Education

A nation that destroys its systems of education, degrades its public information, guts its public libraries and turns its airwaves into vehicles for cheap, mindless amusement becomes deaf, dumb and blind. It prizes test scores above critical thinking and literacy. It celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs.

Teachers, their unions under attack, are becoming as replaceable as minimum-wage employees at Burger King. We spurn real teachers—those with the capacity to inspire children to think, those who help the young discover their gifts and potential—and replace them with instructors who teach to narrow, standardized tests. These instructors obey. They teach children to obey. And that is the point. The No Child Left Behind program, modeled on the “Texas Miracle,” is a fraud. It worked no better than our deregulated financial system. But when you shut out debate these dead ideas are self-perpetuating.

Passing bubble tests celebrates and rewards a peculiar form of analytical intelligence. This kind of intelligence is prized by money managers and corporations. They don’t want employees to ask uncomfortable questions or examine existing structures and assumptions. They want them to serve the system. These tests produce men and women who are just literate and numerate enough to perform basic functions and service jobs. The tests elevate those with the financial means to prepare for them. They reward those who obey the rules, memorize the formulas and pay deference to authority. Rebels, artists, independent thinkers, eccentrics and iconoclasts—those who march to the beat of their own drum—are weeded out.

“Imagine,” said a public school teacher in New York City, who asked that I not use his name, “going to work each day knowing a great deal of what you are doing is fraudulent, knowing in no way are you preparing your students for life in an ever more brutal world, knowing that if you don’t continue along your scripted test prep course and indeed get better at it you will be out of a job. Up until very recently, the principal of a school was something like the conductor of an orchestra: a person who had deep experience and knowledge of the part and place of every member and every instrument. In the past 10 years we’ve had the emergence of both [Mayor] Mike Bloomberg’s Leadership Academy and Eli Broad’s Superintendents Academy, both created exclusively to produce instant principals and superintendents who model themselves after CEOs. How is this kind of thing even legal? How are such ‘academies’ accredited? What quality of leader needs a ‘leadership academy’? What kind of society would allow such people to run their children’s schools? The high-stakes tests may be worthless as pedagogy but they are a brilliant mechanism for undermining the school systems, instilling fear and creating a rationale for corporate takeover. There is something grotesque about the fact the education reform is being led not by educators but by financers and speculators and billionaires.”

Teachers, under assault from every direction, are fleeing the profession. Even before the “reform” blitzkrieg we were losing half of all teachers within five years after they started work—and these were people who spent years in school and many thousands of dollars to become teachers. How does the country expect to retain dignified, trained professionals under the hostility of current conditions? I suspect that the hedge fund managers behind our charter schools system—whose primary concern is certainly not with education—are delighted to replace real teachers with nonunionized, poorly trained instructors. To truly teach is to instill the values and knowledge which promote the common good and protect a society from the folly of historical amnesia. The utilitarian, corporate ideology embraced by the system of standardized tests and leadership academies has no time for the nuances and moral ambiguities inherent in a liberal arts education. Corporatism is about the cult of the self. It is about personal enrichment and profit as the sole aim of human existence. And those who do not conform are pushed aside.


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“It is extremely dispiriting to realize that you are in effect lying to these kids by insinuating that this diet of corporate reading programs and standardized tests are preparing them for anything,” said this teacher, who feared he would suffer reprisals from school administrators if they knew he was speaking out. “It is even more dispiriting to know that your livelihood depends increasingly on maintaining this lie. You have to ask yourself why are hedge fund managers suddenly so interested in the education of the urban poor? The main purpose of the testing craze is not to grade the students but to grade the teacher.”

“I cannot say for certain—not with the certainty of a Bill Gates or a Mike Bloomberg who pontificate with utter certainty over a field in which they know absolutely nothing—but more and more I suspect that a major goal of the reform campaign is to make the work of a teacher so degrading and insulting that the dignified and the truly educated teachers will simply leave while they still retain a modicum of self-respect,” he added. “In less than a decade we been stripped of autonomy and are increasingly micromanaged. Students have been given the power to fire us by failing their tests. Teachers have been likened to pigs at a trough and blamed for the economic collapse of the United States. In New York, principals have been given every incentive, both financial and in terms of control, to replace experienced teachers with 22-year-old untenured rookies. They cost less. They know nothing. They are malleable and they are vulnerable to termination.”

Good Teaching

Children are inherently very smart.

