I’m just going to talk about this for a minute and then move on because I’m pretty sure everyone who cares is aware of this issue by now.
I’m also sure that everyone who doesn’t care about it and/or doesn’t believe it isn’t going to listen to anything I say, regardless of the data backing up my statements.
According to a recent study by the Economic Policy Institute, teachers make about 76.5 cents on the dollar compared to their peers in other comparable professions.
On average, teachers make about 23.5% less than their peers. Unless you’re a teacher in Colorado. Then the gap increases to 35.9%.
Also disturbing, teachers’ inflation-adjusted weekly wages since 1996 have been flat. Flat.
Considering what teachers have been through the past 2.5 years, you’d think something would have changed.
Unfortunately, it hasn’t. I wonder if it ever will.
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“The most important thing a young ball player can learn is that he can’t be good every day”
– a baseball scout to Lou Gehrig
If you’re familiar with the great Lou Gehrig’s story, you probably also know that he held the record for over fifty years for consecutive baseball games. 2,130 games, to be exact. An incredible accomplishment, especially when you know that he suffered many broken bones (pretty much every bone in both hands), injuries, and sickness over his career.
But he never stopped. He was, most importantly, consistent. Early on in his career, he took to heart the words of that wise scout and decided that he didn’t have to be the greatest player every day. He just had to show up and do the work, even if he failed in the trying.
There’s a lesson there for educators…
How often do we think as educators that we must be perfect every day? How many frustrations come from lessons that didn’t work right, technology that didn’t work at all, or the one student who never shows up finally showing up on the day you wished he hadn’t?
Don’t lie. You know exactly which kid I’m talking about.
Of course, we want to do our best. We’ve been given a sacred trust to educate the next generation. We work hard and take our time to ensure our students have great learning experiences. We look for new ways to engage our students, new ways to get their brains thinking and making new connections.
We search for resources that will help the struggling student overcome an obstacle, and at the same time, we’re challenging the student who seems to excel at every task to do something new and creative.
We diligently work to expand opportunities for students who don’t have what they need to be successful. We meet with parents and community members to support programs that reach at-risk students, talk with local businesses, and get their support for our after-school activities and teams.
We spend sleepless nights searching for the answers to prepare our students for a world that we can’t predict. We drive ourselves mad, stay tired, and put up with less and less support from our government officials and budgets that just don’t seem to get the job done.
And we somehow forget that we’re not going to be the best every day. We want to be. We want to scream when we aren’t. We’d rather die than fail our students or for something to go wrong that ruins our plans.
However, our students need to see that we’re not perfect, and that’s perfectly fine. They need to know that we make mistakes, but we learn from them when we do. They need to understand that sometimes things happen beyond our control, but we always try our best anyway.
“It is possible to commit no mistakes and still lose. That is not a weakness. That is life.”
– Jean-Luc Picard
We’re not superhuman. We’re not perfect. We will fail. We will fall. But so has everyone else who has ever set foot on this planet of ours. We won’t be good every day. But we don’t have to be, because our students won’t be good every day.
Sometimes, we just have to remind ourselves that it’s okay if we’re not good every day. Because our students need us to be human. They need to know that even the best of us make mistakes and that even the most prepared can have a bad day.
Because what they really need to learn is that it’s not about being good every day. It’s about being good enough and trying again tomorrow.
Our students need us to be real so they can be too.
We have good days and bad days. What’s important is that we learn from our mistakes, strive to be better tomorrow than we were today, and never give up on our students.
And when they see us struggle and move through problems, they see that they can do the same. And that lesson is more important than just about any other we could give them.
“The most important thing a young ball player can learn is that he can’t be good every day.” The same is true for educators. We must continue to learn and grow to be the best we can be for our students. They deserve nothing less.
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How much time do we spend on inert learning daily in our classrooms?
I’ve been asking that myself a lot lately as we’ve had more and more discussions in my schools and across the country about deeper learning and what our students are learning in schools. I’m watchful of any inert learning happening in classrooms I visit and in my own practice as I work with teachers.
