Reform School Versus James Van Der Zee & Dignified Classrooms

The cafeteria is percolating with lunch time fifth graders eating, laughing, chatting and sitting at tables like diners do. It all would all look comfy-cozy except for the backs of students who line the walls and ring the room, with noses pressed firmly into cold, sterile concrete block, policed by two adult males. For the offense of speaking too loudly, they must now assume the position of statues or prisoners from an old Jimmy Cagney jailhouse movie. On punishment, they probably won’t be fed this day unless it is covertly by the kitchen ladies. The administrators, who established this punishment as standard protocol, have flown to Boston for a celebratory meeting with their national, school reform cohorts. What a waste of plane, hotel and restaurant fare but so it goes for the do-gooders. Instead of the big front lawn sign celebrating this fine institution of learning with a phony rating proclamation, maybe they should call it what it really is, education defamation. It gives everybody involved in the profession a bad name.

I point this out to them upon their return which, of course, they deeply do not appreciate. I suggest that should there be a spot-check by any unscheduled foundation officer, the J-Block image just might burn a bit too brightly as a summary memory. Clearly, I have not caught on to how things are done in the lucrative world of philanthropy. But it turns out that I am not that slow a study. I get the picture pretty quickly. First, it is all about the money. Any charade, any atrocity, any act antithetical to the loving development of creative human beings is tolerated as long as the finances keep flowing. Naturally, the Potemkim Village must be erected within an impoverished community but the mistake here is that this really is a community, an old one dating back to the early 1900’s. Citizens own their small homes, maintain productive gardens, operate businesses just down the block and pay attention to the school that sits right across from several front doors. One day a boy walks in and asks me if I like homemade cabbage rolls. I stare at him in pleased astonishment and assure him that it is one of my all time favorite meals. The next day I am presented a foil covered plate loaded down with cabbage rolls, pinto beans and cornbread. Heaven on earth is my reaction. I am also visited by a grandfather who thanks me for signaling “Science” by installing an outdoor display of rock and mineral collection, pine cones, acorns, potted mint, chives and assorted bird nests, He assures me that everyone wanted me to know that they’d be “keeping an eye” on things. I concluded that the individuals looking out for the intellectual welfare of these children were large and in charge but not employed by the on site bureaucracy.
Although Black children filled the corridors of this school, Black History Month was ignored by the majority of White teachers, who later would prove quite adept at turning the place Green in anticipation of St. Patrick’s Day. Suspecting this in advance, I summoned the ghost of James Van Der Zee with a postcard exhibition of his Harlem photographs which resulted in a tearful mother hugging me in thanks for the dignified portraits of her “people”. What kind of improvement society ignores the most empowering achievements of those they are supposedly in service to? 

One that benefits from things not improving.

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Lynne Martin Describes How It Was When Teachers Were Teachers

Tried and True Alternatives to NCLB, CCSS, Amplify, Pearson and the Current Corporate Catastrophe...

One of the ideas behind our school was to do the very best we could in hopes that it could also serve as a kind of beacon to other schools.  Not in the sense that we were better than others but because we had some kinds of freedom that the public schools did not have.  We hoped we might be helpful in that sense.

Books were published on our curriculum during the early days.  I still have some of them and they are so precious to me that I’m scared to lend them out. 

 The Course In History

The Morning Exercise As A Socializing Influence

The Social Motive In School Work

All of these were part of a series entitled, Studies In Education, meaning to summarize and reflect on what was being done. Flora Cooke wrote the introductions.

The Morning Exercise was our daily getting together of the whole school.  These grew from Francis Parker’s practice of holding town meetings with the students.  It started as the entire school coming together everyday at around 10:30 for about thirty minutes. 

The program would be some grade sharing something they had learned, or were studying, either through music, drama or poetry.  It is a lovely tradition however you can manage it.

Let me give you an idea of how things could work.  I am reminded of one time when one of my kids brought into school a dog’s head…a VERY dead dog’s head.  He’d found it in Lincoln Park and it stank but it was a treasure!  So, after the beginning of the day I put it in a plastic bag and hung it outside the window so it wouldn't smell up the room. After that, the Science teacher came and he was just great about it.  He took it home and boiled it and then brought it back and here was this beautiful, little skull which was so nice for the kids to see. 

There also was a time when I required that at least once a week, everyone would bring in a drawing they had done of any natural thing.  It could be a leaf or could be a shell; anything really because I had the idea that city children do not see.  There is an awful lot that is ugly in a big, bustling city and there are so many things that no one wants to see.

 I think there is value in the simple things, simple things like making leaf prints or rubbings with a flattened crayon.  Bring to their attention any kind of thing that you run across like a wasp’s nest, a piece of lichen, or a mushroom that you pass when walking down a sidewalk.  This practice is particularly important for city kids.

As for planning, I just assume that a teacher has in mind a prepared skeleton of first ideas she intends to present and explore.  I used to get kind of scared of those people listing endless objectives, as if they knew EXACTLY what they were going to teach.  More it is about putting a question out there and then seeing what comes of it with the children. 

This is how we discover what they need to be thinking about.  Over the years, I developed a series of binders outlining and detailing the sequence and activities by subject.  Here is one for Geometry and another filled with ideas related only to Math.  I had one for Language that might not include every activity for an entire year but certainly those ideas that got me thinking about a new or good way to go at something.

A teacher’s skeleton might include some of the ideas she thought were terribly important for children to have thought about on a particular subject.  I would start by thinking about what interested me, as an adult, about a topic.  And then I would try and try and remember what caught my interest as a child.  The resulting list wouldn’t necessarily mean that they would investigate everything. 

