Archives for category: Childhood

Happily, the New York Times published an article saying that children need to move more. There is actual scientific research proving that immobility is not healthy. It is not healthy for adults but especially not for children, whose bodies are growing.

Some nations, like Finland, realized this a long time ago, so students have recess and outdoor play after every class. Recess! Time to go outside and run and play! The authorities think this is good for the children.

Back in the olden times, most American schools had recess a few times a day, at least once or twice, anyway.

But over the past two decades, the need to raise standardized test scores has dwarfed the importance of movement and play. Test scores are the purpose of schooling, right?

The article includes several references to Apps and videos so that teachers will know how children should move. That’s in case you don’t know or forgot children move.

The Finns have another approach. No videos. No Apps. They open the school doors and let the children go outside, where there is playground equipment. Without any direction, children move all by themselves.

As the previous post noted, the Trump administration wants to eliminate the after school program, because it doesn’t raise test scores. Budget director Mick Mulvaney said the same thing about feeding children: it doesn’t raise their test scores, so why pay for it?
Peter Greene was appalled. Is that the reason we feed children? To raise their test scores?

“Well, we’ve all seen it by now:

“There is no evidence that food helps raise test scores….

“Reformsters, this is at least partly on you. This is the logical extension of the idea that only hard “evidence” matters, and only if it is evidence that test scores go up. We’ve dumped play, understanding of child development, and a whole bunch of not-reading-and-math classes because nobody can prove they help raise test scores to the satisfaction of various reformsters. It was only a matter of time until some literal-minded shallow-thinking functionary decided that there was no clear linkage between food and test scores…

“Meanwhile, I suppose we could conduct a study that establishes that students who have actually starved to death get lower results on standardized tests. And then we could work out the increments for exactly how much food is useful for getting test results. It may be that just some bread and water are all that’s necessary (crusts only). Maybe just one bowl of gruel a day.

“Lord knows we don’t want to waste money feeding hungry children if we’re not going to get decent test scores in return. You are never too young to start understanding that if you choose to be poor, you’ll have to earn whatever scraps your betters decide you deserve.”

Steven Singer notes that standardized testing season is upon us.

While he is at school administering useless standardized tests, his daughter will be home, inventing, playing, using her imagination.

“In school I have to proctor the federally mandated standardized tests. But I’ve opted my own daughter out. She doesn’t take them.

“So at home, I get to see all the imaginative projects she’s created in her class while the other kids had to trudge away at the exam.

“Daddy, daddy, look!” she squeals.

“And I’m bombarded by an entire Picasso blue period.

“Or “Daddy, will you staple these?”

“And I’m besieged by a series of her creative writing.

“My daughter is only in second grade and she loves standardized test time.

“It’s when she gets to engage in whatever self-directed study strikes her fancy.

“Back in kindergarten I missed the boat.

“Even as an educator, myself, I had no idea the district would be subjecting her to standardized tests at an age when she should be doing nothing more strenuous than learning how to share and stack blocks.

“But when I found out she had taken the GRADE Test, a Pearson assessment not mandated by the state but required by my home district in order the receive state grant funding, I hit the roof.

“I know the GRADE test. I’m forced to give a version of it to my own 8th grade students at a nearby district where I work. It stinks.

“Ask any classroom teacher and they’ll tell you how useless it is. Giving it is at best a waste of class time. At worst it demoralizes children and teaches them that the right answer is arbitrary – like trying to guess what the teacher is thinking….

“I have studied standardized testing. It was part of my training to become a teacher. And the evidence is in. The academic world knows all this stuff is bunk, but the huge corporations that profit off of these tests and the associated test-prep material have silenced them.

“I have a masters in my field. I’m a nationally board certified teacher. I have more than a decade of successful experience in the classroom. But I am not trusted enough to decide whether my students should take these tests.

“It’s not like we’re even asking the parents. We start from the assumption that children will take the tests, but if the parents complain about it, we’ll give in to their wishes.

“It’s insanity.

“We should start from the assumption the kids won’t take the test. If parents want their kids to be cogs in the corporate machine, they should have to opt IN.”

I have earlier reported studies showing that students post higher scores when they take tests with pencil and paper, rather than on computers. Some children do not have keyboard skills, some get confused by scrolling up and down in search of the right text. Yet state officials demand that students take tests online. This is especially pernicious for the youngest children, who are least likely to have the computer skills needed for the testing. This parents asks why.

Open Letter to
Kimberley Harrington,
Acting Commissioner of Education
State of New Jersey

March 10, 2017

Dear Ms. Harrington,

You are making nearly all third graders in the state of New Jersey take the PARCC test on a computer knowing scores would measure more accurately, and very likely be substantially higher if the test were administered with pencil and paper. Many reputable articles in professional publications substantiate this. My son is in third grade. I am both a concerned father and an educator. Why would you not want New Jersey students to achieve the highest scores possible? PARCC assessment tests the knowledge students acquire from their teacher, not adeptness using a computer – or am I missing something? Your insistence the PARCC be administered on a computer not only likely negatively impacts scores, but also potentially reflects negatively on a teacher’s evaluation as 30% is based on PARCC scores.
I would like to understand more about your logic behind this mandate. Schools unfortunately have cast aside handwriting instruction and other important developmental skills to make room for PARCC. Why then insist the PARCC be administered on computer?

