Rigor and Perserverence

Many teachers admit that they cater too much to students' lack of initiative and are frequently forced to give them grades that they don't deserve. The way I see it it's not their fault. It's been my experience that schools' and society's expectation is to have all students pass. It's often viewed that teachers are responsible for passing marks. To some extent this is true, but it isn't totally. The directives from the administration is to reprimand teachers that fail too many students. In turn any sensible teacher makes changes in their grading structures to inflate grades. We know how to play this game. But, what's happening is that the system is failing to expect more from children. Everyone plays the game, but should we?

A Pervasive Issue
We see many examples where the system, politics, and parents don't support rigor and persistence in K-12 education. Yes, I'll concede that there are some teachers who don't expect much from students, but most do. It's probably not an intentional that these entities favor lax accountability--but one of culture. There are so many examples of a low expectations.

The problem starts with preparing the best teachers. We see fast track programs for students and for candidates trying to get into teaching. Bill boards and websites advertise programs that promise to give diplomas and certificates overnight. Politicians from the local to state level encourage fast track teacher preparation. We even see this in fast-track programs for administrators. Any certified teacher can enter an administrator program after two years of teaching. This isn't even enough time for anyone to truly understand what it takes to be a good teacher. Experts in a field don't get to be called experts until many years of preparation. It's not uncommon to hear teachers complain about the principal that observes them and offers some pretty poor advice.

School systems have structures that keep students in schools longer than they need. Schools tend to cover the same topics year after year. Worse yet is that some schools teach the same those topics the same way at different grade levels. Although state curriculum objectives scaffold topics from grade to grade, teachers spend too much time reviewing material already covered (e.g., fractions) every year. The result is bored students and worse yet students that work the system. Students ahead of the curve tend to be put aside to offer help for struggling learners. Oh, you say there are gifted and honors program for these students. Not so fast, they don't offer much advancement either.

Low Expectations
There exists a student culture that doesn't promote high expectations. If students don't study, they don't worry. Why? Because in time they will have the material covered again and if they fail they're passed in spite of a ban on social promotion. This culture delays learning material that should have been learned much earlier.

Isn't it sad that educators are playing lip service to promoting performance habits like rigor and perseverance. However, educators are not alone, the public and parents don't do a good job of instilling rigor either. Parents complain when their child doesn't get the grades given to them by other teachers or that they earned in other schools or grade levels. Almost every teacher can give you an example of a parent telling them that this is the first time that their child has received a grade lower than a 90 or worse, a 100. The culture is passed on from home to school. Students themselves to to teachers and question why they got a low grade. A teacher in disbelief often offers a "knee jerk" response...weren't you suppose to study?

State legislatures and agencies also set low expectation. Our test passing standards are so low that they set false expectations for students. A science educator friend recently informed me that the passing standard for fifth grade students taking the science state exam only need to correctly answer a little over 70 percent of the science test to pass. It's amazing that it is the highest passing rate for fifth graders in the nation.

But hold on, middle school students can pass their science state exam if they answer a little over 60 percent of the test questions and can you believe that high school biology students only have to answer 40 percent of the test to pass the biology end-of-course exam. The reaction by politicians, superintendents, and many educators is that if we failed too many students the failures would demoralize this generation and who are we to set unreachable standards...70%.

What Really is Rigor and Perseverance
Learning is not easy and it takes a lot of effort and time for students to gain knowledge, especially difficult to understand content. Rigor is the ability of individuals to take the time to challenge themselves until it's clear that they can complete a difficult tasks. It ask students to be problem solvers and critical thinkers. It does not ask them to learn a ton of vocabulary or solve multiplication problems year after year. Taking the time to learn challenging material requires perseverance. Perseverance is the tenacity by which a student continues to make an effort to solve a difficult task. This skill will help them later on in life and it becomes an asset as the world becomes more complex and the resulting jobs do also.

No matter at what age this happens a child or a teenager eventually has to begin to develop a character that they will use to take on challenges as grown ups. When teachers, parents, and society hold students to a higher standard, students begin to take initiative. It is the student's responsibility to stick with an attitude to solving a problem in which they persevere. This is a skill that they will use throughout their life.

Elitism - A Closer Look

The dialogue below was prompted by a phone conversation I had with one of my sons as I drove along the Texas coastline for a presentation and at the same time to see my youngest grandchild.

He was concerned about the education system. Even though his own son is only three months old, he expressed his concern about our current education system. We talked about how teachers view their profession. Would his son's teachers really care about teaching more than just having a secure job that gives them a decent paycheck or getting a couple of months off during the summer. Would they have the skills needed to be effective? Do they see a need to improve their practice?