Teacher would also have a clear idea of a progression she intended.  For instance, by the end of the year in Math she would expect that three fourths of the children could do the such and such following operations.  She would build from day to day, creating the spelling lists central to whatever theme or topic was under study.  She would identify the age-appropriate scientific questions for experimentation.

I saved the children’s writing for them in a file until the end of the year.  I always kept my own records and I gave my own tests.  I reminded them that I was testing to see how well I was teaching something.  If they did not know an answer, it was not because they were dumb or weren't paying attention; it was because I wasn’t teaching well.  I gave a lot of tests that were open book…you could go and try to find the answer.  It is very important for kids to have a chance to learn how to do that.  From time to time let’s say, I’d give a little test on the multiplication tables and I would keep a record of what they had or had not mastered.  We wrote narrative reports and there I might say that “he tests in the upper 4^th grade level within a very able group of students.”  Or, “he is in excellent shape in all things with highest in ____and lowest in ____.  

But I notice…”

I never read the record of a child before school began.  I didn't want to be impressed by what somebody else thought about a certain child.  I wanted them to come fresh and new to me.  But I did tell the parents, 

“I do want to know anything you would want me to be watching out for or to be aware of.” 

4^th Grade studied the Greeks.  When I started teaching it, I brought in the other ancient civilizations out of which the Greeks began.  I concentrated on the Greeks in 2^nd semester.  We would do plays in costume and I did not use textbooks.  I used original sources.  I would read to them Greek tragedies.  We started out with the formation of the earth and then primitive humans, cave paintings and things like that.  For forming the earth we’d go out and look for fossils and discuss possible evolutions. 

I had loads and loads of pictures and always put them up.  We would go over to the park and sketch the bison, comparing it with the Lascaux cave paintings.  And then we moved on to Egypt not because it was the oldest but because it was the simplest of ancient civilizations to approach as a thematic unit.  We learned about the Fertile Crescent and I would have them pick any Old Testament bible story that they wanted to research and write a report on it.  We had children from many, different religions so we used these stories as literature.  For instance, they could use the flood story and I would then tell them about the excavations at Ur where there are traces of a once great flood. 

We studied Hammurabi around the time of Abraham. I had them keep a time chart of key characters and I gave them important dates to include, with details.  We’d add on to these every few days and used them to think in terms of time and how things change but not in the sense that they had to memorize it all.  I used to create crosswords using dates they could then look up on their time charts.  Using the cross number puzzles was a way of helping some of those dates stick without requiring that they learn them by rote.

I remember that around the time of Christmas somebody would ask, “Now what was happening in Egypt around this time of year?”  I had histo-maps.  Do you know those?  They are wonderful things.  You can get them at the Field Museum.  They show histories pictorially, histories of civilizations.  So, we studied the Fertile Crescent up to about the time that the Persians were poised, at their peak, looking toward Greece.  Then we went all the way back at 2^nd semester and studied the Minoans, the Miceneans and then historic Greece up to the death of Socrates.

Here is a source I used during 1^st semester, Ancient Near Eastern Texts Relating to Old Testament, Editor James B. Pritchard, Princeton University Press 1955. 

I would use this and shorten some of the most ancient stories and then produce one as a play for a Morning Exercise performance.  I did a lot of summarizing, cutting down, mimeographing and giving children copies of the original versions of ancient things.

I had a strong feeling that if you were asking them to write beautifully, you needed to give them the experience of beautiful words.  In 4^th grade we learned cursive so our daily handwriting practice, wherever possible, came out of the literature of the people we were studying.  Inevitably, during the formation of earth, someone would say, “There ain’t nobody to be quoted.” (Laughter)  So, I always gave them, 

“And the earth was without form and void…”  Lines like that are what we used for handwriting practice and I kept them all in a binder full of typed quotations, spanning historical topics for the year.  This gave them short fragments of something lovely to work with.

I built up quite a collection of artifacts.  I’ve got everything from lava that Leakey found in a gorge to reproductions of very old things.  After a few of the more fragile got broken, I learned just to carry them around so children could look and touch.  It is very important to do this.  And it takes time to build up good supplies and to know which you really are going to need and use.  None of this should be rigid because things change as the teacher learns something new about a subject and incorporates it.

Parents were given the dates, roughly, for when we would celebrate a birthday like Apollo’s and for that a father came in with his little Irish harp and played a fragment of ancient Greek music.  Once parents come to know they really are respected, you come to find out that they have talents that bring great value to the classroom work.  We’d put out a notice saying, “This is the theme.  Is there anything you might be able to contribute during this quarter, related to this topic?”

After I’d been teaching the 4^th grade unit on Greece for awhile, there was a magazine article saying that I’d never been there and it quoted one of my students as saying that when he grew up he would be sure that he took me to Greece.  About six months after the article appeared, I got a letter from the Greek government inviting me to come for a visit.  So, I toured for six weeks.  Pure Cinderella!  I went during the summer, visited a camp and met with their country’s head of education.  

I inherited the 4^th grade Greek theme but I could make it anything I wanted to.

Lynn Martin was a teacher for 30 years at Francis Parker School.  She was noted for her teaching of the culture and history of Ancient Greece.

The government of Greece honored her in 1960 with an all-expenses-paid trip to that country. 

Interviewed  August 20, 1989 by Kathy Irwin 

The SchoolHouse Was A Log Hut

The schoolhouse was a log hut, where Colonel Wheeler used to shelter his corn.  It sat in a lot behind a rail fence and thorn bushes, near the sweetest of springs.  There was an entrance where a door once was, and within, a massive rickety fireplace; great chinks between the logs served as windows.  Furniture was scarce.  A pale blackboard crouched in the corner.  My desk was made of three boards, reinforced at critical points, and my chair, borrowed from the landlady, had to be returned every night.  Seats for the children - these puzzled me much.  I was haunted by a New England version of neat little desks and chairs, but, alas! the reality was rough plank benches without backs, and at times without legs....

