance". (By heaven, I love that phrase.) He tries to impart "a sly irreverence, and an unshakable sense of humor" when confronting these new absurdities imposed on our educational system.
For instance, teachers are now required by law to write these numbered objectives on the board from the standardization requirements, prior to teaching the test lesson. Many of them ridiculously titled with big words to make some simple lesson like "How to write a story" sound more "official". They are, as Kozol characterizes them, "created by insecure men trying to overcompensate for their ignorance with multi-syllabic words."
Upon entering one classroom and seeing this Jonathan asked the teacher, "What on earth is that for?"
And the teacher replied, "That's in case the curriculum cops come in."
Something about these fool tests I didn't know, but learned during his lecture, was regarding the timing of them, and their results. The grades for these test are often not returned for up to six months. So the children take the test in December, and they don't get it back until June, and sometimes even LATER.
As Kozol said, "What is the teacher supposed to do with that? Write the student a post card in the summer and say, 'Well if I knew then, what I knew now, I would have focused more on vocabulary?'" Unlike tests teachers make up themselves, which are targeted to the individual needs of the students in front of them, these standardized tests are completely useless, not just because they kill creativity, but because they are not graded fast enough to do any good for the kids themselves. Teachers now teach to the test, not to the child.
( For more on why creativity is important to education, I encourage you to watch this: Sir Kenneth Robinson at TED )
He demonstrated how rightwing bureaucrats come up with almost diabolical means to skirt the regulations on class size. Rather than counting the actual number of children in a classroom, they "redefined" the meaning of "class size", to mean the "ratio of children to adults in any particular room" so that they can cram 90 kids into a single room (along with the inevitable cacophony & confusion), as long as there are three adults in the room.
He mentioned a "school" in a poor section of Los Angeles, where hundreds of students were herded into something akin to FEMA trailers for classes, but rather than calling them what they were - smelly trailers - the rightwing bureaucrats had taken to referring to them as "bungalows". As if merely changing the name of them would somehow alter the experience.
Then he went on to point out that at highend schools where the wealthy send their kids are far different. At Exeter 13 kids is the maximum class size, at Andover 12 kids maximum. A lot of dumb kids get into those schools because they have the right names and the right incomes. And they benefit from that help as any child would.
Kozol joked, "Bush for instance, went to Andover. It's a good school, but I do suspect that during the years he was there, the English faculty was on sabbatical," then went on more seriously to say, "But if such small classes are good enough for the richest members of our society, then it's good enough for our poorest Black and Hispanic children in the roughest parts of town."
He pointed out how the wealthy give their pre-kindergarten children fantastic early educational experiences at Montessori and the like, and how in some cases, this vital early education which SHOULD be available and fully funded for all, in private schools has grown in cost to as much as $24,000 per year for the three years preceding First Grade. Thereby putting it completely out of reach for the majority of American parents and their children.
Kozol amusingly said, "$24,000? Three year olds are so little, I always think, 'How much is that per pound?'" And he continued, "But three years later, all those children, whether they've had the benefit of early education or not, are going to have to take the same high stakes test. And which children do you think are going to be labeled gifted, and placed on a path to AP classes and ultimately the best colleges. And whom do you think will end up labeled 'developmentally challenged', and potentially left behind."
To quote George Carlin, "The government program used to be 'Head Start." Now it's 'No Child Left Behind'. Somebody's losing ground...."
Kozol said, "I sometimes think, 'Is there a little room, somewhere in Washington - perhaps in the basement of the Heritage Foundation - full of sociopaths who think up these horrors for children?'"
$3 billion a year in tax dollars are going to these private testing corporations. THAT is what NCLB is all about. That, and in Kozol's words, "creating this shaming ritual for the public schools, because NCLB was never intended to IMPROVE our public schools, it was precisely intended to DESTROY them, and move that money into privatization schemes like vouchers."
They simply do not want every American to receive a free, high-quality public education. It is yet another example of an incompetent Neocon pet project designed to dumb down America so that they'll be stupid enough to vote Republican. An educated populous simply isn't in their political interests, because no one with a brain votes for them.
So, born out of these crazed conservative "think" tanks and pushed onto the public by a myopic Republican Congress using Orwellian naming conventions to distract people from the damage their programs will inevitably inflict, they then underfund the program to further ensure it's failure and disproportionately cause harm to the weakest members of our society.
Democrats like Senator Edward Kennedy TRIED to turn this into something that might be productive for our children, but were far from successful under the Republican-dominated Legislative Branch, and have ever since been trying to, at a minimum, get it adequately funded. But we must recognize that this notion was inherently flawed from the beginning and just scrap it.
When Liberals finally wrest control of the country's driving seat from these incompetent Neocon Republicans in 2008, one of the first programs they must abolish is this one, and simply let educators DO THEIR JOBS.
Kozol said, "My friend, Fred Rogers, whom I miss very much, always said, 'Leave a time for silence when children get to pose the questions.' But it's hard to leave any time for the children themselves, when the teacher must march in lockstep to these arbitrary tests."
If you get a chance to watch this guy on another repeat of the lecture, TAKE THE TIME to view it, I promise it will be rewarding. And if not, read his book.
