Connections

Today would have been my paternal grandmother's 129th birthday; she was born in High Falls, New York on May 31, 1883.  I do not know much about my grandmother; she died in 1927 when my father was just 9 years old. Yet I sometimes feel a connection.In addition to carrying my grandmother's name, Elizabeth, as my middle name, I share a vocation with her. Elizabeth Antonia Duym graduated from New Paltz Normal School in 1905 and was, by all accounts, a teacher in or near High Falls until she married my grandfather in 1913. What levels or subjects she taught are a mystery that I have not yet uncovered.Records are hard to come by as a fire at the Normal School in the early 1900s destroyed most of the documents that could possibly reveal what she prepared for.What impresses me, however, is that my grandmother and her younger sister both went to normal school (college) in the early 1900s - I would imagine that to be unusual for two women, daughters of immigrants from a small New York village.I often wish I could ask my grandmother about her growing up years -- and how she became a teacher. What was it like to teach in the first decade of the 20th century? Questions without answers except when a genealogical find lifts the curtain of history to reveal some small detail of everyday life.We share other connections, my unknown grandmother and I. Elizabeth's middle name, Antonia, is derived from both her father's name, Anthony, and honors a brother also named Anthony who died in infancy. My middle name honors hers. Cancer had an impact on both of our lives; hers cut short by it and mine has been spared through advances made my medicine.I wonder what my grandmother would have thought of all of that has changed since 1883. Of course, even given a long life on this earth, she would no longer have been with us. But the connections endure and the questions as well. 

Dear Mitt...

As a citizen of the fair Commonwealth of Massachusetts for quite a number of years - nearly 35 at this point - I feel uniquely qualified to respond to Mitt Romney's latest education campaign speech.You see, as a public school teacher in a small urban Massachusetts school district, I wonder how Mitt can call the US public education, particularly this state's system "third world" when his fiscal policies directly affected the state's ability to adequately fund education. Draconian cuts to the state's education aid and education budgets were implemented by the Romney administration so that Candidate Romney can now point to his budgets as being so lean and mean that he was able to cut taxes. And if our education system resembles anything "third world" - and I disagree about that pithy little soundbite - Mitt should look in the mirror for the one to blame.Over the past few years, I've seen the district in which I work decimated financially.  Teachers, paraprofessionals, librarians,  cafeteria, custodial staff, social workers.... all cut heavily and some cut in entirety. Buildings closed. Class sizes are bigger, which means that there's far more crowd control in an elementary classroom today than there used to be.  Sorry Mitt, but despite your crack "research" from McKinsey & Company, size does matter.Yes, Mitt, successful education is dependent on a partnership - parent, teacher, and student - who support each child.  There may be lots of reasons for that partnership to fail, but it is insulting and simplistic to think that a child's school success is dependent upon a two-parent family unit. Forcing your own social prejudices into education policy is just plain ignorant.Hopefully your flawed and obvious pandering to win votes will be seen for what it is. Garbage.

Dear Ms. Rhee....

It could be that it's the "vacation" head cold talking, but I don't think so.  I was working in my classroom this morning, when I opened up my school email account.  And here, for the third time in  the last couple of months, is - unedited - what I found:

________________________________________From: Michelle Rhee, StudentsFirst [admin@studentsfirst.org]Sent: Thursday, April 19, 2012 10:19 AMTo: Bisson, AmySubject: An important battle[http://studentsfirst.org/page/-/email/wrapper/email-header-smaller.jpg]<http://studentsfirst.org/page/m/220fa479/3691c862/12a2b5b1/6519e0d6/1021812536/VEsH/>Dear friend,[http://studentsfirst.org/page/-/email/sf_email_ad_dd01.jpg]<http://studentsfirst.org/page/m/220fa479/3691c862/12a2b5b1/6519e0d7/1021812536/VEsE/> This isn't about politics -- it's about what's best for our kids.But in their desperate attempt to defend the status quo, the entrenched special interests try to turn everything into a partisan fight. That's why I am writing to you today about an important battle brewing in Connecticut.Right now, Connecticut has our nation's largest achievement gap in math -- African American students are three and a half years behind white students. Governor Dan Malloy, a Democrat, knows there is no room for party politics in this fight. He's got a plan to tackle this issue, and he's got bipartisan support.Polls show that Connecticut residents support the governor's plan, but special interests are on the attack, trying to sway public opinion back to the status quo.We've got a TV ad on air right now in support of the governor's reform efforts in Connecticut. Donate $10 to keep this TV ad on the air:http://studentsfirst.org/yoursupport<http://studentsfirst.org/page/m/220fa479/3691c862/12a2b5b1/6519e0d7/1021812536/VEsF/>This is not just a racial divide in Connecticut. Math scores of eighth graders from poor families are three grade levels behind their wealthier peers.Governor Malloy's plan maps out the necessary steps to bring equality to education. His plan calls for the establishment of meaningful teacher and principal evaluations, which would allow us to recognize our effective educators and support those who need improvement.The governor also aims to reform tenure so that it serves to elevate effective teachers rather than protect ineffective ones. And lastly, the plan would expand the number of high quality public charter schools so they can serve more students.I know Connecticut is not the state you call home, but there are kids there who need someone to stand up and fight for them. Help us win support for reform in Connecticut with a donation now:http://studentsfirst.org/yoursupport<http://studentsfirst.org/page/m/220fa479/3691c862/12a2b5b1/6519e0d7/1021812536/VEsC/>Thank you,Michelle RheeCEO and FounderStudentsFirst825 K St, 2nd FloorSacramento, CA 95814916-287-9220

I don't know, I felt OFFENDED by this email in my WORK email account. Especially since I am most likely one of "those" teachers who would be classified as underperforming.  I don't shy away from challenges presented by the students in my school or District because I believe every child deserves to have a good education. But I am not the second coming either and there are factors out of my control that impede learning.   Please Ms. Rhee, explain how this isn't "political".So in a Quixotic moment, I fired off the following:

Dear Ms. Rhee,Please STOP sending mail to this address. First of all, you are not "my friend".  I work as a public school teacher and have for nearly 25 years. Wouldn't that make ME one of your targets, a public school slacker?  Just FYI, it  is a vacation week here in Massachusetts. I am not paid for this "vacation" nor is any other public school teacher here in Massachusetts. However, I AM here on my own time working hard to prepare a learning environment for my students when they return to their studies next Monday.  I don't have time for this kind of nonsense on my WORK email account. I feel that your solicitations, and I have received 3 so far, are inappropriate for the workplace.  I have no intention of donating $10 to your Political Action Committee or you rconsulting firm - however you wish to define yourmoney-making scheme today.Remove my name from your list permanently.Amy Bisson

Most likely that won't stop a thing. But I have to admit I feel better.

A Life on the "Outside"

Often I excuse my compulsive need to read and research all things educational with "I don't have a life." It is true that my child has long grown past needing me as a parent - I no longer do homework or nag to complete projects or carpool to sports. So I don't have obligations or promises to keep in that regard.So why don't I live a "normal" life - one where you leave things at work, not to worry over them until the next day?Teaching, believe it or not, is an insane profession. Piecing together the puzzle of why one child masters a topic while the other struggles - and what to do about that - is a riddle I not sure I'll ever master. Twenty-five years later, I continue to struggle with delivering lessons effectively, lessons that children enjoy and connect to other learning. That takes research. Thank goodness for the World-wide Web or I would need a cot set up in the local library.Lately, I've begun to wonder about what life will be like for me outside of teaching. I have two - or three if our investments tank - years left in the classroom before I feel financially secure enough to back away from a "regular job."I know I'd like to travel. I know I'd like to explore a book writing idea that Adrien and I have had on the back burner for several years. Throughout my life I have done something in the arts, I enjoy cooking and gardening and reading and knitting. But mostly what I've been for nearly half of my life is a teacher.I regret the lack of balance in my life. That my profession overwhelms and consumes me most days. But I am hopeful that I can find my place in the world - my life on the "outside". 

Madness of Another Kind....