We should keep tricking them into believing that that is true.

If a child missed seven out ten word problems, say, " WOW!! You got three correctly for the first try".

If a child can not do something, say, " When I was your age, I was worse. Let's try it again. I am sure you can get better".

Good thing to say: This is easy. You can do it.

Help Chinese Students

One place you could help.

Great Teachers of the Low End

Very moving stories for students of the disadvantaged.

Some Teachers

Some teachers are just here to discipline. They are not interested in helping sudents. Some do not really know what they are teaching. They are most interested in "catching" students "doing something wrong" and "punishing" the sudents.

What Does A Teacher Do All Day???

Yes Ed we do get pressure.

Students start advanced classes in 3rd grade in Loudoun County and they arecalled Futura classes, Dave has already been identified as a candidate. No offense to you as a teacher Ed, but school in Loudoun County Virginia seems to be very differentsince when May and I were in grade school. Mywife volunteers twice a week at my son's elementary school and she claims that the classes are very unstructured. For example, instead of making all ofthe students sit down at their desks to learn at onetime, they put students into groups/stations usually 4groups where they have very little supervision unlessthe teacher or the teachers aide (a parent) is presentas there are only 2 adults present in the class at onetime. I guess there are really 3 adults but thespecial education teacher doesn't count as she isdealing exclusively with the special needs kids.

What May and I are discovering is that we need to take a greater role in Dave's education once he comes homefrom school at night as far as reading, and math isconcerned. Now please do not take me the wrong way, Idon't mind teaching my children math, reading, etc.. But here is my question Ed, WHAT IS THE TEACHER DOINGWITH MY CHILD FOR 7 HOURS EVERYDAY IF WE THE PARENTSHAVE TO TEACH HIM/HER? I just don't get it. Myparents never taught me to read, write, add, multiply,subtract, etc., I learned all of that in school as I am sure you did in China. Yet now you are telling me that students are coming to your classes in high school and don't comprehend basic math???? Somethingis definately broken within our educational system inthis country. No wonder Japan, India and othercountries kick our behinds all over the place in theglobal marketspace. Sorry to sound so angry in mye-mail.

老師的話

(原作者路仁)
小學五年級時，我們的老師精神異常了。
我記得開學的時候，原來四年級的級任老師要我們在教室前等新的老師，我們充滿期待地看著一些老師經過我們班，最後一個老師越走越近，幾個同學啊了一聲。
這啊的一聲，是因為我們在四年級時，就聽說過這個老師的班級蠻亂的，他都沒有在管。他帶我們走去他的教室，很多人的臉上沒有興奮的表情。
小孩子，當然怕被打而不喜歡太嚴格的老師，但是，這「亂的班級」的標籤，卻讓很多同學覺得「自己將來會比人家差」。開學後，就接連轉走了好幾個同學，好像他們的父母已經聽過這個風聲了。
我們的老師，有很嚴重的情緒困擾，我們道聽途說，只知道是因為他的家庭婚姻有問題。他的情緒開始出狀況，是在接我們斑的前一年，之前他是很正常的，而且也是學校很好、很認真、很有愛心的老師，跟同事相處的很好，但是這一年，確實發生了什麼事，就不是我們所能了解的。
他帶的上一個班級，本來已經有點問題，但是因為那個班本質還乖，所以沒有出大亂子。我們這個班，則是有幾個很會搗蛋，又特別皮的傢伙，遇上這樣什麼都不管的老師，就像火藥等著星星之火來點燃，終於炸開，炸出了一個大亂子。
記憶裡，從五上開始，上課的畫面就有一點慘不忍賭，這幾個特別調皮的學生老是帶頭鬧，老師在黑板上寫字，學生在下面跟左臨右舍的朋友講話、打橡皮筋、玩彈珠。
我的哥哥也聽我講過學校的事，那時候他也很困惑，不知道要不要跟我們爸媽講，在那個年代，家長不像現在會介入學校的事，相反的，對老師充滿了敬畏，總覺得老師一定是對的。
我有一個很深刻的印象，有一吹，老師在台上上課，有一個同學爬窗出去，到教室旁的防空洞躲起來，我跟著他後面爬出去，追到防空洞裡，像我這麼乖的小孩，竟然會做這樣的事，我都覺得不可思議。
為什麼老師不攔我們呢?如果小孩在防空洞裡出了事怎麼辦?之後我才知道，我們教室外，偶而會有一個人在走廊上看，他是學校行政單位派出的人。
他們也一直在猶豫要不要呈報上教育局去，因為他們始終堅信這麼好的老師會恢復過來，報了上去他就沒有工作了，而且不只是現在，對將來而言，也是留下一個很不好的記錄。而且，這一位老師也堅持要有一個班級可以讓他愛，尤其在家庭發生問題後。
但是，這「愛口還是太亂了，我那段時間根本不知道自己在上些什麼課呢且這樣的亂，延紙到一個清晨，我在掃校門口內那條長廊時。每一個班級都分配到了一個清潔區域，而我們的區域是最亂的，我的同學根本不知道做什麼?我只好默默地掃，希望下次的清潔成續，不要再拿到最後。
我們老師走了過來，經過了我們，沒有跟我們說話，卻直接走到另一頭，然後又走了回來，我瞪著老師看，不知道說些什麼，只好在那裡數老師繞圈的次數，等我算到了第十根手指頭，困惑完整地爬上了臉，夾雜了一點害怕。
我大膽地跑到學校老師辦公的地方，跟其他不認識的老師講，這事就這樣燒了起來，燒到了許多家長的家，燒進了教育局，這燒起的火，把所有的問題解決了，把所有刻意要隱瞞的秘密揭開了，之後我們那個班就被拆散，流浪到其他的班級去了。
就像教室外的那一棵大樹所飄落的葉片，隨風流浪到其他地方去了。

