Do certain teachers get more respect?

I have been with Marian for the past two days at a conference for teachers who work with developmental students (those needing what used to be called remediation when they go to college). As I read through the session descriptions and the amount of variety as well as the ability to choose which sessions to attend, I contrast that with how professional development is done in the K-12 level.  Choice--haha.  Usefulness--usually not? Variety--that depends on how you look at it.  A few years ago workshops focused on group work.  Now workshops focus on a more structured approach to teaching (due, in part, to the emphasis on testing).  In a few years, project-based learning will probably be the hot thing.  The variety is in the cycle, or pendulum, of what approaches.

Several of my co-workers came from the elementary level, and when we have some new paperwork thrown our way, their response is that the amount of paperwork in middle school is nothing compared to elementary schools.  It's why they both left the elementary school level.

I have a feeling that there is even less control over teachers at the high school level.  If I am wrong, someone let me know.  More importantly, I would love to hear what causes these differences?

What is right with distance learning?

Today I was asked what is wrong with distance learning?  At first I was going to talk about a host of issues from whether the cost savings are worth the pay-off, to whether distance learning, or learning that focuses on technology was really just a way for technology companies to make money off what should be a public endeavor, to wondering whether much learning actually takes place.

But then I realized that I was responding to an unspoken assumption--that education is broken and needs to be fixed, and technology is just the thing to fix it.

Again.

Granted, technology can be a wonderful thing.  I use my Smartboard or Elmo (those newfangled things that work like overhead projectors but read anything, not just transparency sheets).  Youtube videos help students get interested in a topic and can sometimes provide some additional information. And it's great when students can get their hands on laptops and use them to create something. But is the technology needed?  Students can read books and write on paper.  It accomplishes much the same task, albeit at a slower pace.

I can hear the argument already--we need to move quickly in our fast-paced 21st century.  But do we?  Or is there another underlying, unspoken assumption--that learning has to be fast-paced, that there is some race that if we don't run, we will get left behind.  Really?  And are kids little computers that if we program them with x or y they will automatically remember it?  No, learning takes time and repetition if we want it to be truly meaningful.  And learning is a social act--it needs other people.

About 15 years ago I read a book called The End of Education by Neil Postman.  In it he argued not that education was ending, but that we were ignoring the end, or purpose, of education.  If the end of education is to produce adults that can enter the work force, well then by all means, let's go with on-line education.  Stick every kid in front of a computer and have them sit there and get their assignments and complete them and then move on to the next concept.  Some low-paid adult can walk around and monitor them to ensure they stay on-task.

But if the end of education is to create a well-rounded individual who understands history and art and social responsibility and has marketable skills, then let's place technology where it belongs--as a tool at the disposal of a teacher.

So, let's examine our unspoken assumptions.  Maybe then we will ask, "What's right about distance learning?"

Adventures in English Teaching

I've started following this new blog which is geared towards teachers, especially those who teach English.  Marian has been teaching English and writing at the community college level for over 20 years.  She has two books out from Carolina Academic Press.  If you are looking for a textbook to help someone write more successfully in college, check it out.

Building a Fence

So I'm in the process of building a fence.  Actually, I'm in the process of thinking about building a fence.  First, I need to finish clearing the fence line area.  This will include digging and getting rid of prickly brambles.  I need to cut up a few fallen logs.  Then, we have talked about starting a bonfire, but what I really want to do is rent a huge chipper and make my own mulch.   I am also going to have to rent a post hole digger.  Oh, boy, this will be fun.

So I was at home, having finished dinner, fed the cat, and washed the three dishes needed for pizza (plate, glass, and knife for cutting the pizza where two pieces still clung together when the phone rang.
"Hello."
"Mr. Washington."
The voice sounded young.  A student?  "Yes. . . ."
"We weren't sure you were gonna be home."
Philly, my cat, stopped purring.  I began scratching her chin again.  "Well, I am home--"
"Good."
"--and I was getting ready to read."  Actually, until that moment I had been contemplating picking up the remote.  "Say, how did you get my number."
"You don't want to know."