Shining the light into the corners
Roaches come out under cover of darkness. In the dark, they are bold. But turn on a light, and they scatter quickly. Despite the fact that my brain knows this to be true, I still shy away from the roaches. Scout has come to my aid any number of times, playing with the bug until it is no more fun: basically, dead.
What does this have to do with the topics I normally pursue on the blog? This: http://atthechalkface.com/2013/06/24/understanding-nctqs-essential-role-in-eliminating-caring-teachers/. I appreciate Jim Horn's analogy/ "NCTQ, ELC, and their ilk were/are like cockroaches that have slightly evolved brains. They still scurry when the light is turned on, but they do their best to create diversions or fake scares aimed to make sure you don’t flip the switch or shine the light their way. But they are many and well-fed."
The detractors of education, of teachers, of teacher education programs, of unions, and of academic pursuits in general are legion. And they have invented the entire need for "reform" by massaging data to show what they need to show in order to cause confusion and fear. There is a telling scene in THE AMERICAN PRESIDENT where Kirk Douglas playing Andrew Shepherd describes one of his opponents, Rumson, thusly: "He is interested in two things and two things only: making you afraid of it and telling you who's to blame for it." I feel that way about the architects of the CCSS and NCTQ and other folks from outside of the classroom who are decrying the sad state of affairs.
So, what do we do? As Jim Horn suggests, we shine a light on the lot of them. We call them on shoddy research, lack of experience, inadequate knowledge of teaching and learning, and all of the other shortcomings present in their lambasting of education. Grab your flashlights, folks, it is time to turn them on, shine those lights, scatter the roaches. And then maybe sic Scout on them.
What does this have to do with the topics I normally pursue on the blog? This: http://atthechalkface.com/2013/06/24/understanding-nctqs-essential-role-in-eliminating-caring-teachers/. I appreciate Jim Horn's analogy/ "NCTQ, ELC, and their ilk were/are like cockroaches that have slightly evolved brains. They still scurry when the light is turned on, but they do their best to create diversions or fake scares aimed to make sure you don’t flip the switch or shine the light their way. But they are many and well-fed."
The detractors of education, of teachers, of teacher education programs, of unions, and of academic pursuits in general are legion. And they have invented the entire need for "reform" by massaging data to show what they need to show in order to cause confusion and fear. There is a telling scene in THE AMERICAN PRESIDENT where Kirk Douglas playing Andrew Shepherd describes one of his opponents, Rumson, thusly: "He is interested in two things and two things only: making you afraid of it and telling you who's to blame for it." I feel that way about the architects of the CCSS and NCTQ and other folks from outside of the classroom who are decrying the sad state of affairs.
So, what do we do? As Jim Horn suggests, we shine a light on the lot of them. We call them on shoddy research, lack of experience, inadequate knowledge of teaching and learning, and all of the other shortcomings present in their lambasting of education. Grab your flashlights, folks, it is time to turn them on, shine those lights, scatter the roaches. And then maybe sic Scout on them.