His book is basically about giving young teachers survival strategies for how to deal with this hell delivered at their doorsteps by the Nearly Every Child Left Behind unfunded "mandate". In other words, how to engage in what Kozol calls, "creative non-compliance". (By heaven, I love that phrase.) He tries to impart "a sly irreverence, and an unshakable sense of humor" when confronting these new absurdities imposed on our educational system.
For instance, teachers are now required by law to write these numbered objectives on the board from the standardization requirements, prior to teaching the test lesson. Many of them ridiculously titled with big words to make some simple lesson like "How to write a story" sound more "official". They are, as Kozol characterizes them, "created by insecure men trying to overcompensate for their ignorance with multi-syllabic words."
Upon entering one classroom and seeing this Jonathan asked the teacher, "What on earth is that for?"
And the teacher replied, "That's in case the curriculum cops come in."
Something about these fool tests I didn't know, but learned during his lecture, was regarding the timing of them, and their results. The grades for these test are often not returned for up to six months. So the children take the test in December, and they don't get it back until June, and sometimes even LATER.
As Kozol said, "What is the teacher supposed to do with that? Write the student a post card in the summer and say, 'Well if I knew then, what I knew now, I would have focused more on vocabulary?'" Unlike tests teachers make up themselves, which are targeted to the individual needs of the students in front of them, these standardized tests are completely useless, not just because they kill creativity, but because they are not graded fast enough to do any good for the kids themselves. Teachers now teach to the test, not to the child.
( For more on why creativity is important to education, I encourage you to watch this: Sir Kenneth Robinson at TED )
He demonstrated how rightwing bureaucrats come up with almost diabolical means to skirt the regulations on class size. Rather than counting the actual number of children in a classroom, they "redefined" the meaning of "class size", to mean the "ratio of children to adults in any particular room" so that they can cram 90 kids into a single room (along with the inevitable cacophony & confusion), as long as there are three adults in the room.
He mentioned a "school" in a poor section of Los Angeles, where hundreds of students were herded into something akin to FEMA trailers for classes, but rather than calling them what they were - smelly trailers - the rightwing bureaucrats had taken to referring to them as "bungalows". As if merely changing the name of them would somehow alter the experience.
Then he went on to point out that at highend schools where the wealthy send their kids are far different. At Exeter 13 kids is the maximum class size, at Andover 12 kids maximum. A lot of dumb kids get into those schools because they have the right names and the right incomes. And they benefit from that help as any child would.
Kozol joked, "Bush for instance, went to Andover. It's a good school, but I do suspect that during the years he was there, the English faculty was on sabbatical," then went on more seriously to say, "But if such small classes are good enough for the richest members of our society, then it's good enough for our poorest Black and Hispanic children in the roughest parts of town."
He pointed out how the wealthy give their pre-kindergarten children fantastic early educational experiences at Montessori and the like, and how in some cases, this vital early education which SHOULD be available and fully funded for all, in private schools has grown in cost to as much as $24,000 per year for the three years preceding First Grade. Thereby putting it completely out of reach for the majority of American parents and their children.
Kozol amusingly said, "$24,000? Three year olds are so little, I always think, 'How much is that per pound?'" And he continued, "But three years later, all those children, whether they've had the benefit of early education or not, are going to have to take the same high stakes test. And which children do you think are going to be labeled gifted, and placed on a path to AP classes and ultimately the best colleges. And whom do you think will end up labeled 'developmentally challenged', and potentially left behind."
To quote George Carlin, "The government program used to be 'Head Start." Now it's 'No Child Left Behind'. Somebody's losing ground...."
Kozol said, "I sometimes think, 'Is there a little room, somewhere in Washington - perhaps in the basement of the Heritage Foundation - full of sociopaths who think up these horrors for children?'"
$3 billion a year in tax dollars are going to these private testing corporations. THAT is what NCLB is all about. That, and in Kozol's words, "creating this shaming ritual for the public schools, because NCLB was never intended to IMPROVE our public schools, it was precisely intended to DESTROY them, and move that money into privatization schemes like vouchers."
They simply do not want every American to receive a free, high-quality public education. It is yet another example of an incompetent Neocon pet project designed to dumb down America so that they'll be stupid enough to vote Republican. An educated populous simply isn't in their political interests, because no one with a brain votes for them.
So, born out of these crazed conservative "think" tanks and pushed onto the public by a myopic Republican Congress using Orwellian naming conventions to distract people from the damage their programs will inevitably inflict, they then underfund the program to further ensure it's failure and disproportionately cause harm to the weakest members of our society.
Democrats like Senator Edward Kennedy TRIED to turn this into something that might be productive for our children, but were far from successful under the Republican-dominated Legislative Branch, and have ever since been trying to, at a minimum, get it adequately funded. But we must recognize that this notion was inherently flawed from the beginning and just scrap it.
When Liberals finally wrest control of the country's driving seat from these incompetent Neocon Republicans in 2008, one of the first programs they must abolish is this one, and simply let educators DO THEIR JOBS.
Kozol said, "My friend, Fred Rogers, whom I miss very much, always said, 'Leave a time for silence when children get to pose the questions.' But it's hard to leave any time for the children themselves, when the teacher must march in lockstep to these arbitrary tests."