There they sat, nearly thirty of them, on the rough benches, their faces shading from a pale cream to a deep brown, the little feet bare and swinging, the eyes full of expectation, with here and there a twinkle of mischief, and the hands grasping Webster's blue-black spelling-book.  I loved my school, and the fine faith the children had in the wisdom of their teacher was truly marvelous.  We read and spelled together, wrote a little, picked flowers, sang and listened to stories of the world beyond the hill.

W.E. B. Du Bois

Diary of A City School Kid

They are shooting in the projects again, and my neighborhood looks like a bullet-ridden section of Sarajevo, only here there will be no peace-keeping forces to provide us safe passage. On the first day of school we will walk or ride bikes over spent shell casings, shattered glass, bloodstains and abandoned auto parts, hoping we don’t get caught in anybody’s crossfire. Other kids with shiny faces just like mine, in nicer parts of the city, will travel safely and confidently to their education destination. There won’t be one ounce of fear swirling in the pit of their stomachs, no hyper-vigilance, no need for eyes in the back of their heads. I pretend I am a stealthy Ninja with secret powers. I breathe deep from the core of my being and try to remain calm and alert because that is how I will stay alive.

When I get to school, if I get to school, breakfast will be waiting. It will be a good breakfast which I don’t want to lose due to a nervous digestion. Last year, someone at headquarters tried sending us donuts and sugary cereal but The Moms would not have it. There were big arguments and tons of rowdy meetings which resulted in The Moms retaining control over our meal program. That means my morning menu will include some rotation of true scrambled eggs, homemade biscuits, sausage or bacon, juice, sliced fresh fruit cup, pancakes flipped on a grill, hash browns from peeled potatoes, toast out of a toaster, tacos rolled by hand, oatmeal with raisins and cocoa scented with tiny marshmallows. In other words, real food prepared from scratch by real people. Maybe this is the love + nutrition that we require in order to survive the violence outside. Lunch is much the same with salads we actually eat and an absolute minimum of processed foods. Believe me, I dream of these meals and I smell them in my sleep, when I can sleep, which is when the gunfire isn’t so loud and relentless.

Lots of schools around here won’t open this year. They have been turned into private academies, charters or sometimes even into condos. Once they were known by famous names like Harriet Tubman Elementary or Cesar Chavez Junior High or Julia Richman Senior High but that’s all gone and forgotten. Others were bulldozed to make way for apartments that no one around here will ever be able to afford, leaving us surrounded by strangers with historical and social amnesia. Last week some kids got letters saying their district was out of money and couldn’t say for sure when things would start up. Parents and teachers marched down to city hall and picketed with big signs but so far, nothing has changed. The Moms call it a standoff that we are lucky to be out of but now I worry every time the mail arrives that we may be next.

Yesterday, a shooting happened right in the middle of a basketball game at the community center. Two guys were killed so now that gym is off limits and there is yellow, crime scene tape everywhere you look. I am sick of it. I want someplace safe to play where parks aren’t gang turf, ball diamonds aren’t vandalized, and recreation workers aren’t furloughed leaving us with no bats, no balls and no umpires. Is that too much to ask? I’m trying to have a childhood here. What playground space there was at my school, got turned into a parking lot. It wasn’t much to begin with since the junkies used it at night for shooting up, leaving infected syringe litter all over the blacktop. Our adults had to sweep all that away which was yuck, to say the least. But then one morning drug guys came roaring around the corner, leaning out of car windows with sawed-off shotguns. Their fire fight got so crazy that staff cars took bullet holes the size of frisbees and that was the end of off-street parking. Now if we want “recess”, the neighborhood men escort teacher and students a block over to a green space where we run like the wind, while they watch our piled-up jackets so nobody steals them.

The grownups look proud of us when we step out into the community and they should because they have lots to be proud of. Plenty of them own their own homes and keep the front sidewalks as clean as a kitchen floor. They plant flower and vegetable gardens and run businesses like tire shops, sandwich shacks, beauty parlors, parking lots, car repair, even an old hardware. I take walkabouts, I pay attention, I listen and I ask questions. I’m curious about what they do and how they keep it going year after year. I know just where to go when a class project calls for batteries, magnets, pulleys, mirrors, scales, electrical switches, sandpaper or seed packets.

We even have a library that sits in the middle of a burned-out block. It looks more like a bombed-out block but at least it has stayed open and busy for nearly 100 years. Its name is the Frederick A. Douglass branch, with art deco designs on the first floor and a theater in the basement. Yes, a theater for stage plays with curtains, microphones, lights and speakers that let audiences hear what is being said. Last year a rich man came to visit us at school. He said he had grown up nearby, with a dad who was killed in an accident and a mom gone all day at a factory where she sewed clothes. He didn’t have much to do for fun so he hung out at this library. They got to know him so well that the ladies collected books about things that interested him which was mostly snakes. No matter how lonely or invisible he was feeling, he knew there would always be snake books waiting for him at the big, circulation desk. That made him feel like somebody and eventually, he grew up and became somebody. I believe his story because this library acts the same way to this very day.

The violence I encounter takes place inside my safety zone, on streets I know very well, in front of people who recognize me and look after me. I’ve memorized how to duck and cover and I have a choir of angels making sure I stay in one piece. But what about the kids who have lost all that? How many of them will get hurt before someone figures out that it is never safe to make children strangers in a strange land? Their nearby schools have been shuttered and where they now must go, they have never been before. When something jumps off, because it always does, what then? Who has their back and who protects their heart from feeling frightened, lost and alone? It is scary enough to walk past a familiar homeless center, housed in a church basement, and watch angry men with sticks and clubs push down the steps and into the shelter looking for someone they want to beat up. What if you don’t know the location, the director and the clients, like I do? It is a peaceful, positive, protecting program…most of the time. But when that’s not true, a child’s imagination takes over and nightmares begin and the journey to school turns terrifying and everything connected to learning becomes just one, long-lasting anxiety attack. And don’t get me started on the rival gangs, their colors, signs, turf and trouble. Ask around because the parents of these kids are affiliated members who don’t like each other and who kill each other regularly. That definitely will not change anytime soon.