這亂的感覺，很不好，但這流浪的感覺，更不好，因為我比較要好的朋友，都流浪到別的班級去了。我記得第一次進去新班級的時後，我們五個同學排開站在講台上自我介紹，台下都是一張張陌生的臉孔。
我們的老師知道我前一個學期，在原來的班級考了第一名，他問我考了幾分，我講出了分數，沒有掌聲，卻也沒有噓聲，只有嘩的驚訝聲，那一聲，配合著台下一雙雙眼神，其實跟噓聲差不多。
那時候，所有班級的考卷都相同，這分數真的對他們來說太差了，但在那樣混亂的班級裡，對我而言已經很難了。
而我，就像一條淡水魚，掉到一個莫名的大海裡，身旁游的魚，都好快、好陌生。我從一個很鬆的班級，來到一個很嚴的班級，這太鬆的感覺很不好，但這太嚴的感覺更不好。
我們老師，數學考試分數只要低於八十分，少十分打一下，因為他覺得數學很重要，我只有五十幾分，要打三下，那是超級酷刑，老師用接力棒打手的背面，我被打了一下後，痛的不得了，手都不敢再伸出去，再伸出去時，手已經有點發抖。
我回到座位，抽噎地哭，隔座的女生，給我一張衛生紙。其他轉來的四個同學更慘，被打的更多，那一打也把其他四個同學打入了地獄裡，因為他們對數學的恐懼感更大，之後他們常常是在一群鴨蛋的上頭徘徊。
那時候，在台下的我，擦乾了眼淚，模糊中看著考卷，我帶著考卷去找老師，指著某一題問為什麼錯，我的意思是我錯了沒有關係，但是我想知道是哪裡錯，但是老師誤會了我的意思，以為我要來爭論我那一題沒有錯，老師生氣了，連紙打了我四下，比剛剛的幾下重，我又抽噎的哭了。
原本的教室外，有棵參天的老榕樹，有時我會回到那裡，在光隙中細看它倉勁的樹幹，及在藍天背景裡的孤單，有時則細聽另一個也跑回來的同學，在短暫的一點下課時間裡，所想說的孤單。
我坐在教室裡，聽著老師講課，這黑板上的字，究竟在說些什麼?跟上一個學期我學的，有什麼關係?我都連不起來，或者說上學期學些什麼，我根本不知道。
但是，我還是認頁地看著老師聽，我知道我在地獄裡，但我其的很想爬出去，我知道被打很痛，但是我知道我一定可以走過去，如果我因為錯過一個學期的課而流淚，那麼我還會再多錯過一個學期的課，我的步履雖小，但是慢慢地走，我想可以走過去這艱難的考驗。
那樣的主面，如果從講台上看下去，應該是很感人。我的其他功課，慢慢恢復，只有數學，因著一點恐懼感，每次在計算時，都會算錯，而且是原來對的，我自己沒有信心，又把它改錯。
跟我一起轉來的一個同學，是鎮上一家餐館老闆的兒子，他的父母非常寵愛他，看到小孩回家常常哭，於是找上了校長抗議，甚至會派人到教室外面監看，對體罰敢做這樣的抗議，在那個年代，也是絕無僅有的，我們的老師，後來也決定轉到高雄市教書。
我們的老師乎時很嚴格，但是在離開前的最後一堂課，倒出了很慈祥的一面，他眼睛看著我附近說：F你可以站起來嗎?老師有話要特別對你說。
那時候，我的後面坐著我們班上第一名的女生，所以所有人都往她那邊看，我們都以為老師在叫她，沒想到老師卻澄清是要跟我說話，我愣住地出神，所有人的目光轉而投射到我身上，待我回神回來，趕緊倉皇地站起來。
老師說，他希望我可以繼續努力，他覺得我會有很光明的前途。久久，尷尬漸漸爬上了我的臉和不知道放哪裡的手，只好在桌上逗來逗去。撕破這一片尷尬的是同學的掌聲，這是最後老師要同學伸出手的。
老師這突然而來的言語，抹去所有同學對我異樣的眼光，揮去了不起眼角落裡的孤單，將我推進一個金光閃閃的舞台。
我原來的班級，太鬆了，像個黑社會，但是有道義。這個班級，太嚴了，像個商場，人變得有點功利，計較榮替。這突然而來的榮眷，讓許多同學羨慕，讓很多人想親近我，也讓我在這麼小的時候，就體會到人世間的冷暖。
我把這件事跟爸爸講，隔了幾天，爸爸便騎著摩托車，載著我到校長室。他透過了里長，找到了這門路，我爸爸不會說國語，那個校長不會講台語，所以透過校長的女兒翻譯。
我爸爸說，那個老師對我很好，希望學校能夠留下他，校長說，她的女兒會來這個班級兼課，六上的時候，他的女兒其的變成我們的老師。