As we talked several thoughts came to mind one which may be considered an elitist thought--only the best teachers should be certified to teach. I'm an old man with four special grandkids. I know that all of my sons have these thoughts and one of them just put it forward. They are more mature and ready to do something about their education than I was when they were growing up. I know that as parents we want the best for our children and this often means giving them the best education we can afford. As a grandparent, I have more urgent thoughts.

Unfortunately, I fear an education system and society that doesn't have the same high expectations. The current accountability schemes hide and deflect us away from a serious issue--recruiting and supporting the best teachers. We are more concerned about those that are in the classroom more than the ones that are entering the profession. Not that we shouldn't do both, but we're treating the symptoms rather than doing something about the cause.

To take action parents first have to value education. Our thoughts are to do everything possible to nurture our kids' love for learning. Although we're never satisfied, the best we could hope for is that they all received the education they needed to get ahead in life--an education that allows them the opportunity to follow their dreams. Why settle for mediocrity?

Exceptional teachers spend long days with little pay to reward their effort. Today teachers don't receive the respect they deserve from their students, their parents, and politicians. Rarely do these individuals  have an idea of the work teachers do. In fact, many parents and politicians think that anyone can become a teacher. If they had the lackluster teacher, I don't blame them of thinking that way. What we need to advocate is that teachers receive the best education, the best opportunities for growth once they're in the profession, and the support they need when they encounter kids challenged by poverty and social ills.

The reality is that only a small number of those entering the teaching profession have the determination and desire to do what it takes to be an outstanding teacher under these circumstances. Few have the content preparation that would equal that of someone in the field in which they teach. For example, science and mathematics teachers most of the time don't have the content preparation that those in the field possess. When they do the results are evident. Few have an understanding of how to deal with the issues students bring to the classroom. Many leave the profession because of the lack of support.

You probably are beginning to feel a concern with my comments about the lack of content and pedagogical preparation that many teachers possess. But as a parent and grandparent, we expect the best teachers for our kids. I hope you know what I mean. If you're a teacher you know that you can use the training, the time to prepare for difficult kids, and the support needed to make a difference. The United States is one of the few developed countries that spend less on the children that need the most help. We track our students into gifted and talented, honors, advanced placement, and college bound and leave many children behind in the process. We don't have the same expectations of all children.

We also need to have higher standards for those going in to the teaching profession. It seems like an elitist idea, but its a reality. Every child deserves the best teachers. Those with the best content and teaching preparation are those who take their learning and profession seriously enough to focus on being the best. If we set the bar higher individuals wanting to enter the profession will work harder to make the grade.

The doctor to whom we entrust our life aren't accepted in to medical school with a GPA lower than a 3.4 on a 4 point scale, yet many states accept teachers with GPA's below 2.5. Most of us wouldn't be comfortable with someone who didn't take their preparation or profession seriously. Again, our children deserve the best.

It's often said that you can teach what you don't understand and anyone with a low grade point average is likely not to understand or know their content. With more rigorous standards for teachers the likelihood that they would have more rigorous standards for our children is evident.

Teachers also need to be critical thinkers and problem solvers. It doesn't do society any good to have high standards for our children, when their teachers aren't expected to be critical thinkers or problem solvers. When we except more of those who teach our children, then we insure that they deserve our respect. In the end the teaching profession will be elevated.

Over my forty years in education, I've had the pleasure of working with many science educators. My expectations of them are high and many have set some pretty high expectations of themselves. We need to continue to raise the bar for ourselves and for those entering our profession. It isn't elitism, its a necessity. We owe it to our kids.

Promoting Professional Development for Science Teachers

It's a beautiful October day in sunny south Texas and inside Pharr-San Juan-Alamo High School science teachers are attending professional development sessions. Across the hall from me is Kaz Kuzminski conducting a workshop for "Early Explorers" that focuses on activities for the early childhood grades. Dr. Greg Garcia is further down the hall in A-107 bringing science to life for middle and high school students.

I'm in A-105 in what appears to be a technology equipped mathematics classroom. We don't have classrooms like this at UT-Brownsville. Oh Yes, we have a computer terminal connected to a projector. Some classrooms even have integrated document cameras, however, there are only a few. I've done without many technology tools, but looking at what teachers have in the classroom we are really lacking resources in our higher education institutions.