Before we can determine exactly how much time we spend on inert learning, we must define inert learning.
With inert learning, the student learns and remembers facts or procedures without understanding or being able to use them. So, they can regurgitate the information back to you on a test or quiz, but after the fact, they’ve forgotten it and moved on. We can also think about inert learning as surface-level learning.
There are two types of inert learning- declarative and procedural.
Declarative inert learning is when students learn and remember facts without understanding them. For example, rote memorization of vocabulary words without being able to use them in context wouldn’t be considered deeper learning.
Procedural inert learning is when students learn procedures without understanding why or when to use them. A great example of this is students who can solve a math problem one way, but if you ask them to explain how they did it or why that particular method works, they can’t because they don’t understand the concept, they just know the steps to get the answer.
So, how much time are we spending on inert learning in our classrooms?
The answer may depend on what level you teach. To support younger learners, elementary teachers will spend more time on inert learning to empower their students with the knowledge to make deeper connections. In later grades, teachers can more easily move students to deeper learning opportunities, applying that surface-level knowledge to more practical applications.
This is an important shift. Certainly, before any deeper learning can occur, the facts and information from any surface-level learning must be in place. John Hattie speaks about the transition from surface-level learning to deeper learning in this video and how vital both are to students.
As educators, we can consciously make decisions about the content we’re teaching and the instructional methods we use to ensure that our students engage in deeper learning.
Here are some things to consider as you reflect on your own practice:
Do my students have opportunities to construct meaning or create something new?
Do my students have opportunities to apply their knowledge in authentic ways?
Do my students have opportunities to think deeply about their learning content?
If you can answer yes to these questions, then you’re likely doing more than just teaching inert knowledge. Keep up the good work!
Too often, students are taught inert knowledge- facts and procedures without understanding or being able to use them. This type of learning results in surface-level understanding at best and leads students to forget what they learn shortly after the fact.
On the other hand, deeper learning is when students learn and remember facts with understanding. They can use the information they learned in various contexts and see how it connects to other ideas. Deeper learning also allows for critical thinking and creativity.
It’s important for educators to make a conscious effort to move away from teaching inert knowledge and toward deeper learning. We can do this by providing opportunities for our students to construct meaning, apply their knowledge in authentic ways, and think deeply about their learning content. If we do this, we’ll be setting our students up for success in college and beyond.
Can you remember a time in your own educational past when you learned something new, and then, as soon as you took the test, you forgot what it was you learned?
How often does that happen in your classroom with your students?
I don’t want to ask myself that question because I’m afraid of what the answer might be. You might feel the same way. I know how many times it happened to me during my own time walking through the hallowed halls of public K-12 education.
Those facts you forgot, the ones that had no practical application to anything you were doing at the time? That’s inert learning.
Inert knowledge is “learning that was superficially acquired, never really understood, and promptly forgotten” (McTighe & Silver, Harvey F., 2020). Standardized tests are built on inert knowledge. As a matter of fact, most forms of assessment I can think of are specifically designed to measure inert knowledge.
The problem with inert knowledge is that it’s, well, inert. It doesn’t do anything. It can’t be applied to solve problems or create new understanding. It’s just there, taking up space in our heads until we forget it and move on.
On the other hand, deeper learning is learning that sticks with you, that you can apply in different contexts, and that helps you build new understanding.
It’s the kind of learning that allows you to take what you know and use it to solve problems, think creatively, and communicate effectively. Deeper learning is active; inert learning is passive.
There are a few reasons why inert knowledge assessments still exist. For one, they’re easy to grade and don’t require as much engagement from the student as deeper learning assessments. Additionally, inert knowledge is often seen as a precursor to deeper learning, so educators may use these assessments to identify students who need more support to move on to deeper levels of understanding. Finally, there’s a tendency for people (educators and policymakers included) to value things that can be easily measured, like grades or test scores. And because inert knowledge can be assessed fairly easily and objectively, it has become a staple in our educational system.
