I’m having a hard time putting into words my feelings over the past couple of days. I work in education but I’m also a parent. I worry about the kids and teachers whom I work with but I also worry about sending my daughter to school.
Note: she just finished 4th grade, which has struck me right in the center of my being after the deaths of many 4th graders in Texas. They were the same age as my own daughter. Frightening, to say the least.
My biggest issue now is responding to those who believe we don’t need to do anything about gun control in the US. I’m tired of their “thoughts and prayers” that don’t do much.
First things first: I appreciate the need for peer review and understand why we have academic journals. I’m not the person you need to convince that any work any scientist or academic publishes needs to be scrutinized with as many eyeballs as possible.
My issues lie in how that work is disseminated to large audiences to be put into action and influence the world.
Thanks to the way most academic publishing works, it’s almost impossible for anyone other than another academic to read your work if it’s published.
Its complete bull💩💩💩💩 when you spend untold hours writing a paper and then you dont get access to actually read your damn paper on the publisher's website. I did all the work–they did nothing but format it! (looking at you Taylor & Francis and Emerald)
It’s hard to overstate what a scam academic and scientific publishing is. It’s run by an oligopoly of wildly profitable companies that coerce academics into working for free for them, and then sell the product of their labors back to the academics’ employers (often public institutions) for eye-popping sums.
As I begin my doctoral studies in the fall of 2022, I hope to have more experience with academic publishing myself. I mean, that’s part of the academic process.
Over the years, my articles, tweets, presentations, podcasts, etc., have been viewed or heard by multiple tens of thousands of people from all over the world. I’ve made that work freely available to others for a long time (thanks, Creative Commons) and seen many take advantage of what I’ve “published” in one form or another.
Sadly, any work I may produce and publish in the academic tradition may never see the light of day.
In K-12 education, we talk a lot about having students create work for an authentic audience; work that will be seen and critiqued by people outside of their school environment.
Shouldn’t we try and do the same with academic publications?
Universal truth: COVID-19 changed education forever. The pandemic affected every area of education. Weaknesses were exposed, kids were left unconnected for months, systems failed, administrators panicked, students felt abandoned, and teachers just had to do more and more every day.
As a result, teachers are leaving. And I mean leaving in a hurry.
For months on end, teachers have been in survival mode, doing their best to meet the same expectations that were in place pre-pandemic and dance the world’s most epic dance from virtual to in-person learning (multiple times for some).
Students still had to take tests and meet all graduation requirements while learning how to talk with each other behind masks and appreciate short outdoor mask breaks a few times per day.
And the teachers had to keep going. They’ve had to deal with administrators who pressured them to try new things (some necessary and some not so much) and adopt more technology in less time than at any other point in educational history.
Three minutes. That’s all the time Lanee Higgins, a Baltimore County Public Schools teacher, had to herself during a typical day of coronavirus-era remote learning. On her computer screen were middle-schoolers, scattered across the county, running through their lessons — while at home, Higgins, age 29, was trying to maintain her authority over her classroom and her life. Sometimes her potty-training toddler, refusing to nap, would wander into the frame when her entrepreneur husband wasn’t there to corral him. When she just couldn’t hold on anymore, Higgins would announce a three-minute break. She’d leave her students staring at the screen while she scurried off to use the bathroom or steal some time to just think.
Teacher shortages were already a reality pre-pandemic but now the shortages are reaching critical numbers. Stress was listed as the primary reason why teachers left the field before the pandemic and the pandemic only made it worse.
The pre-pandemic teacher turnover rate was 16% but by January 2021 nearly one-quarter of teachers were thinking about leaving their jobs by the end of the school year.
And now, as we near the end of the 2021-2022 school year, over half of all teachers are thinking of leaving.
Teachers are tired. They’re tired of changing mandates from state and local officials. They’re tired of dealing with politicians who have little to no respect for the work teachers do every day. They’re tired of misinformed parents who accuse teachers of indoctrinating their students.
Trust me, we’re not indoctrinating any students. If we were, they’d be much better at following directions for turning in their work by now.
We figure out how to support teachers. While a pay increase would be welcome, it’s certainly not all about the money. Even when you understand that from 1999 to 2021, teacher salaries decreased in 27 states, thanks to inflation.
This work is licensed under a Creative Commons Attribution 4.0 license. That means you can use it any way you like, including commercially, provided that you attribute it to me, Mike Paul, and include a link to pikemall.tech.