Mary was a little lamb

Her fleece was white as snow

She got assigned to a dangerous zip code

Where grown men feared to go.

So we followed her to school one day

It was against their rule

But who would route her life this way?

Only a bureaucrat or a fool.

It made the children scream and shout

When the bullets hit the wall

We tried to cover Mary, but too late,

We watched her fall.

Standards Children Can Recognize, Own and Apply

The 1941 edition of The Book of Knowledge had enough sense to know that standards are the property of young children.  They are owned and internalized by children with the support of adult love, attention and guidance. Standards most certainly do not come to children from paid consultants, state bureaucrats nor from corporations spouting empty rules and regulations simply for the sake of popularity and profit.

Book of Knowledge talked about standards which little children recognize and apply and it suggested ways that authentic standards appear and develop through the natural activities of every childhood.

Standards are decisions that children make.  In making something, the child wants it "to work".  In doing a "stunt" she wants to do it "just right". In playing a game she wants to "win". When she starts to play a game or make a toy she wants "to finish it". In drawing a picture she want to do it "alone". In bouncing a ball she wants to catch it "every time". In running a race she wants to run "as fast as she can".  She decides the standard and she decides if she has met the standard.

Standards should be natural for her to use and yes, they do involve evidence but evidence that a child collects on her own about her own performance. The important question is how do the adults who know her, increase the opportunities for her to use standards with more and more knowledge, certainty and purpose?

First, they promise to try and keep her involved in Interesting Worthwhile Things To Do - a variety of constructive and skill activities in which she can extend the application of developing, simple standards.
They do not allow her to spend a lifetime spinning her wheels in a purgatory of test-driven drill and kill flat work.

Examples of Authentic Standards

Utility - good enough to serve the purpose.
Skill - the very best that I can do.
Independence - I did it alone.
Perseverance and Completion - I finished it.
Speed - I did it fast or in good time.
Accuracy - I did it every time or I did every one.
Progress - I did more or I did better or I did it faster.

We want our student to grow habitual controls over her own behavior, operating every time she has to decide what to do or how well to do it.

Sculpture "Day" is by Paul Manship and was created for the 1939 New York World's Fair.
It shows the sun god Helios racing forward with energy, radiation and speed.

Children In WPA Project School Make A Vibrant Map of Their USA - Elsie Ripley Clapp

Boom to Bust coal camps outside Morgantown, West Virginia contained a lot of starving families at the onset of the 1930's.  They were so nutritionally ravaged that President Hoover dispatched Russian war relief teams to address the emergency.  Once fed, they grew hungry for more.  And so it was that John Dewey, Eleanor Roosevelt and the PEA recruited Elsie Ripley Clapp not to "reform" a school but to literally form one that spoke to people who were so far gone, they no longer believed in a place known as the USA.

This was an assignment for Educators, not for hucksters or empty-headed consultants. Standard cliches applied. The pedal had to hit the metal.  Everyone had to fish or cut bait. Commonsense was imperative so, shell-game Common Core Curriculum cultists would want nothing to do with a project like this where competence and not a dumbo data point was the bottom line.

There were many dark moments for Elsie and her teachers, but even these were illuminated by one, very big idea.
The foundation of democracy is faith in the capacities of human nature; faith in human intelligence and in the power of pooled and cooperative experience.  It is not the belief that these things are complete but that if given a show, they will grow and be able to generate progressively the knowledge and wisdom needed to guide collective action.
Democracy and Educational Administration by John Dewey 1937

Mrs. Murphy's Sunflowers

Mrs. Murphy's Sunflowers is a unit of study found in Ellsworth Collings' 1924 edition of An Experiment With A Project Curriculum.  Might this be the book used for inspiration by the Corporation For Common Core Curriculum Craziness as they constructed their test riddled unit on Early Civilizations?  No, probably not.

Back in 1924 Ellsworth Collings was not driving data points into the hearts and minds of little children and he was not abusing his status as "expert" by dictating courses of study and exam content for human beings he had never met and knew nothing about.

Sure, standard subject matter was actively in the mix, but it was never weaponized to precisely and intentionally destroy student development. Collings threw the education machine into reverse and then paid close attention to what happened when human beings were guided to select activities and PURPOSE their own learning based on interesting, immediate, everyday life.

One day Carl called a group meeting of his fellow 6-8 year olds and asked why did they think Mrs. Murphy was forever growing big sunflowers at the BACK of her vegetable garden.  It didn't make any sense to him.  The other kids agreed.  Weren't flowers intended for flower gardens or front lawns?  Iona said she had no idea what a sunflower looked like so if they wanted her help, she would need a first-hand visit to Mrs. Murphy's.  So off they trooped armed with two questions.  Why was Mrs. Murphy growing these sunflowers at the rear end of her vegetable garden?  How were sunflowers different from her other flowers?

Next day, Mrs. Murphy walked everyone out back and introduced them to the color, shape and distinct seed of the sunflower. She had them inspect the stem, the leaves and explained that she planted strategically so her cucumber vines would be protected from the hot, late afternoon sun.  To the children's delight, she actually cut off the head of a big sunflower and pitched it over the fence to her chickens so the class could watch the flock devour the seeds off the flower head.  "Homegrown poultry feed," she announced matter-of-factly.