There are no brackets. There are only anxious and tense teachers and students. Stressed to the maximum. And the cracks are starting to show.We are in the middle of our test marathons. Last week it was MEPA - Massachusetts English Proficiency Assessent, given to 15 out of my 22 children to assess their growth in English. This week - today actually - we start the Reading MCAS. Fifteen out of my 22 students will have endured two high-stakes and grueling tests within the space of 2 weeks.Walls are covered or stripped of anything that could remotely be thought of as a study aide. Last year I had to rip desk tags from tops of desks because the tags had the audacity to show the cursive alphabet. I've covered birthday charts, removed math words, and even turned the labeled genre baskets in our classroom library around. No cheating.This year we have a new feature to testing that will not prove anything except that 9 year olds are not adept at checking their test booklets. We teachers have always been sworn to not look at the questions/test materials on the MCAS - please explain how I proctor students to ensure they do not go on to another section of the test that is off-limits when I can't look at the test <sigh>.Students - those very same 9 year olds - must check their own test booklets to ensure they haven't forgotten to fill in a bubble answer. This is new and worrisome. If you've ever met a 9 year old, you know they are not usually meticulous about details. If they turn 2 pages of a test booklet at a time and skip 6 answers, for them, that is an "oops" moment. And it is frequent. It is making me very tense because my students need every answer they can muster and to punish them for normal kid-stuff seems mean. And maybe meant to up the ante in proving teachers don't know what they are doing.I feel like there is so much more my kids could know of third grade curriculum before being tested. And there is, of course. It is mid-March; school does not end for 90 days - one-quarter of a school year later. What could possibly be the motive for testing children on end-of-year skills 3/4 of the way through their learning cycle? Seriously?The cracks are showing. Kids are acting out. Teachers are not smiling. No one is happy.Welcome to March Madness - public school style.

Genealogy Connections

I was sucked in almost the very minute we - Adrien and I - went to a talk at the New England Genealogy and History Society's Library on Newbury Street in Boston. For a while, I would go in to Boston almost weekly and, while Adrien poured over the Drouin Index for his French Canadian ancestors, I would rummage through fragile directories and volumes for my Puglisi, Duym, and Flournoy relatives.One puzzle piece that had remained missing was that of my maternal grandfather's father, Richard Wilson Flournoy. Not much was known about him; there are some family artifacts: his train conductors' scarf, a wallet with a small scratch pad, a time table, a formal portrait. It was known that he died in a train accident when my grandfather was about a year old.Periodically, Googling an ancestor's name yields a result. This week I tried that with Richard's father, Peter Creed Flournoy. About two entries down, was Richard's name attached to a cemetery database in Albany, New York.Richard Wilson Flournoy, was born on March 4, 1859 in Linneus, MO. His father was a Civil War colonel on that "other" side, so when the War ended, the family moved to Arkansas. Eventually, they were able to move back to Missouri and, in 1882 he married my great-grandmother, Minnie Palmer. After living in Bennington, Kansas, Richard went ahead to Albany where he worked on the Hudson River Railroad. We have a letter Richard wrote to Minnie, who was still in the midwest, telling her he would be sending for her and their daughter Carrie soon. In 1889, my grandfather, Palmer, was born in Albany.And that's where things had come to a stop. This week, through the cemetery listing, we learned that Richard's death came on March 19, 1891 caused by gangrene of  the arm. The family story that Richard was in a terrible train accident has been finally confirmed. We also now know that Richard was buried, not in Missouri with his Flournoy relatives, but in Menand Cemetery in Albany.As usual, new genealogical information brings more questions. Is there an account of the accident that eventually took my relative's life?  My great-grandmother Minnie retained a lawyer to get some compensation for the loss of her husband - a bold move by a woman in 1891.  Why?Questions and more questions. And the hunt continues. 