But are these tools really necessary. I would say so, but only if used to increase student achievement. Many of the countries which rank above the United States in STEM achievement lack these tools. What many countries have are marked differences in teacher preparation, curriculum design, and the attitudes exhibited by students, teachers, schools, and communities about education. The amount of time children spend being immersed in rigorous subject matter makes a difference in their performance. Time is eaten away because we tend to teach over and over again concepts that many of the top performing countries cover within a much more limited timeframe. And the exams and content is connected to rigorous and meaningful assessment.

Teachers in these countries are among the academically elite and their professional status is certainly elevated and revered by the community. Research tells us that teachers who know their content well and come from rigorous teacher preparation programs. We know that it takes time and dedication to reach the highest level and attendance at conferences like the Rio Grande Valley Science Association.

This is a place for teachers to share their ideas and talk to one another about what interests them about science teaching. Allysa Brewster sat down with me and told me all about her experiences visiting different countries and her interest in applying what she learned in the classroom. She was even considering another masters degree to include science education, but I tried to convince her about waiting for our doctoral program cohort to start up as the University of Texas Rio Grande Valley opens up.

After three sessions with very limited attendance, I felt satisfied about the level of conversation and interest that teachers displayed. Some of their body language wasn't as revealing about their behaviors if I wanted. But I'll continue to practice reading words, expressions, and body language. It will happen.

Class Assignment for Second Graders

This morning I walked in to Mrs. Williams-Santa Ana's second grade college dorm classroom to hear "Las Mananitas" begin sung to me by eighteen wonderful second graders. They were so thoughtful. After the serenade we took pictures and I was given a box of cookies. I'm hiding my prize for a later time!

Right after the festivities, Anthony gave a ten minute lecture on the life cycle of the dinosaur, T-Rex. He couldn't have been more expressive and articulate. He also informed the class of the changes that dinosaurs have gone through and a possibly theory of how they all disappeared. He let us know that some organisms that were around the time of dinosaurs are still around today.

We originally were going to go outside, but we ran out of time. Mrs. Williams made several comments about how the children's behavior had changed since they began their exploration of college life. Many were more attentive and took to writing in their journals. I could see that as I explained life cycles that they were writing notes and their eyes and gestures displayed their interest in what I was saying. This reminded me of the ideas that Paul Tough writes in his book How Children Succeed: Grit, Curiosity, and the Hidden Power of Character.

Here's what I noticed from the last time we met. They didn't interrupt the speaker whether it was Anthony, their peer, or me. One student and maybe more wrote down questions to ask once the speaker was done. Not all students did that, but it became clear to the class that this was a great idea. When I was done and asked for questions, the students would read or look down at what they wanted to ask and clearly asked.

I shared my blogs, my niece's blog, and challenged them to write a hundred words about the things they learned and wanted to tell others. We would then take what they wrote and publish it a blog written by them and their teachers. The goal was to have them love to write and share their thoughts with others. They were excited, but I could tell concerned with the word count. I have a feeling they don't realize how hard it is going to be for some of them to keep it under the expected word count.

This could be fun for them, their teachers, and me.

Announcing a Child Writer

My niece is supporting her daughter to become a writer.  What a great idea? It is also one that exemplifies how parents can use technology to benefit and spur feeding future ambition.

Visit her blog every now and the www thehappynaturegirls.blogspot.com.

Exposing Others to Our Work

In the previous post, I mentioned that we needed to promote ourselves and our programs. As I prepare for this weekend's presentation at the Rio Grande Valley Science Association conference, I need to let others know how the TRC benefits them.

Nearly or maybe slightly over one hundred teachers have participated in the Texas Regional Collaborative which can support teachers toward obtaining a master of education degree. Lately I've been connecting with Zulema Williams-Santa Ana's second grade class at Dora Romero Elementary. Oh!, the students would be upset if I didn't mention that they are in "Mrs. Williams' College Dorm" class.

Mrs. Williams' College Dorm Class

Zulema is a Milken Family award-winning teacher and obviously an exceptional educator even if she didn't have that title. She completed her M.Ed. in Curriculum and Instruction with an emphasis in science education a few years ago and has also served as an adjunct. The fact that she has the academic and experiential qualifications and is passionate about making science comprehensible to her students, makes her the perfect person to teach future teachers.

Student Work by the Professor

This week I'll be visiting her class and plan to go outdoors and help the students learn about what they see by journaling, drawing, and displaying their work. Ms Williams reports that the students have gained experience in drawing and reflecting. We'll add some technology applications and see where the activity takes us. The students are already eager to learn and go outdoors.

This will be enjoyable for me and I hope for the students. This is also a great opportunity to invite other teachers to learn about experiential learning and apply these strategies in the classroom.