Later, back at school, of course there were paintings and drawings of beautiful sunflowers and many, detailed, written accounts.  These were enhanced by reading and researching flower guide and nature study books but also by uncovering stories and poems about sunflowers in traditional texts like the Elson Readers: Book Three and several others. Lantern slides and stereograph pictures of wild flowers were also put to good use.

And what did Carl make of this adventure?  Well, here is what he reported in cursive handwriting, accompanied by a detailed, scientific illustration of the sunflower.

The Sunflower

Mrs. Murphy uses her sunflowers to shade her cucumber vines.  The sunflower has a big yellow flower.  Mrs. Murphy's chickens like sunflower seed.  She gave us some seed to plant. Sunflowers make pretty yard flowers.  I am going to grow some in my cantaloupe patch next summer to shade my cantaloupes.  They grow best in a rich soil, sunshine and moisture.  They are easy to grow.

Great Expectations By Marva Collins Shapes School Reform Program

A 6/6/2012 article on Oklahoma's popular Great Expectations School Reform Program noted that,
“Since its inception in 1999, more than 40,000 teachers have been trained in the G.E.program.” 
Actually, the Oklahoma program was started in 1990 and although the program was under retired insurance executive, Charlie Hollar’s guidance, the genesis of the program was created and implemented FIRST by Chicago's Marva Collins as early as 1975 in her Westside Preparatory School which operated for 33 years under her direction.
This article leaves the impression that the Oklahoma initiative, from start to finish, was created and developed by Mr. Hollar. No criticism is intended of the program developed for Oklahoma educators. We just believe that if one develops a program about gravity, Sir Isaac Newton’s name should be mentioned.
Dr. Paul R. Lehman, America's Race Problem, "Giving Credit Where Credit Is Due"
http://americasraceproblem.wordpress.com/tag/marva-collins/

As for Marva Collins, why not get to know her directly?
A good beginning book is MARVA COLLINS' WAY - Return to Excellence in Education & Quality in Our Classroom.
Written in 1982 by Marva Collins and Civia Tamarkin, its subtitle continues... One of America's most effective educators demonstrates how parents and teachers can make any child an achiever.  The method has everything to do with conviction and Marva explained it to her co-writer like this:
"There is no secret.  I just deal honestly with children.  They know I don't turn my nose down at them.  They listen to me because I'm not some outsider who comes over here and talks down to them about what it is like to be poor.  I'm right here working with them all the time.  If everyone in the neighborhood treated these children with the same consistent interest, the children would do for them what they do for me."

P.S. Big Guy at the back of Marva's classroom is Kevin Ross a college basketball captain who after 4 years of college was found to be illiterate.  He enrolled in Westside Preparatory where he learned how to read!
See ESPN's Outside the Lines: Unable To Read
http://espn.go.com/page2/tvlistings/show103transcript.html

Bathe The Baby

Bathe The Baby

In another time and place, curriculum and NOT incarceration was the prescription for what ailed us.
Dezzy was one, out-of-control bundle of beautiful.  When she smiled the entire world illuminated and a hyper-vigilant intelligence beamed from her deep brown eyes.  But she was Dezzy and that spelled upset most of the time.  The uncharted, non-standardized curriculum adventure was to find interests that became the absorbing object of her attention, anything that sustained concentration was a starting point for this three year old.

            Her world really was a Ghetto, a violent one where she embodied the trauma and vibrated from repeated, parental power struggles which inevitably melted down into screaming, yanking, spankings and puddles of hot tears.  Naturally, her reflex was to reproduce the drama but this dynamic did not serve either her growth or her gifts.  Birth order was a big problem as she longed to be an only child but instead was wedged between an older sister and a toddler brother.  Attachment between daughter and mother was tenuous and the tug and pull of wills was something to behold. However, our darling girl loved babies and baby dolls and desperately wanted to be viewed as competent and to be complimented on her skill set. So, no surprise that one of her favorite roles became that of reliable caretaker, otherwise known as Queen of the Baby Minders.

          Queen Baby Minder was equally regal and bossy. The other children rightfully objected when she seized the community water table ordering everyone about, hence the purchase of a bathing basin where she ran the show without interference. Ours was not a Baby Beluga requiring fathoms of deep, blue sea so Dez learned to measure safe amounts using a calibrated plastic lab beaker.  Were we boiling potatoes or replicating the Polar Ice Cap?  Of course not, so which number on the thermometer constituted a moderate lukewarm?

          Babies need accessories, lots of them and the use of each item helped Dezzy comprehend the household economy of cost, care and conservation.  Our Bathing Cabinet eventually included sponges, infant soap, shampoo, oil, washcloths, hooded towels, diapers, powder, wipes, baby scale, bulb ear and nose aspirator and an oral medicine syringe.  Each item had a name with a vast universe of language and experience attached to it. Over time, this Three acquired a much more sophisticated vocabulary than the unrelated, alphabetized list of reform-driven sight words that the Special Treatment children rebelled against regurgitating every single morning on their Kinder carpet.

            Bathing the Baby allowed Dez to soothe herself, to behave lovingly, to memorize the lyrical emotions of bath and bedtime lullabies and to practice the gentleness that she was too often denied in her own stress-filled family.  Slowly, her fragmented self became integrated enough to join groups of others who welcomed her into their learning and their play.  Tantrums vanished as social negotiation emerged.  Exclusion or banishment to an isolation tank would have made her estrangement that much more acute, reproducing her affliction but not remedying it.  She became a student of life by remaining in the company of others and acquainted with herself while in pursuit of what interested her.  

Special Treatment!