Michelle Rhee and Students First

In the past week I've received two unsolicited email messages "signed" by Michelle Rhee on behalf of some group called "Students First".  You know Michelle Rhee of "Waiting for superman...", former chancellor of the DC schools. Queen of soundbites.I'll leave the blow-by-blow rebuttal of her craptastic plans for "improving" education (just send me $10 - are you kidding me?) for another post. Just suffice it to say I disagree vehemently with her hypothesis that everything wrong with public education today stems from professional educators, and more specifically professional educators who have been teaching for quite a while.The first mail message was sent to my school/work address and thanked me for participation in the 6-word essay contest. Sorry, not me.  So the question is, since I have absolutely no interest in "joining with" Michelle Rhee to save our best teachers from those old experienced ones - like me? - how in the heck did she get my address. Please tell me that the Commonwealth did not sell teacher email addresses to this organization.The second email with the subject heading "Working For Reform In Westford" was a real jolt. Now if I haven't opted in to this organization's email messages, I surely have not given out my HOME town. And frankly, working for reform in Westford -- my hometown is an affluent suburb and routinely performs well on the state testing criteria - is a kind of puzzlement. Ms. Rhee, what exactly are you planning to "reform", or should I say more accurately  what consulting services do you hope to sell?What bothered me about this? Well, it is pretty creepy to get targeted email that you did not solicit. This is not exactly in the same league as browsing on a website for fashion and getting a bunch of pop ups on the side of a search page. How absolutely bush league this effort is - not exactly the accepted practice of most service marketing!Michelle Rhee is a opportunist and she is selling something. She is not the answer to education's ills. I'll be keeping my ten dollars. Right in my wallet.

The Economics of Teaching

It's tax time and time for the annual review, in our house at least, of where we spent our monies last year.  I usually provide our accountant with a spreadsheet of anything that we can clearly deduct which includes the amount of money I spend on school. Some years that is a painful profess.I have to admit that I probably only capture about 75 percent of what I spend on my classroom and kids. There are many times when I shop at Staples or Michael's and buy something for our household and slip in a few bucks worth of something I can't live without -- just try to live without sticky notes, no-can-do.Totaling up that number for a year - books for the classroom, folders, pencils, pens - can be quite an eye-opener!Which got me to thinking. School budgets get slashed every year. Every year we are asked to do less with more. And every year there is some new program or initiative that is under-funded (or unfunded). Our new science program is an example: this past week as my grade level team has been planning for the next part of one unit, we discovered a list of supplies needed - which includes a couple of different plants for each pair of children - and the majority of items on the list were starred as "provided by the teacher." Now there's a nice little assumption: teacher will buy those supplies for a class of 25! I give the science program points for both honesty and chutzpah.What if, instead of listening to those uninformed loudmouths who blather on about how much "those teachers are costing us" or who comb through the budget slashing this, that and the other line item, teachers actually started reporting what they personally spent to run a classroom? And what if, we consolidated those amounts by school district at budget time so that the public got a clue about how much those "greedy" teachers GIVE to their municipality ?I'm not talking about extra coursework, professional development, or dues to professional organizations. I'm talking supplies that the Districts don't have to purchase because teachers take the money out of their own wallets.If the IRS allows a $250 deduction and there were 1000 teachers in a district dipping in to their own money, that would be $250,000. I'm looking at real numbers that top the $250, sometimes I've spent close to $2,000 on classroom materials. That number then starts to look pretty impressive.Wouldn't that be an interesting number to know on a district-by-district basis? Most likely there wouldn't be any shift in thinking for bigmouths who complain about how expensive education is, but it would be satisfying to know that it might enlighten some who think of education as a drain on the municipal budget.

Toxic Stress.... duh!

It caught my eye immediately as I was scanning yesterday's Globe: Dr. Jack Shonkoff's interview. Dr. Shonkoff is the Director of the Center on the Developing Child at Harvard University.So what is toxic stress and why be concerned.  Well, as I've recently learned, there impact of cortisol, the brain's response to stress, cannot be underrated. Cortisol is not necessarily bad -- but it has a negative impact when over-produced in response to stress.  Children (and adults) who are under constant stress have overproduction of cortisol as the body learns to get used to the "new normal" of constantly being under seige. What I do understand about cortisol is that is impacts fat "preservation" and insulin levels. Those lumpy middles on adults and kids may have more to do with continuous stress than anyone ever thought.The question is, now that we have a hypothesis, what can be done?Children - and their families - who live with the everyday traumas of poverty need help. We are quick to blame, to point out the (obvious) socio-economics that make crawling out of the hole of poverty nearly impossible. Our society, our government, should make providing healthcare and family support services to those who need it a priority.To read more, or to learn the facts, click here