Many parents across New Jersey are anxious to hear your detailed reasoning on this matter.

David Di Gregorio
Father, Englewood Cliffs

Singapore has decided to eliminate grades. No more standardized testing for young children.

http://www.bbc.com/news/business-39142030

Singapore has decided that values and character must be emphasized, not test-taking skills.

The BBC reports:

“Singapore is in top place in the international rankings for education. But it wants the next upgrade of its school system to focus on keeping students positive and resilient.

“Dr Lim Lai Cheng, former head of the prestigious Raffles Institution school in Singapore and director at the Singapore Management University, explains the push for character as well as qualifications.

“It was no accident that Singapore created one of the world’s highest performing education systems in five decades.

“Reminiscent of the examinations for selecting mandarins in old China, the road to success in Singapore has always been focused on academic credentials, based on merit and allowing equal access for all.

“This centralised system helped Singapore to create social cohesion, a unity of purpose among its schools and an ethos of hard work that many nations envy.

“But the purpose of the education system has changed and Singapore in 2017 is no longer the fledgling state it was in 1965.

“Schools have become highly stratified and competitive. More advantaged families are better able to support their children with extra lessons outside of school, such as enrichment classes in mathematics, English, dance and music.

“Those who can’t afford this have to depend on their children’s own motivation and the resources of the school to catch up.

“Dr Lim Lai Cheng says the school system needs to encourage well-being

“This social divide continues to widen because the policies that had won the system its accolades – based on the principle of meritocracy – no longer support the social mobility they were meant to bring about.
So work is in progress to tackle anything in the system that seems to be working against social cohesion.

“This time around, it will no longer be enough to develop a highly-skilled workforce to plug into the global economy.

“The next update of the education system will have to ensure that Singapore can create a more equitable society, build a stronger social compact among its people while at the same time develop capabilities for the new digital economy.

“Government policies are moving away from parents and students’ unhealthy obsession with grades and entry to top schools and want to put more emphasis on the importance of values.
Schools have been encouraged, especially for the early elementary years, to scrap standardised examinations and focus on the development of the whole child.”

Interestingly, the Singapore school
Authorities were influenced by the work of Dr. Martin Seligman of the University of Pennsylvania.

This post is about pollution and the environment. Please don’t say it is unrelated to education or children. Many children have asthma or other illnesses that are caused or aggravated by pollution. This damages their health, their well-being, even their performance in school.

It wasn’t so long ago that the idea of protecting the environment was considered absurd or too expensive. Smoke came pouring out of chimneys and smokestacks. Cars burned low-grade fuel. People died of lung diseases.

Scott Pruitt, the new administrator of the Environmental Protection Agency, has fought the agency in court to block enforcement of regulations. He received campaign contributions from the fossil fuel industry and represented their interests–not that of the public–when he was Attorney General of Oklahoma.

Trump’s new budget will slash spending for the EPA. Estimates for the cuts vary from 25-70%. What is left of the agency will be devoted to rolling back the efforts of previous administrations–Republican and Democratic–to reduce pollution of the air and water of the nation. Let us recall that the Environmental Protection Agency was created in 1970, by President Richard M. Nixon. It is not a wild-eyed liberal scheme. It is a human, humane effort to maintain the earth and nature, so that it is habitable for all species.

One of Trump’s first executive orders revoked a regulation that prohibited dumping coal waste into streams. The streams will become polluted, unfit for aquatic life, fishing or swimming. Even coal miners like to fish and swim and breathe clean air.

EPA Director Pruitt plans to eliminate the “stringent federal regulations on vehicle pollution that contributes to global warming,” the New York Times reported. He is also expected to eliminate President Obama’s “Clean Power Plan,” which was intended ” to cut planet-warming pollution from coal-fired power plants.” The deregulation of auto emissions will permit automakers to return to building fuel-guzzling, pollution-emitting cars. It will reduce the need to build fuel-efficient cars like hybrid and electric models. The EPA is already fighting California to block its efforts to enforce tougher tailpipe standards for cars.

Let’s look back at a few images of what our country was like before the government began protecting the environment. By the way, this is something only governments can do, because air and water cross state lines and international borders. Even billionaires and Trump’s children breathe the same air as everyone else, even if they drink Evian and bathe in it.

Take a look at this slide show.

And please read this article.

It begins:

“Once upon a time, you could touch the air in New York. It was that filthy. No sensible person would put a toe in most of the waterways.

“In 1964, Albert Butzel moved to New York City, which then had the worst air pollution among big cities in the United States.

“I not only saw the pollution, I wiped it off my windowsills,” Mr. Butzel, 78, an environmental lawyer, said. “You’d look at the horizon and it would be yellowish. It was business as normal.”