We have been told that this student is not legally entitled to any more “Special Treatment” so we are returning him to Kindergarten.  At this Title I school, a four month sentence in administrative isolation is called Special Treatment.  J-Block is what they call it in the adult prison system.

SPECIAL TREATMENT

A five year old boy shut up in a tiny room from November to March.  Imagine!  Each and every day meant no recess, no Circle Time, no eating at a big table with other children.  The simple, socializing joys that he so urgently needed were extinguished before ever being experienced.   

His special treatment was a purgatory called In School Suspension where he was cycled through the same worksheets day after day, memorizing how to count and color Pilgrims, Native Americans, cornstalks and hay bales.  On a b&w gingerbread house, he graphed crayon-coded gumdrops, candy canes, sugar plums and butterscotch wafers.  He cut and pasted columns of numerals in ascending and descending order.  Over time, he got very good at this flat work. 

In the early days of his confinement, he defied the ruling junta by grabbing a chunky-chubby black crayon and scribbling over every detail with such ferocity that he shone with perspiration before finishing.  One day I pried the frustration from his fingers and smoothed his determined grip into a relaxed receptivity.  “Let’s start again and make one of these beautiful.”

We began by taking turns, bent over and absorbed as if collaborating on a paint-by-number, John Henry Man Versus Machine. We chatted away like the most synchronized of study buddies.  “I think I’ll make my sky mostly blue with some white mixed in.  May I borrow the green when you’re finished with it?  If we cut right along the big, fat line I think the teacher will be able to read the numeral.  And remember we’re only using baby dots of glue.  Baby Dots Not Glops! That’s our motto.” 

This was satisfying work, repetitive but civilizing and the only preparation there was for a return.  It took all of November to gentle him and after that he followed every rule of customary deportment but still was not permitted to even visit the Kingdom of Kindergarten until the end of February and only then with me as bodyguard. 

But then came the March Declaration of Special Treatment when he was abruptly dropped behind enemy lines, told to sink or swim, and forced to jump with no back-up parachute.  It was a perilous insertion.  I would hear him wailing in protest across the vast, central rotunda., screaming and kicking in protest as he was drug, adult escorts on either side, always back like a boomerang, no matter how successful the launching. 

I can safely say that he remained in this disruptive dance until May. Another boy from the same grade level remained in ISS from November until June, a total of six months. No field day for this one, no end-of-year picnic, no parade through the hallway with happy noisemakers and hip-hop music to celebrate the going home.  The piped in soundtrack was joyous and my young sidekick sparkled with an excited grin as he showed me his talented dance moves while dutifully stationed in his chair. 

Most importantly, this was all off-the-books.  The district software repository for registration data, grades, attendance records and disciplinary infractions revealed that none of the in-school months of classroom separation were ever recorded for official eyes. Intentionally, the long haul was virtually untraceable by state and federal authorities.  No one will ever know that no one knows what they are doing.

This organization hurts children.  It retards growth and it injures spirits. The logical conclusion of its terrible trajectory is a chaotic country full of incapacitated citizens.  But the reality is that situations like this are scattered across poor neighborhoods throughout the United States.  Led by CEO's/Chief Education Officers and propped up by well-paid corporate consultants, policy wonks and super-rationalized schematics for "school reform", these folks don’t intend to be re-fashioned or fixed.   In fact they financially benefit in a very personal way from funding formulas that follow their failure. Here, terrible is profitable and a good way to go. 

We can whenever, and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need, in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.
Ron Edmonds Telling It Like It Was And Like It Is!

Space Jam!

Space Jam!

In this perverse test prep, universe of bisected, bifurcated bits and pieces, there is no recognizable life-embracing curriculum.  Long, luxurious inquiry into the language or experience of words in SPACE never happens.  Astronomy, Astronaut, Astrophysics AstroMedicine and AstroNavigation are lost forever to these children.  Instead, everyone waits until a final, fading Friday in May, when all the Math and Reading re-takes have been concluded, to cram everything possible into a single, phony, Potemkin Village event called “Space Day”.

Test Tyranny has skewed our democratic priorities.  The technology of accountability is a runaway train accountable to no one.  It is guided by no moral framework, no compassion and no thirst for the civic justice of equal opportunity.  School days are just one long flow of big and little assessments and targeted interventions which are nothing more than bumpy benchmarks permitting the money to flow.  This is a destructive dynamic for the thousands of children arriving everyday from deeply impoverished complexes of social pathology and educational neglect.

Lost traditions now include how to simply and deeply learn and teach with all students but especially with those who are struggling.  After all, artistry and investigation is not required of an adult deliberately hired as a low-grade technician in service to a mindless, data-driven machine.  We have arrived at a public precipice teetering at the edge of an American abyss.

Segregation, Apartheid or Classification?

Segregation, apartheid, or the more neutral word classification, is what you call it.  From 1863 to 1898, children in English elementary schools had to take an annual examination in the 3 R's.  The examination was held by Her Majesty's Inspectors of Schools, and the size of the teacher's salary depended, in part, upon on the results.

This appalling system was believed to ensure continuous effort on the part of the teachers, and thus the best possible education for children.  The objections to it were obvious to perceptive people like Matthew Arnold from the start, and by 1898 they had become so manifest to all that it was abandoned.

John Blackie
Introduction to Space, Time and Grouping
Citation Press, NY 1971



And what exactly did Matthew Arnold write in his Reports On Elementary Schools 1852 - 1882?

Well here goes and strangely it sounds an awful like 2013 in our good, old USA.

Payment By Results fosters teaching by rote.  The school exams are a game of mechanical contrivance in which the teacher will and must more and more learn how to beat us.  It is found possible, by ingenious preparation, to get children through the Revised Code examination in reading, writing, and ciphering without their really know how to read, write, and cipher.