Sustainable Farming and CSAs

I hadn't driven on Route 27 for a few weeks. Yesterday, though, driving through Acton and over to Concord, I noticed the gigantic red, white and blue FOR LEASE sign outside of one of the recently (ie within the last 5 years) organic farmstands. It was kind of a shock to me; no one has been buzzing about it in town.A reminder that farming and selling fruits and veggies is a tough business? This particular farmstand may have relocated, that would be my hope, but I fear it simply has fallen victim of America's penchant for cheap food grown who-knows-how.If your family history is anything like mine, you probably have people in your ancestry who made their living from working in agriculture. And as we've become more modern, the farms, sadly have been disappearing. Over the 16 years I've lived in my town, I've watched as apple farm after apple farm has been sold off as plots for housing development. The old-timers in town talk about pig farms and dairy where a strip mall now stands.My husband, Adrien, has been photographing the efforts of farmers who work with New Entry Sustainable and we belong to the CSA, World Peas. The farmers working with New Entry come with a variety of backgrounds: some have degrees or backgrounds in a related field, some are career-changers tired of being tied to a desk, some are immigrants from far-away countries trying to adapt to a new land.Trying to encourage and train new farmers is a work of the heart as farming is such an unforgiving business: market selection, tending crops - those can all be taught. Weather and the whims of nature, impact even the most thoughtful farm efforts. For more on New Entry and some of the people who do this work, you may find this blog post interview with Matthew Himmel  interesting.We enjoy the fruits of their efforts as they learn farming techniques that we hope will enable these newbies.  One way we can all support local farms and farming is, of course, through Farmers' Markets, but another is to buy a CSA share, like World Peas.And maybe, those For Lease signs won't be popping up so frequently. 

Be - Do - Have

To make a true change, you have to BE the thing you are trying to become right now in the present moment.  Then you will automatically DO the things necessary to HAVE what you desire…..BE DO HAVE

10 Tips for Change, Metabolic Effect

It seems like such a simple idea, doesn't it? But the reality of making change is much different.

Doing for the sake of doing is not motivation. Don't you just despise having to do something "just because".

For my students, changing self-image or mindsets are such important ideas to build. Getting kids to believe in themselves is probably one of the most important, yet most challenging things a teacher can do.

Testing is not motivation enough for students to DO what they need to do to HAVE or achieve their life goals. Possibilities are. What possibilities do we introduce to our students so they know WHAT they want to BE?

Faces of poverty and trauma

This time of year - this time of year when commercial excess is encouraged and expected. A time when non-stop advertisement reminds us that in order for it to truly be the "most wonderful time" of the year, we need to open those wallets and warm up the charge cards. This time of year is filled with sadness and lost hope.It is a time of year that is filled with resentment and sometimes anger for some of my students. It is a time when life is just not fair.I can generally gauge the economy by the numbers of children in my classroom who seem hungry. This year, there's not much guesswork or hypothesis involved. They don't just seem hungry, they clearly are hungry.While these students are generally beneath the radar - free and reduced lunch status is not commonly known among teaching staff - there is no hot list of who pays for lunch and who doesn't. This year, on several occasions, I have been struck by the matter-of-fact, almost accepting manner of parents who have run out of money and who are falling through the social safety net. And who, in desperation, approach me - the teacher of their child - to see if I have any resources they can tap in to.If this year is any indication, the economy is really bad.For these children living in poverty, there is no "most wonderful time of the year". There is only the reality that there will be nothing under the tree - in fact, there won't be a tree.In the last week, I have had children acting out and then melting in to tears because they are hungry (I ask now, no sense in hinting around). For several children, whenever a classmate is absent, we tuck the extra bagel, or cereal or graham cracker package into their backpacks.My mother knits mittens for my students - I have given out every pair, about 10 so far this year. One child came to school so cold he needed to keep his winter coat on (a gift from a generous school benefactor) for more than an hour to ward of the shivers.These are not the pull-yourself-up-by-the-bootstraps families that some disparage. They were the working poor, have seen their jobs disappear, and now watch helplessly as their family begins a descent through the cracks in our safety net.And the children? These are children for whom the "most wonderful time of the year" is a cruel joke.

Whose Expertise Is It Anyway?