“The dawning of environmental consciousness in the United States during the 1960s led to a national commitment to clean air and water with the creation, in 1970, of the Environmental Protection Agency. It came not a moment too soon for New York City, not to mention the nation.”

Joanna Weiss writes in the Boston Globe about the importance of day care and why it should be a public responsibility. She holds out some hope that Ivanka Trump has adopted this as her cause.

She writes:

“To many new parents, the price tag for child care, a non-negotiable, multi-year expense, comes as a gut-wrenching shock. According to the Care Index, created by the think tank New America and Care.com, US parents pay, on average, nearly $800 per month for full-time, center-based care for children under 5. In Massachusetts, that cost is closer to $1,100 per month, about on par with the median state rent and fully a third of the median household income.”

Her account of the history of government policy is well worth reading.

With Trump determined to spend billions on a border wall, I’m not sure that he is thinking about the well-being of regular people. Maybe Ivanka will get his attention.

Michelle Gunderson teaches first grade in Chicago Public Schools. She thought about her own childhood on a farm. She thought about what to give the children she teaches. 

 

I have been struggling with what safety and caring look like inside a society that seems to care very little for children. Education budgets have been cut to the bone, teachers are overrun with needless mandates for paperwork and policy that take us away from the heart of teaching, both adults and children are judged and labeled by meaningless tests. And the list goes on.

 

And then we have the forthcoming presidency of Donald Trump and his incoming Secretary of Education, Betsy DeVos. If we believe their words, schools will become contested spaces where market driven practices will govern policy. And the world will become a contested space where dominant race and religion rule. I feel these times are as tumultuous as the times adults faced in 1968 when my world was safe. How do I take the lessons from my childhood and apply them now?

 

I gave the six year old children in my classroom small, beautiful tangerines for a celebration. They were perfect, fragrant, and yummy. We ate them mindfully – looking at them, smelling them, peeling slowly apeacend savoring – as if they were a gift from the world.

 

I teach in Chicago – it is difficult, and I do not have a fairy tale view of childhood. But I do believe that it is our role to bring simple beauty and peace into children’s lives.

 

In response to this world around us, I ask you, educators and parents alike, to share a “store bought” orange with children, to think of simple acts of caring, that will help our children gain the strength and courage to lead us out of this mess.

They are afraid. They wonder if they will be deported. They worry about their family. They don’t know if they can visit their grandparents.

 

Some asked their teachers about the electoral college and why Donald Trump was elected president despite receiving fewer votes nationwide. This was perhaps the easiest and most straightforward question of the day.

 

Teachers also reported that children asked questions about what Trump’s election meant in relation to particular family members who are recent immigrants or refugees having fled from violence in Mexico. Will my father, mother, grandparents or cousin be deported? If they move back to Mexico, could they be killed?

 

Children of all ages without citizenship or legal status who immigrated to this country with their parents also asked questions about whether they will be allowed to stay in this country. Will I be sent away? Will I be separated from my family? What if I don’t know anyone in Mexico because everyone is here and I’m deported?

 

Children also had questions about Trump’s proposed border wall and whether they will be able to visit with their family in Mexico or have their family visit them here in El Paso. Will I get to see my grandparents on Christmas? Will I see them ever again? What about my cousins and my friends? What about sick relatives?

 

There were also questions about the Trump electorate and wondered if the rest of America hated them because they were Mexican. Why would people elect Trump president after what he said about Mexicans and women? Do white people hate Mexicans? Does Donald Trump? Does he think we are all rapists? Do you think he hates me? Why has he said such things about us?
Think about the children in El Paso.

 

 

The Washington Post ran a deeply disturbing story about a boy who became addicted to multi-player video gaming on the Internet. His life was consumed with gaming. His parents were distraught. When they tried to get him to turn off the computer, he had outbursts of rage.

 

His mother asked him, please, turn off the computer. It’s late.

 

Their voices got louder. She doesn’t remember exactly what made him reach for the glass on his bedside table. He threw it with such force that it spun across the room and shattered against his closet door, carving a two-inch gash in the white painted wood. Tiny shards glinted on the striped rug.

 

By then, the family’s stately home in New York was riddled with such scars — nicks in the walls, scratches in the floor, a divot in the marble countertop lining the kitchen sink. All remnants of the boy’s outbursts, which had intensified over the years, almost always triggered by a simple request from his parents: Byrne, please turn off the game. Please get off the computer.

 

When Byrne threw the glass, his mother, Robin, didn’t panic; she mostly felt numb. For five years, she and her husband, Terrence, had felt their son slipping away — descending deeper and deeper into a realm they didn’t like or understand, consumed by the virtual worlds shared by millions of strangers, all reachable through his Xbox and his computer. Robin and Terrence had conferred with therapists, medical experts and school counselors to try to help their son.

 

Just weeks before, they had turned to an education consultant, who helped them come up with a plan: Byrne had to go away — first, to a summerlong wilderness therapy program, where he could reconnect with himself and the real world around him, and then to a boarding school. He had to start over, in a place with strict structure, where he couldn’t spend his days immersed in video games.

 

This is a story that should concern all parents and educators. What is technology addiction doing to children?