A frustrated teacher writes:
I am in my 21st year of teaching and have been close to quitting every year for the last six years. The pressures to conform and follow a script even when I know it’s bad for kids have been really, really stressful. I am a creative teacher, and I feel like I’m fighting for the right to work 3 times harder than I have to. We now have teachers who are “script followers” telling those of us who aren’t standardized that we are sub-par because we actually plan our lessons rather than doling out prefabricated workbook pages. I haven’t quit yet because I’m not sure what else I would do– teaching is truly a calling for me. I also have a great, supportive principal who gives me the autonomy I need to get the job done– which I do with most kids. As for the shortage– our small department has been going through first-year teachers like crazy– one per year lately. Here’s what I’d like: a little respect, a huge hunk of autonomy, and the ability to openly discuss what the real issues are. As you said in your book Diane, how can we expect teachers to teach kids to think for themselves if teachers are not allowed to think for themselves. I’m staying as long as I have my current principal. After that… who knows?
Diane Ravitch's blog 
I once had a prominent stat prof say that it was more important to be uniform than good. Which I totally reject.
LikeLike
Are you sure that stat prof wasn’t really an economist?
LikeLike
Actually economists are amount the least scripted academics you will find. There are a number of disciplines that will present research by standing up and reading a paper, word for word. Economics presentations are much more freewheeling.
LikeLike
It’s easy for publishers with their psuedo-research to convince the administrators who purchase their programs that they must be used according to protocol. They tout the “research” that says students gained an average of two years growth when the program was used “with fidelity.” The routines and their associated scripts can become mind numbing for both student and teacher. I even subbed in one classroom using a math program where the “teacher” did not have access in the scripted manual to visuals of what the students were doing. The program was so controlled that the teacher did not need to see the student task! Can anyone doubt that teachers are being marginalized?
LikeLike
In Texas, we identified schools with outstanding Algebra I end-of-course scores and sub-par scores. We made hundreds and hundreds of phone calls. The take-away? Teachers in schools with high scores did not rely on any one text or product, but picked and chose what worked best. the low-performers were more likley to respond that they relied heavily on the adopted text and the text was more likley to be based on direct instruction and scripted teaching. Unfortunately, we never published the study since we were doing it internally to inform STEM policymakers across the state (and examine the claims of test book publishers that a scripted curriculum improved minority student scores). Drill and kill might work for lower-order thinking/regurgitation that often shows up on state tests, but kids don;t acutally LEARN anything under such scenarios.
LikeLike
Exactly right, as we’d found in the case of our middle school in Illinois. One size certainly does not fit all.
LikeLike
International Baccalaureata schools use three questions in their inquiry curriculums – What do you see? What do you wonder? and What do you feel? I believe even being forced to use a scripted program as professional teachers we can find the time during the day to ask our children these questions. If these questions are all we can do, then it will be enough to help them begin the journey of learning to think rather than blindly follow.
LikeLike
For five years I have walked in the Komen 3Day 60 mile walk. You may not notice a small irritation in your shoe at five or six miles but at fifteen or twenty you have to pay attention to it.
International Baccalaureata schools have three questions in their inquiry curriculum – What do you see? What do you wonder? What do you feel?
Even as we are forced to use scripted programs as professional teachers we can find the time during the day to ask our students these questions. If that is all we can do, then it will be enough to help our students begin the journey of learning to think rather than blindly following. Teach a child to think and that child will be able to pass your tests.
We can moan and complain or we can be the small irritation. Eventually that small irritation is noticed.
LikeLike
When NCLB first started coming after us via G. W. Bush, I wondered how long I would be able to protect myself, my classroom, my kids, and my Title 1 school from its mean spirited intentions. Last year was the breaking point for me. The frustration described by this teacher summarizes my own experience as well. But last year things finally crossed a line of tolerance and ethics for me. So I quit. Sadly, I let my job go. I love my school, my co-workers, my children, and my community. I have been a creative, effective, and respected teacher for over 20 years at my site. I helped in the founding and developing of our school in our rural community. However, I could no longer be myself and use my talents in my own classroom. I could no longer teach my kids effectively because a curricular script was required for almost every minute of the day even if it was irrelevant to student needs. I was told to do things that were bad for kids because it would save the district money. These mandates also defied Title law. Those of us who resisted were told that we were insubordinate and incompetent. Neither was the case. So I walked away. I am still processing the personal loss that this decision has meant in my own life. I am very grateful for Diane Ravitch’s voice on these profoundly impacting issues in education. I hope to use my own voice more effectively within my own community to raise awareness and stop the suffocation of wonder and creativity in classrooms.
LikeLike