Recently I heard the most incredulous piece of a conversation that makes me wonder.One of my developmentally delayed students - a child who has a very low frustration point, low self esteem, and the ability to either poke himself in the arm with a pencil or bite himself when that low threshold has been reached is slated to be assessed using an alternative assessment (a portfolio-based work called the ALT).Believe me when I tell you that the special education teachers who put these things together work extremely hard to match goals on students' ed plans (IEPs) to demonstrated achievement. However, someone higher on the Special Education chain of command recently commented that this child should be taken off the ALT assessment and be allowed to "experience MCAS" - our standardized test here in Massachusetts.Now I will admit that I was not present during this conversation; it was relayed to me.  If there is a shred of truth to it, I have to wonder "what is the point?" Actually the comment I made when I first heard it was more like, "are you freaking kidding me?"For I can tell you - I, the teacher working with this student 6+ hours each day - that this student a) is unable to read aa texts, b) is significantly delayed so that behaviors are similar to a 2- or 3-year-old, and c) already self-injures when frustration level is reached. This child is already frustrated with life, himself, and learning in general and doesn't need a grueling standardized test to confirm that he/she learns differently and at a different pace.I do not understand this at all. I am frustrated by it. And as the child's advocate for what he needs academically, I will fight this tooth and nail.Sadly, I think it will be for naught.

What Job?

I am in agreement that we need to give students real responsibility for their environment in school. Kids need to be responsible for picking up after themselves, for noticing when papers are on the floor, for taking care of their commonly shared spaces. I get that.However, I read something in several news sources that made me cringe. Here's a link to  a proposal from republican presidential hopeful Newt Gingrich. In short, Newt wants students to replace union janitors/custodians in school and get paid for doing so.Now if you want to earn a popularity contest with the conservative wing just mention "union" and come up with a replacement (or don't come up with one). Also use the buzzword "bootstrap", which apparently Gingrich did:

Currently child-labor laws and unions keep poor students from bootstrapping their way into middle class, Mr. Gingrich said.

Let's cut to the chase here: no amount of  money paid to a child (as opposed to negotiated pay earned by adults) to keep the school clean is going to result in a move up the economic ladder. And, P.S.,  those child labor laws are there for a reason.  Mr. Gingrich may wish to revisit a history book - or even Wikipedia.Correct me if I have misunderstood, isn't a child's "job" in school to learn? At least that is what I have always told my own child and the students I have taught for over 25 years.When there is blood or vomit involved, no one should have to call an underage child to clean up. Universal precautions with fluids are serious.Students should pick up after themselves - yes - just like they should help out at home. They shouldn't expect to be paid for taking care of their own spaces; they should learn to be responsible because it is the right thing to do.A student's job in school is to learn.

Lost Week(end)

In case you didn't hear all the hype we had a bit of a weather event here in the Northeast. When one of my colleagues relayed that the weather prediction for Saturday was 6+ inches of snow, well, naturally I went into high "French Toast Alert" mode. Even bought a special loaf of cinnamon bread just for the occasion.When Saturday broke and we still had no precipitation falling, I rushed to my neighboring town for additional provisions. Beer, milk, eggs, ground coffee, toilet paper. You know... the essentials. The store wasn't too crazy so I thought perhaps the weather dudes had made a mistake. Usually when a storm is predicted, everyone shops as if there is no tomorrow. Which as it turns out, would have been just about right.You see, it is still Autumn here in New England. In fact, it wasn't even Halloween yet. So when the first flakes finally started coming down around dinnertime, those trees full of leaves were quite stressed. At one point, I ventured outside - as I am the only one in my family currently with a winter coat - to shake the ton of snow off of my red maple, whose branches were bent over so far as to touch the driveway.As I stood outside in the driving snow, I noticed that the sky would periodically light up with an ominous green flash - on both front and back sides of the house - which was accompanied by an even more ominous hum.  This happened several times and finally... darkness.When you first lose electrical power, you almost expect it to come right back on. Then reality sets in and you start looking for a) where that flashlight may have gotten to and b) candles and matches. And the phone number for the power company - which of course, you attempt to dial in the dark along with about a million other customers whose Saturday television viewing has been interrupted.We are among the lucky power consumers. When we lose electrical power, we do not lose heat or hot water. Having grown up in New Hampshire where even the hint of a power outage sent people running to fill bathtubs with water (no power and the well doesn't pump which means, the toilet also does not work). We did lose our woodstove as the glass insert chose last Saturday to shatter into a gazillion pieces, but at least we did have heat. Many of my neighbors did not have heat -- or a gas cooktop (no oven, a minor inconvenience).The snow amounted to about 8 inches, much of which is still covering my yard 5 days later. The snowblower worked and we found the shovels. All good. We made that French Toast in honor of the storm and thanks to the ground coffee, brewed French press. And waited for the power to return.And waited. And waited. And waited.We have finally and thankfully had our electrical power restored; but 58% of the town still sits in darkness. I have a new appreciation for life before electrical conveniences. And an appreciation for cellphone car chargers.It's only the beginning of November and already I'm sick of winter.