To take the commonest instance: a book is selected at the beginning of the year for the children of a certain standard.  All the year the children read this book over and over again, and no other.  When the inspector comes they are presented to read in this book.  They can read their sentences or two fluently enough but they cannot read any other book fluently.

Yet the letter of the law is satisfied and the more we undertake to lay down to the very letter, the more do managers and teachers conceive themselves to have the right to hold us to this letter.  The circle of the children's reading has thus been narrowed and impoverished all the year for the sake of a result at the end of it and the result is an illusion.

William "Bill" Hull On School Shake-Up

Our schools have become Production Oriented, nervously concerned about making things "look good".  We cover up our own basic failure to educate in the truest sense, by talking about how education must be Rigorous and Demanding from an early age.  Great concern is voiced over the children who are not sufficiently motivated to withstand the pressures brought to bear on them.

There is surprise that many children do not seem concerned about meeting the standards set for them.  And there is even greater surprise that it is often these children who are most creative.  NOT ALL CHILDREN ARE READY TO ACCEPT A HAIR-SHIRT ORIENTATION TOWARD LEARNING AT AN EARLY AGE.

Those who do not conform and are successful are cheated just as fully as those who do not conform and learn to mistrust their own abilities.  Leicestershire (England) helped us to see just how sick our schools really are.  What happened there gives strong support to the vision of people who have known that there are more effective and humane forms of education.  But this realization also provides a formidable challenge to those of us who would try to implement these beliefs in the USA.

Leicestershire England
School Visits
1961

Empowering American Children

Way back in 1977 the National Science Foundation sent Dorothy Murdock Hill out to investigate and celebrate the imagination and creativity of children doing science in grades K- 6.  She did not report back with core curriculum lingo or test protocols but instead headed straight for places like the Blind Children's Center in Los Angeles and fashioned field reports like this one.

     Several children made delightful squiggly designs with their plastic squeeze bottles.  A few worked on the sidewalk while others worked in the sand area.  Timmy ran back and forth between the sidewalk and the sand area squirting lovely circles and figure eights.  He was becoming aware of how water acts on different materials as he exclaimed, "The water's still here on the sidewalk.  But my water all disappeared in the sand."
Amy calmly states, "You know, it vaporated!"  The children enjoyed counting how fast the water disappeared in sand compared to the sidewalk. "I wonder how I can keep it from sinking?" mused Timmy.  Another day could easily bring a spin-off activity of making a pond that would stay put.

     At the other end of the play yard another game had evolved.  Jan yelled, "Hey, look how far I can squirt."       Several children tried over and over to see who could squirt beyond a certain mark.  Back and forth they ran to the water source refilling their plastic squeeze bottles.  Here, Dorothy added some of her own questions.  "Does it make any difference in how far you can squirt if you hold your arm at different levels?  Which way makes the water go highest?  Which way way makes it go longest? Which way shortest?"

     Seeing new equipment, Jennifer ran to the table and picked up one of the plastic tubes that had been brought out.  "Hmmm, it's not a pole!  It has a hole in the middle.  But it's not a hose.  What is it?" she demanded.  Upon hearing that it was a plastic tube she started off again.  "A plastic tube?  But it is not wiggly like the other ones we have.  How come?  It's what?  Rigid?  I'll fill it up!"  Jennifer had spent much of the year filling pitchers and cans and containers of all sorts.  But this was her first "rigid plastic tube".  After trying many varieties of "filler uppers" as she called them, she glanced around looking for something better.  She picked up the plastic baster and the funnel.  At first she only held the funnel.  Finally, with complete satisfaction, she placed it on top of the tube.  She then dropped a marble down the middle of the tube and quietly watched its slow movement with unrestrained pleasure singing softly, "Ahh, down...down...down.  Clear down...down...down.  Ahh, down until it touches the ground...ground...ground."

MUD, SAND, and WATER
Dorothy M. Hill
Jean Berlfein - Photographer
NAEYC 1977

Sticky People

ATTACHMENT 

  This is what I miss most as I watch these children move through their day.  The persistent absence of attachment forces them to dangle dangerously like live wires, crackling and exploding with hot current.  

Once the technocrats encamped, the atmosphere of detachment became pervasive, even mandatory.  The act of objectification demanded it.  One cannot embrace the humanity of a child while casting her in the role of a medieval serf summoned to service THE SCORE.  

Meanwhile, it is just plain dangerous to detach from our children.  We all know that.  They are sticky people.  They adhere by their very nature and for all the right reasons.  They glom on like gooey, go-getters and hold fast.  That is how they grow straight but they can also grow crooked and misshapen when there is nowhere to imprint and no one prepared for their cling.

     And what of Domingo?  He dismounts from the federally-funded daycare van at 7:00 AM and immediately slumps into my body.  He melts, clings and attaches at the hip.  This is very unlike him as he is 100% boy and usually upbeat and energetic to the extreme.  But today is Monday and he is exhausted from a weekend of no respite for mind or spirit.  In tears, he describes his weariness.  How can I console him?  Which words should I select?  I rest my hand atop his shoulder and tell him I wish he could have stayed at home, snuggled in his bed, munching Pop Tarts and watching Scooby-Do cartoons.  The make-believe scenario seems to soothe him but his reality is that he has no place of his own for a weekend retreat.  He is regularly tossed about by family like ocean debris and come Monday, washed up worn and weary onto the shore of a school where he is invisible until he makes trouble.
     By Tuesday his deep exhaustion has been replaced by a more familiar aggression and hyper-inattention.  He clobbers a fellow classmate at 8:00 in an argument over who gets to shut a cupboard door.  He spins out of control on a recess sidewalk and at 2:30 his teacher reports that his eyeballs have literally rotated in their sockets all day long, incapable of focusing anywhere or on anyone for more than 3 seconds.  He is known for arriving at school in forty degree temperatures wearing nothing but a thin, short-sleeved tee shirt.  Never a hoodie, a sweater or an insulated vest.  He shakes, rattles and rolls from the rapid-fire traumas of home neglect and emotional abandonment.  The only semblance of emotional tenderness surfaces on a Monday when he signals a need for comfort, too wiped-out to whisper his own name.
 

