The following is an idea that popped into my head this morning. Please feel free to comment and critique as I would like to develop this into a larger, tighter piece.
Imagine a stock car racing circuit where every team starts with the same basic "stock" car that they can improve, modify, and maintain as they wish. If the cars were unaltered and basically identical, then the drivers would be the primary variable in the competition. However, in this circuit, different teams have vastly different resources. Some are able to keep their cars in garages or shops, equip them with the latest technology, power them with the richest fuels, and hire an experienced crew and driver. Others have no extra money to improve and maintain their car. In fact, some even struggle to pay for fuel and new tires.
The league wants robust competition and so they have stringent guidelines for teams. If a driver is performing poorly, his team's compensation will be cut as an incentive to do better. A "failing" team will have to undergo frequent qualifying trials to show their fitness to compete. If this doesn't motivate them to succeed, there will be more trials and more cuts. Although the cuts cause ever greater damage and distress to the car, the driver will be ultimately responsible for losses. He is at the wheel, and it is his job to drive faster than the other cars. Struggling teams end up using all their resources just to survive the tests. Some, seeing the impossibility of the demands before them, resort to cheating.
Drivers and crew who can leave for teams with better records- not because they believe their car can't win, but because they know that under the current system their team will not receive the resources it needs to improve. Others leave just to escape the stigma attached to losing teams. Some of the drivers are talented and motivated, others are average or worse. But none could overcome the advantage held by teams with greater resources.
All the while, the car rusts from lack of shelter and cleaning. Tires and belts deteriorate. Scratches and dents go unfixed. Fans and sponsors recede as they lose faith that the car can succeed.
Sunday, April 14, 2013
Sunday, February 3, 2013
Hungry Mind for Anything But Pedagogy
When I was in college, I was strongly engaged by classes like Semantics, Philosophy, Sociology, Classic Literature, and Psychology. Through these fields, I read about mankinds' great minds and transformative ideas. I did all of the required reading because I genuinely enjoyed it.
When it came to Pedagogy, however, I struggled to feign interest. It didn't help that my Pedagogy professors were some of my weakest teachers; even at that age, the irony wasn't lost on me. I felt that anyone who over-analyzed and dissected the act of teaching was wasting their time (and mine).
I wasn't discouraged by the professors who made me feel like my lack of interest in the "anticipatory set" and lengthy lesson plans would prevent me from being a good teacher because I was far from impressed by their teaching. I remember one of my pedagogy professors specifically telling me that I would not make a good teacher. My respect for her as a teacher was so low, I actually took it as a compliment. I knew that, unlike her, I would never be condescending and narrow-minded. I knew that all her knowledge of the latest educational fads and research couldn't be a prerequisite for good teaching, because the great teachers I had as a child predate whatever "flavor of the week" she was selling.
Great teaching predates pedagogy. It predates universities. It predates chalk boards, administrators, and even written language.
I'm not saying that educational research is pointless or that teaching shouldn't evolve. It must evolve and it will- with or without traveling lecturers and political advocacy groups. I am saying that this evolution must be driven by teachers- great teachers. Not dictated by statisticians and politicians, but by teachers who have actually taught recently- teachers who have earned the respect of their students and colleagues. These are the professionals who best understand the current conditions on the ground.
Today's technology allows teachers to share ideas, best practices, and materials instantly and almost effortlessly. The incessant re-inventing of the wheel can stop. PLEASE make it stop!
Dr. Levinowitz, if you are reading this, rest assured this is NOT about you. Your Music Pedagogy courses were extremely valuable thanks to your practical, hands-on approach. You had the courage to step out of abstraction and give us the experience of teaching each other, and being taught by one another.
Oh, and by the way-
I'm participating in an Educational Technology "mooc" (massive open online course) called etmooc. https://plus.google.com/communities/116116451882856472187
I signed up to communicate and collaborate with other tech-minded, and hopefully, open-minded educators. Feel free to check it out. Or, if it doesn't interest you, find what does and stay engaged. !!
When it came to Pedagogy, however, I struggled to feign interest. It didn't help that my Pedagogy professors were some of my weakest teachers; even at that age, the irony wasn't lost on me. I felt that anyone who over-analyzed and dissected the act of teaching was wasting their time (and mine).
I wasn't discouraged by the professors who made me feel like my lack of interest in the "anticipatory set" and lengthy lesson plans would prevent me from being a good teacher because I was far from impressed by their teaching. I remember one of my pedagogy professors specifically telling me that I would not make a good teacher. My respect for her as a teacher was so low, I actually took it as a compliment. I knew that, unlike her, I would never be condescending and narrow-minded. I knew that all her knowledge of the latest educational fads and research couldn't be a prerequisite for good teaching, because the great teachers I had as a child predate whatever "flavor of the week" she was selling.
Great teaching predates pedagogy. It predates universities. It predates chalk boards, administrators, and even written language.
I'm not saying that educational research is pointless or that teaching shouldn't evolve. It must evolve and it will- with or without traveling lecturers and political advocacy groups. I am saying that this evolution must be driven by teachers- great teachers. Not dictated by statisticians and politicians, but by teachers who have actually taught recently- teachers who have earned the respect of their students and colleagues. These are the professionals who best understand the current conditions on the ground.
Today's technology allows teachers to share ideas, best practices, and materials instantly and almost effortlessly. The incessant re-inventing of the wheel can stop. PLEASE make it stop!
Dr. Levinowitz, if you are reading this, rest assured this is NOT about you. Your Music Pedagogy courses were extremely valuable thanks to your practical, hands-on approach. You had the courage to step out of abstraction and give us the experience of teaching each other, and being taught by one another.
Oh, and by the way-
I'm participating in an Educational Technology "mooc" (massive open online course) called etmooc. https://plus.google.com/communities/116116451882856472187
I signed up to communicate and collaborate with other tech-minded, and hopefully, open-minded educators. Feel free to check it out. Or, if it doesn't interest you, find what does and stay engaged. !!
Sunday, January 27, 2013
Hello. This is my blog. There are many other blogs like it but.....
Hello, this is the first blog entry in my first blog. The title tells 2/3 of the story; I am a Teacher, and I am a Dad. I've lived in NJ all my life. This being my 15th year in the teaching profession, I am essentially half way through my career. During these years, my priorities and opinions have evolved considerably. And while I have taught in a Norman Rockwell-esque, upper-middle class town, my wife has held several positions- some in much poorer, lower-performing communities. Our contrasting experiences have made for lively, illuminating dinner table conversation. My experience being a teacher has been overwhelmingly positive (if not edifying). My wife's experiences have been more diverse.
Enter the children
No, not the student's, my kids. Now I have three of my own. This experience, being a father, has further shaped and guided my philosophy of education, human behavior, and life in general. I will share observations from my experience, occasionally throwing in my 2 cents (maybe even 3). I will provide data from studies and articles that I find interesting or important. I endeavor to be one of the millions of hands pushing on, slowly rolling modern society forward, with the aim bringing education, health, and security to all people.
Enter the children
No, not the student's, my kids. Now I have three of my own. This experience, being a father, has further shaped and guided my philosophy of education, human behavior, and life in general. I will share observations from my experience, occasionally throwing in my 2 cents (maybe even 3). I will provide data from studies and articles that I find interesting or important. I endeavor to be one of the millions of hands pushing on, slowly rolling modern society forward, with the aim bringing education, health, and security to all people.
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