Quotations and images are not included in this license; they are included either under a limitation or exception to copyright or on the basis of a separate license. Please exercise caution.
Cory Doctorow’s work at Pluralistic inspired the layout, focus, and work displayed here. Hat tip to Cory for all his fine work.
It’s time for educators to make honor a core value in schools. It’s time to build honor into our curriculums and establish it as one of the primary social and emotional learning goals we work to help students achieve.
Thomas Guskey
Full disclosure: I am a reformed honor roll student. I made that list all the freaking time, save for my middle school years.
Why not in middle school? Because I refused to do homework. It was pointless for me. I didn’t need the work and did just fine on any and all exams. But my middle school teachers insisted on grading homework, of which there was more than a metric ton each night.
I had better things to do, like read comics. Or watch Jeopardy. Or Star Trek reruns.
So, like many other students, I missed out on the perks of being on the “honor roll” that many of my friends were enjoying. As a matter of fact, I’m pretty sure I lost some friends because I wasn’t on the honor roll.
Personally, the idea of the honor roll disgusts me. And it’s probably time we get rid of it.
Students don’t make the honor roll for any number of reasons. Whether it’s because they simply don’t care about getting the grades because they realize for most people the grade they got in 10th-grade geometry is no indicator of success in life or because their life away from school isn’t set up to support a great learning environment, many students just don’t care about the honor roll.
Let’s also think about the lengths that some students are willing to go to earn a spot on the honor roll. Yes, some will cheat. I’d venture to say that a student’s desire to cheat is directly proportional to their pressure to get good grades.
And how many students will lose precious sleep to stay up and cram information so they can “brain dump” on a test to get the grade?
Trust me, folks, sleep is way more important than a high GPA.
Perhaps it’s time we either get rid of the honor roll altogether or rethink the purpose it serves. Maybe we should focus on teaching students what honor really is and how to do work that is worthy of honor, not just a grade.
I admit I have taken recess time away from students. OK, maybe not recess time since we didn’t have recess in my middle school but we certainly incentivized certain achievements with a “recess reward”.
Yes, we even used recess as a reward for students who achieve our version of the honor roll.
What a horrible policy. Kids need time to play, at every age level. And using the excuse of placing them in an “activity” class doesn’t cut it.
They need time to decompress and just goof off. I’m 45 and I need time to do that every day.
Recess is an essential part of childhood (and adulthood) and we have to stop taking it away. Some states are moving to create laws to protect that time.
This work is licensed under a Creative Commons Attribution 4.0 license. That means you can use it any way you like, including commercially, provided that you attribute it to me, Mike Paul, and include a link to pikemall.tech.
Quotations and images are not included in this license; they are included either under a limitation or exception to copyright or on the basis of a separate license. Please exercise caution.
Cory Doctorow’s work at Pluralistic inspired the layout, focus, and work displayed here. Hat tip to Cory for all his fine work.
Fake news. Disinformation. Misinformation. We see it all and so do our students.
We can choose to ignore it or we, as educators, can help students see what is real, what is fake, and what is somewhere in-between.
Kimberly Rues writes as she tries to get a better understanding of fake news herself:
Eating the proverbial elephant one bite at a time seems like a great place to begin, but which bite to take first? I would propose that we might begin by steeping ourselves in definitions that allow us to speak with clarity in regards to the types of misleading information. Developing a common vocabulary, if you will.
In my quest to deeply understand the elephant on the menu, I dug into this infographic from the European Association for Viewers Interests which took me on a tour of ten types of misleading news—propaganda, clickbait, sponsored content, satire and hoax, error, partisan, conspiracy theory, pseudoscience, misinformation and bogus information. Of course, I recognized those terms, but it allowed me to more clearly articulate the similarities and differences in text and images that fit these descriptions.
My first instinct is to keep bringing us all back to the subject of digital citizenship (which is just good citizenship in a digital world) but I know I’m still a small voice in a big world.
“Today, various pathways exist for future success that value all learning. We need to move beyond a narrow focus on success as only a four-year college degree that ignores entrepreneurial opportunities, career and technical education, and the evolving nature of work… When we expand our vision to encompass all these pathways, we see that social and emotional skills, such as the ability to collaborate effectively and cultivate relationships, are a foundation for future readiness.”
CASEL CEO and President Dr. Aaliyah A. Samuel
Another reminder that a college degree isn’t for every student but those “soft skills” that employers want (as does the rest of society) are important for every student.