Frances Pockman Hawkins At Work With Water

The Logic Of Action
Young Deaf Children At Work
Frances Pockman Hawkins


Everyone tried his hand at the water pool this morning.  Phillip, unaware of anyone's scrutiny, would fill his large plastic syringe with water by pulling out the plunger while the tip was submerged, and then shoot the water to the opposite side of the pool.  He was expert at controlling the force and speed on his plunger as he aimed the small stream.

Janie kept watching Phillip's actions.  Quite obviously she wanted to do the same thing with her syringe, but she was unable to fill it with water.  Finally, she turned again to watch and she thought about it.  This time, with syringe out of the pool she pushed down the plunger, then put the tip in the pool and slowly pulled up the water into the transparent syringe.  The final part of the sequence, shooting water across the pond, proceeded, but Janie's success in using eyes, hands, and mind to fill the syringe was for her, I submit, an achievement of equal merit.  To write about it is in some degree to share her pleasure.

Water Table Watsu

Christopher is 4 years old and frequently grown-up angry.  One morning he stomped out of his classroom and into a restroom area down the hall.  Suddenly aware that I was nearby and watching, he turned to me with a jerk and shouted, “If I am mad at somebody, I just look at them and say, ‘Hey Bitch!’”

I clamped my hand over my mouth to keep from laughing and considered carefully before responding, the fewer words the better.  “Guess I just never say it.”

“What?” he replied in a rapid-sharp voice.  “What do you mean you don’t say it?”  Surprised I wasn't reprimanding him?  Wondering if I was telling the truth?  Curious if I had an alternative to his harsh way of talking?

“I simply don’t speak to people that way. It does not come out of my mouth.”  I delivered this with a silent, shoulder shrug and pretended to get interested in a developmentally inappropriate, preschool worksheet stapled to a bulletin board.

Since his outburst didn't provoke me, he immediately abandoned it and became absorbed in the water fountain, turning it on and off and diverting streams of water with his tongue and his fingers, in other words, exploring the properties of water.  It was a soothing diversion and ultimately calmed him enough that he could walk back with me to rejoin his friends.  Too bad there wasn't a water table set up as a workstation for this little man with the mouth.  But those also have gone by the Leave Every Child Behind wayside.

Alternately, Jorge healed himself at a water table.  He arrived for a visit, having lived in 10 different foster homes before his fourth birthday.  His hyperactivity and anxiety were so extreme that no family could soothe him or survive him, therefore he rotated from one placement to the next.  Prescribed a steady dose of Clonidine, you wouldn't have known it from the way he ran directly at a solid wall, smacking full force, face-on and then collapsing in fit of giggles.

It was the water table that drew his attention.  The girls usually commandeered it, washing baby dolls or dishes, transferring liquid back and forth from tea kettles to jam jars.  Most days, boys weren't allowed but somehow everyone knew Jorge was different and for him the rules did not apply.  He spent two weeks standing behind the crowd of girls listening in on their conversations.  He always wore a smile, sometimes nodded his head in agreement with an opinion expressed but never edged past the periphery of bodies to join in the fun.

Then the earth’s orbit shifted and his hands slipped into the delicious drench.  There was no moving him after that.  He was polite, always patient and ever alert for that perfect moment when it would be okay to slide into place.  He had figured out the human arrangement and was careful to comply in ways that guaranteed access to the dreamy drink.  There he would vibrate in endless delight, stuttering less and speaking more, solidifying an identity and a circle of friends who did not fail him.  In the water he learned how to become.

Septima Clark

Helen Keller Could Have Seen It Coming

I stumbled across Eva who could not read a lick.  I found her tucked up in an empty classroom, sound asleep.  She was snoring peacefully in second grade.  No one knew she was missing in action and no one cared that she was alone, separated from the herd and dozing on her lunch hour.  

Despite her illiteracy, there would not be any intervention for her, no tutoring, no read aloud, no big books or story dictation.  In fact, there would be no reading instruction for her of any description.  Second grade does not count on the accountability scoreboard and therefore, is not heavily proctored   

Thousands will be spent this year on a series of no-nothing, "school reform" consultants, who themselves know zippy-zero about reading as a process or a passion.  They will wander in and out like the contract zombies they are, drawing down dollars triggered by testing mandates for 3^rd grade and beyond.  

Helen Keller could have told them back in September who would be failing come January.  But everyone at this location turned blind, deaf and dumb when it came to the cause of Eva. Since Eva knew hopeless when she experienced it, she responded by curling up in The Back Of The Bus and surrendering to a dreamless sleep.  

Years of here, there and everywhere leave children like Eva undisturbed and unlettered.She has been allowed to float like a beautiful flower in a big pond, not a ripple approaching from any direction to dislodge her and prevent her from sinking into the treacherous waters of insensitivity and indifference.  Had she been growing up in the Sea Islands back in January of 1957, she might have been scooped up by Esau Jenkins, Bernice Johnson or Septima Clark and taught to read at the back of a beat-up school bus or in the midst of a busy, beauty parlor.  Their make-do movement imagined literacy and democracy walking hand-in-hand and ultimately exploded into a nationwide uprising against the entrenched, Jim Crow suppression of voting rights.  But Eva is enrolled in a data-deranged Public School, not a Citizenship School and she will never chase Esau across the sandy, marshy low country of Johns Island.