It's Not All That.....

    I work in a smallish/medium sized urban school district. In recent years, the school budget has been cut so to eliminate instructional technology teachers and the staff holding up the technology infrastructure hangs on by their collective teeth. We are not an affluent community; no PTO is holding a raffle to raise funds for Smartboards or laptops or anything else as a matter of fact. The not-a-recession has hit this community - and thereby the budgets - fairly hard.In my own classroom, I have one old iMac "jellybean". It no longer gets operating system updates or browser updates. CDs make an interesting hum when spinning in the drive. The "teacher/desk" computer is 2 years old; I've taken it off my desk so the kids - all 24 -- can be a crack at using it in the classroom. For my own technology use, I brought in my old (6 years) Dell laptop. Because it is my own personal property, the District won't allow it to access the school network or the Internet.Getting the picture? Technology just isn't pretty in this urban district.I used to feel pretty sorry about this, but an article in the Times and Boston Globe this weekend is causing me to rethink. Here is a link to the Times article about a Silicon Valley School where technology is not part of the infrastructure of a student's learning.Think about it. When do you use technology? Is it a tool for getting work done? Or is it entertainment/edutainment?I think there's probably room for both types of applications in education. And while I certainly would appreciate having some hardware that wasn't purchased before my students were born, maybe the application of technology needs a revisit.  

Will I Ever Learn Not To Read the Sun?

The local newspaper, the Lowell Sun, seems to just love to stir up the locals  by telling about half the story - if that.Normally I don't read this rag - reading inflammatory and sensationalized news is not how I care to spend my reading time. However, this morning, we were having a discussion about who was running for elected office in Lowell (outsider, can't vote, but still interested); I heard that there were candidate statements on the Sun's website and went searching for them.However, I was stopped by an article claiming that the UTL - the local teachers' union to which I belong - had categorically rejected a 3% raise offer made by the school committee at the last negotiation session. I stopped dead in my tracks as I read the anonymous contribution by a school committee member who a) asked to remain anonymous and b) was violating executive session by speaking to a reporter.What kind of a moral compass must someone have when that same person has agreed to the rules of executive session, but violates that trust by speaking to a reporter and "sharing" -- by sharing I mean telling only the part of the story that makes one look good to the electorate? Is there an agenda here?The Sun tried to get a comment from the UTL  president who took the moral high ground and would not comment. The reporter also asked another school committee member who also refused comment citing executive session. Thank goodness for people who operate under acceptable behaviors and do not hide behind "anonymous" super secret conversations with a reporter.As a union member, I know that this is not about money alone. That much has been shared with the general membership. There are other issues - issues that probably wouldn't sit too well with the regular Sun readers if their employer tried to pull the same stunts. But I do not know the exact conversations - I am not a negotiating member, am not privy to detailed conversations held under executive session, and even if I were, I would not stoop to violating those executive session expectations.Too bad anonymous didn't have the intestinal fortitude to say what they wanted to say without the cloak of anonymity.The local paper posts what suits them in order to sell newspapers.  Their agenda is their agenda. And I don't have to read it - even online. Will I ever learn that?