Now, let’s go back to the question I opened: How much time do we spend on inert learning daily in our classrooms?
Is there a better use of our time?
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While other Black climbers have previously climbed Mount Everest, this was the first summit by a team of Black climbers. The other Full Circle team members who summited were Thomas Moore, also of Colorado; and Manoah Ainuu, Rosemary Saal, Demond Mullins, James “KG” Kagami, and Evan Green. Phil Henderson, who lives in Cortez, Colorado, led the Full Circle team but did not climb.
“If you’re a black person or a Latino person and you Google ‘climbing,’ you’re going to still see lots of people who don’t look like you,” Taylor said. “That, I think, makes those sports … seem a little bit more unapproachable.”
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.
As I’ve mentioned previously, this site in one form or another has existed since 2006. Through multiple platform changes and changes in focus, I’ve shared thoughts and insights here for the past decade and a half.
As we all know, change is the only constant. With my job responsibilities and beginning my doctoral work, I knew I needed to find a better way to share my thoughts and things I find of interest that you might enjoy.
So, here’s my plan:
On Mondays and Fridays, I will share posts with links to things I’ve found that you may also find useful.
Tuesday – Thursday, I’ll be sharing links with my own commentary and hopefully making some connections with other sources. I may even have multiple posts these days.
I’m doing my best to build an online database of connected topics and thoughts that, I hope, will help me better formulate my own thinking around different subjects I’m passionate about.
Sometimes it will be education, sometimes technology, sometimes life. Whatever I find interesting is game for this blog.
Who knows? Maybe I’ll build something you’ll enjoy.
The Eclectic Educator is a free resource for everyone passionate about education and creativity. If you enjoy the content and want to support the newsletter, consider becoming a paid subscriber. Your support helps keep the insights and inspiration coming!
In case you haven’t heard, an assistant principal was recently fired because he chose to read the children’s book “I Need a New Butt” to a group of students.
Toby has shared his thoughts on this announcement in a thread of Tweets, posted here for your enjoyment.
On April 28th I had a chance to speak in front of the Hinds County School District Board. The following thread contains a story that sums up what happened. Thank you – Toby Price 1 of 22 pic.twitter.com/VOHtxVIK8k
I’ll just say this right now: with the content of most children’s books out there, to fire someone over a book about butts requires a special kind of an asshole.
There is a spot reserved in hell for administrators, parents, and members of the general public who think it’s ok to fire a teacher over reading a wildly popular children’s book that is available everywhere books are sold.
I would rant more on this but I can’t. It’s just dumb.
Public education is facing an unprecedented level of hatred from conservative Americans right now. New laws are being crafted to punish teachers for teaching content that is not “approved” by parent groups or might be offensive and entire curricula and books are being banned.
Now, some schools are banning access to digital books from repositories like Overdrive and Epic, removing thousands of resources from the hands of students and families.
Thousands of schools and public libraries use these services to provide a much wider array of books than they could within the limits of the physical space in their buildings. During the COVID-19 pandemic, families easily accessed books from home comfort to keep their kids engaged and learning while sheltering.
Enter the fear mongers.
With new laws in place requiring that any book used in a school be reviewed and chosen by a faculty member, the number of books available will drastically decrease.
With over two million titles, trying to get someone to review every book in Overdrive is not only an impossible request, it’s downright foolish.
No one could review all that content and approve it for student usage.
How much longer will we abide by such unsubstantiated fear and hatred?
“That was but a prelude; where they burn books, they will ultimately burn people also”
Heinrich Heine
Colophon
Latine non loquor
Currently writing:
Volume 1: The Heretic Chronicles – a fantasy story about a girl, her sword, and extreme fundamentalist religion (WC: 15,457)
Untitled Sci-Fi novel – a group of students race across the stars, avoiding an evil empire (WC: 275)
Sci-fi short story – earth as a farm for aliens (WC: 492)
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.
