By Kristin

Eleanor Barkhorn, a Senior Associate Editor at The Atlantic who oversees the Education Channel wrote this piece about how she almost quit after her first year as a Teach For America corps member, but didn't.

Ms. Barkhorn's experience teaching Black children in the Mississippi Delta had the same effect on her that it has had on so many other unfortunately vocal TFA alums – it changed her life, made her a better journalist, opened her eyes to the reality of racism, forced her to summit the peak that was Eleanor's Inner Being and introduced her to her own true self – and this is exactly why so many teachers resist the idea of TFA.

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By Tom

I went to O’Dea high school, which is a small, all-boys
school in downtown Seattle. Our Spanish teacher, Brother Patatucci, had a unique
way of getting us to do our homework. At the start of class he would tell us to
open our workbooks to the assigned page while he walked up and down the aisles
with a large, thick, leather strap. If your workbook page was finished, he
would move along. If it wasn’t, you had to hold out a hand and have it
strapped. It hurt like crazy, and the only relief was to grab the cool, metal
bars of our desks until the pain subsided.

It was a different era, obviously, and I doubt they still
use corporal punishment, even at Catholic high schools. Of course, you can’t
argue with the results; not only can I order a beer and a plate of tacos in any
Azteca, but I could stand on the corner in any town in Mexico and ask passersby
for the location of the local library. Learning!

I was thinking of Brother Patatucci this summer while
leading a training on classroom management. Most of the participants were
elementary teachers and I felt reasonably comfortable addressing most of their
questions. But one lady was a high school English teacher. And she came there
looking for a solution to a very specific problem: how could she get her
students to do their homework. Her class, she explained, was pretty much
predicated on students either reading or writing something at home so they
could discuss it in class. When students didn’t do their homework – and most of
them didn’t – there wasn’t much for them to do in class. Hence the problem.

Frankly, I was at a loss. I teach fourth grade, and our
solution to homework refusal is pretty straightforward: no homework; no recess.
For reasons I’ve never understood, high schools don’t have recess, so kids who
don’t do their homework simply don’t do their homework. And apparently it’s a
huge problem.

The rest of the participants and I tried to offer solutions.
We suggested making the reading material and writing assignments more compelling.
She’d already tried that and was continuing to try it; she’d gone so far as to
asign comic books, and her students still wouldn’t read them. We
suggested making homework a bigger part of their grade. She tried that, but her
students didn’t care. Even when they failed her course, they didn’t care. We
suggested contacting the parents. She’d already been down that path; apparently
the parents weren’t much help. I suggested she just have them do the reading
and writing in-class and forego homework altogether. She’d already thought of
that; in fact that was pretty much the strategy she’d settled upon. The problem
was that by basically doing all the work in class with no homework, she wasn’t
able to move through the required course content and was on-notice by her
district.

Like I said, I was at a loss. I have two high school kids of
my own. Frankly, keeping them on top of their homework is practically my
part-time job. Like most districts, we have an on-line tool that tells parents
about missing assignments. Of course these things only work when people look at
them and care about them. And apparently not everyone does.

Which is why I’m posting this question: how do high school
teachers get their students to do homework?

Please tell me we’ve moved beyond Brother Patatucci.

By Mark

Teachers change the world. Teachers shape the future. Teachers make a difference.

Like so many well-intentioned platitudes, over time these can start to ring hollow. When I drove to Leavenworth in 2007 for the NBCT Leadership Conference (then known just as "Sleeping Lady"), I expected a little rah-rah, a little break in that long April-to-June stretch of constant classroom push. And maybe a decent meal in a part of Washington this transplanted Oregonian had never visited.

Instead of teachers change the world, teachers shape the future, teachers make a difference, I got something better. I was shown: Here is how teachers can change the world, here is how teachers can shape the future, and here is how teachers can make a difference.

As corny as it sounds, I left that conference feeling empowered. 

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By Kristin

I've been teaching a long time, but I think I'm only now figuring out what matters most – creating a classroom my students own, are proud of, and where they flourish.

Last year, my first year teaching a reading intervention class, I threw away almost everything I knew about classroom management and tried to create a room that worked for the most challenging students. Things got a little crazy, and they got a lot uncomfortable for someone who doesn't like loud noises or a lot of jumping around, but I worked hard to adapt.  

What I got in return were moments like this one, and that made it all worth it.

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By Tom

My son and I just returned from a weekend-long college
visit. We went to the University of North Texas, which apparently has one the
best music schools in the country. (My son is an aspiring jazz musician.) It
was a fascinating experience, in which I learned three important things about
college.

First of all, college is expensive—really expensive. You
already knew that, but when it’s your money and your son’s education, you get
to learn it all over again. When I was in school, I thought college was expensive.
And it was. But when I was at the UW in the early ‘80s, college cost about a
thousand dollars a year; it was completely feasible to work my way through with
a decent summer job. Now, tuition costs over ten times that much, and it
actually makes more financial sense for our son to focus on school and try for
an academic scholarship than to work part-time to save money for college.

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By Kristin

As Linda Shaw points out in this piece, Washington State officials aren't doing much to catch possible cheating on state tests.  Instead of spending $100,000 on "erasure detection," looking for answers that have been erased and replaced, Washington puts its energy into training and making it easy for whistle blowers to report any irregularities or suspected cheating.  Should we be doing more to catch cheating?

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