Yet another foray into the medical labrynith

It's a time of year that I dread and a time that is necessary. I am a breast cancer survivor. A yearly mammogram is not an option, it is a necessity. Some bean-counter in a medical or insurance facility, far far removed from real humans can designate my mammogram as a "screening" all they want. It is a stress-filled hour when I relive the moments 20 years ago when I first learned my body had betrayed me. For me, it is an hour of fear.I rely on the reassurance of that first radiologist reading to quell the demons that cause my mind to race ahead with the what-ifs. What if they find something? What if it IS cancer again? What if I have to endure chemo again? What if I don't make it? Maybe this is self-indulgent. It is what it is on mammogram day.This year, the empathetic technologist offered that I could wait - even though I was "just" a screening - for the radiologist to read the mammogram. I understood that waiting would mean that there could be others ahead of me; I had a book, no problem. She even came into the waiting area about 15 minutes later to tell me that there were a couple of people ahead of me. "Not a problem" I responded.Imagine my surprise 5 minutes later when another technician - who seemed to be overseeing the Friday afternoon events, asked me to step into a next door room. With her finger shaking at me, she told me I shouldn't even be there, that I might have to wait another 45 minutes. There were people ahead of me. If you've ever been called into the principal's office, you know exactly how I was feeling.I explained I understood that, I had no intention of bumping other patients and I didn't mind waiting. Apparently that was not satisfactory because the next thing I was told was that it was late, the facility was closing soon and that my mammogram may not even be read. I shouldn't bother waiting. Has the medical world changed so drastically that even the doctor is "on the clock"?This insensitive woman then went on to lecture me about making my appointments early in the week and early in the day. That did it.I cannot come during the day, I teach. I also don't care to have anyone outside of my family speculating about my personal health issues (already experienced that when I was on chemo) so I do NOT make medical appointments during the school day.The fact is, my original mammogram - the one when the cancer was found - happened in June, right after school had gone on hiatus. Due to our crack medical system in this country - the one where yearly means 365 days + 1 and where diagnostic facilities are so overloaded that you cannot schedule appointments conveniently, my "yearly" mammogram has slipped from year to year until it is now 3 months later.So when I get accused of princessing up because of the time of my appointment interferes with getting the weekend started, I take offense. Lucky for me, my internal medicine doctor is in the same building. I was able to walk up to the office and, reduced to tears and barely able to speak, told my story.I hate that my one bout with serious illness has changed me so that every change in health, every "routine" diagnostic sends me into a panic.Is it possible that our country's medical system has become so insensitive that professionals on the front lines become so concerned about quitting times, that they don't notice the human in front of them.Has the US healthcare system been given the assembly-line, CEO, best business practices overhaul? I am afraid of the answer.

Opening the Newspaper Can Hazardous to Your (Mental) Health

Caught a news article in today's Boston Globe - which you may or may not be able to read depending on whether or not the Globe is instituting its $16-a-month subscription fee.  Here it is, just in case: State aims to test its youngest students (October 2, 2011).I'm relieved to hear that this is not an "early MCAS", that kindergarten students won't be tossed out of kindergarten (really? that was on someone's radar?), that Kindergarten students won't have to fill in bubble sheets or write essays.  If the Globe article is correct, the assessment will be used to determine what resources early childhood students may need. And while this is laudable, I agree with the Boston Public Schools director of Early Childhood education - we already assess students quite a lot - in Boston's case, there are 14 other assessments; is there really a need for another? It appears the answer is in making the state eligible for grant funding offered through RTT.... hmmm, is that reason enough to put 5-year-olds through another battery of tests?The Globe article continues to point out that 3rd grade MCAS scores are flat; that scores in high-poverty cohorts haven't improved much.  Well, there's a shock; and here's a factor that won't require anyone to test a 5-year old. Poverty and the traumas students deal with are a gigantic factor in whether or not students in the urban school districts cited as not performing can test as well as more affluent peers.You see, when you come to school hungry you can't think. When your family has been kicked out of your apartment, when the power is turned off, when the world around you is one big sh**storm, you probably won't do well on a standardized test. Dare I say that test-taking may not be the most important part of your day?Until we get serious about providing a social safety net for those who are most vulnerable, you can test kindergarteners, third graders and any one else you want. The results will be the same - and all that will be accomplished is that a company who writes and provides scoring for a test will get rich.