Comments on Gayle Pierce's presentation

It was interesting to have Gayle come and speak with us on the topic of free speech and to learn about some of the background behind some of the court cases. It is a challenging situation for teachers, I think, in this time when we have to be so very careful about what we say and teach. I think we live in a time of social insecurity, when people are afraid of opinions that contradict their own, and as a result, we must be exceedingly sensitive when we teach. As teachers, we are challenged to teach our students to accept opinions that differ from their own, but we must do it in a way that is politically neutral.
I do think it's important to keep in mind that students are impressionable—and that our own opinions might sway theirs. But at the same time, I struggle with having to reserve our own opinions when asked direct questions. In a way, this seems disingenuous.
I guess it boils down to playing the game and jumping through all right hoops—without losing sight of our goal ... to teach students to think critically.

Thinking it Through: Gayle Pierce's visit

      The hardest part about deciding the legalities on each of the case studies presented in our last class session was coming to terms with the idea that there was "no going back".  The actions had already been committed; it wasn't time to replay the scenario and discuss what should have been done differently.  What I learned from Gayle Pierce's visit was that, as a teacher, before I speak or act in a way that curtails student expression I need to always ask 1) is this (action or phrase) my only option? and, if not 2) is it the best option? In some situations there may be time to consult with an an appropriate friend/administrator.  Some times there may only be a few minutes available in which to make a choice.  If no one is in immediate danger, as a teacher, I should take those minutes to think it through.

       I found Gayle approachable, clarifying, patient, and kind.  She seems like a wonderful student advocate.  I wouldn't hesitate to ask her advice if needed. 

Education and free speech

Gayle Pierce presented a number of scenarios and court cases regarding free speech and education. How does this impact you as a classroom teacher?

be kind; work hard

    I genuinely enjoyed watching "The Hobart Shakespearians". I was a little put-off by his sense of propriety of the students and their future, or the phrase "I want them to be Americans".  There are layers there (laden with my baggage) about what American success looks like, that make me uncomfortable.  What is apparent is that his day-to-day modus operandi nurtures these kids emotionally, spiritually, and intellectually.  He does this by teaching "by any means necessary" and by putting in 12-hour days, 6 days-a-week.  Such dedication can tap into any teacher's sense of inadequacy in comparison.

     But what is really working in his classroom, and what can we take away?  I keep thinking about the boy who talked about how, when he asked for clarifying questions, other teachers always responded "I just said that, you should've been listening" but Mr. Rafe would "repeat it 500 times" if necessary.  I see the former SO often in my internship it breaks my heart.  Many times even I, the focused adult, "didn't get it", or my mind slipped back to something for a second and I lost the instructions.  There must be some way to minimize the need to ask annoying repeat questions, while communicating to students that they aren't 'bad' for asking again.

      Mantras.  Be kind; work hard.  In lesson planning we should begin with the end in mind, but wouldn't it be powerful if each classroom had a 'bottom line' mantra that framed how the class was run?  Maybe mine will be:  "Be patient; always ask." If we introduce this on the first day of school and come back to it again and again, kids have something to hang their hat on.

     Immediate gratification.  Rafe talked about this in terms of deciding what hotel to check into and what kind of food to feed the kids, but in the classroom the immediate gratification of success, I think, is very important.  Don't let students delay success.  Let them see it now.  This probably involves allowing each student to fully define what success means to them and finding a way to bend the curriculum or the daily lessons to accomodate it.

    Finally, running the classroom on its own 'cash' economy is a very transferable reality.  The only thing I'd change for the high school level is make the most expensive seats the ones in the back of the room, not the ones up by the teacher.

Hobart Shakespeareans

Rafe Esquith's work with inner city Los Angeles kids at Hobart Elementary School has received multiple awards and accolades. His mantra of "There Are No Shortcuts" is modeled with his work ethic--students voluntarily arriving at school at 6:30 and staying until as late as 6 p.m. each day. His students typically are identified as living below the poverty level and from families whose first language is not English, yet student scores are in the top 5-10 percent on standardized testing. While , admittedly, this model is not for everyone let alone the faint of heart, what can we learn from his story even for classes in middle and high school, a decidedly different audience than Rafe's.

Big Projects

It seems that to assign a big project it would take a lot of planning, forethought, and anticipation—all of which may be reasons that a teacher would stray away from them. But the excitement and effort that students put into them, and the learning that results seems to far out-weigh any excuse about time and planning on the teacher's part. After all, isn't that what we're here to do—inspire our students to stretch their limits, making those connections that come so easily with big projects?
I was really impressed with the student visitors' enthusiasm for the projects, and equally impressed that they did not mind admitting the frustrations they had with the project. One thing that was really clear was that they had developed a very open and easy communication with their teacher, and they were able to bounce ideas off of her without feeling intimidated. I keep coming back to this, but I think that creation of community in the classroom is really crucial and seems to be a really important piece in the success of large projects like this.

Energy and Understanding

What wonderful energy in our class last Wednesday evening!  I think that "big projects" are a key way for both teachers and students to understand their own learning and creative process.  And, perhaps even more important than area content, helping students understand their cognitive path in executing a project is a huge tool for success in the larger world.   Do you need lots of preparation before you create, or do you need to start to create before you have an idea of where you're going? Do you need the details of "primary sources" before you can formulate a narrative, or do you use a narrative to inform the details you will search for?  Do you think best in the shower, while jogging, or do you need to keep a notebook by your bed for those 3 a.m. AHA! moments?  To facilitate this kind of learning, however, educators do need to move beyond micromanagement and cede control to chaos.  I liked how the keynote speaker at the October 19th literacy conference talked about how doubt comes just before success.  Coaching students through doubt (and managing your own) would be important in some of these larger endeavors.