六年級開始，我的人生就變了樣，老師的話果然在同學的心裡生了根，而我的程度也漸漸恢復了。
第一次考試結束後，老師一科一科地發成績，成績一百分的要上台接受鼓勵。我國語拿了一百分，上台接受了鼓勵，同學揚起了羨慕的眼光。自然、杜會、生活與倫理、健康教育，也都拿了一百分。
到最後只有兩個人前五科都拿到了滿分，所有的目光都投影到我身上，好像在默默地替我加油。
然而，最後一科數學，我錯了三題，分數整個被拉了下來，連班上前三名都沒有，同學啊了一聲，好像在替我惋惜。
但是，這樣驚心動魄的發成績過程，夾雜著上學期老師對我的鼓勵，讓所有的同學從此對我另眼相看。
以後，班上要推舉什麼代表，就會把我拱出去，學校要閱讀比賽，大家就推我出去比，鎮上要交通安全問答比賽，大家就推我出去參加，連班上重新安排位子，坐到我旁邊的人的，都說坐在那裡很好，好想要沾一點我美好未來的神奇。
最慘的是，我被推舉為班上的模範生，我一直是一個比較懶散的小孩，穿著、行為都不像其他小孩那麼慎重，突然被貼上個標籤，生活頓時失了自由。我還記得，在朝會時，學校要模範生上台接受頒獎，我正準備上去，卻發現上衣掉了一個扣子忘了補，尷尬的不太敢上去，最後還是勉強地上台接受全校的掌聲。
從此我知道模範生，生活裡每一個小細節都要很小心，掃地也要掃得特別乾淨，對老師要特別有禮貌，同學開口借東西要借他，因為我是別人的模範。
我記得有一天晚上，我獨自在家洗澡時，一個念頭突然閃過去，我洗澡到底要從那一塊開始洗呢?是不是也要仔細想一下，因為我是別人的模範，我對著鏡子裡的自己苦傻笑，想到這個想法也太荒謬了。
所幸過了一個學期，模範生的標籤終於從我身上卸了下來，我也回到原本自然而懶散的小孩。
之後，我的成績維持在中上的程度，沒有再突出到特別的地步，因為班上很多人都在額外的補習，我只是考試前傻傻的念書本，而那些饞媚的眼光也漸漸地遠去，人間的冷暖我其的走過了一回。
但至少，我已經勇敢地走過逆風，在許多同學被風捲走後，我仍咬著牙根，堅強地走過那條艱困的路，最後終於到了一個寧靜安全的地方。