A rambling, oh-so-rambling initial reflection on NCTE12
Something like 300 student papers are chewing at my heels, but before I crack my lion tamer's whip at them, I have to offer one reflection on the
NCTE Convention 2012. I have many--too many to name--positive responses to this year's conference, but it's the one negative theme that nags me today as I watch my stressed-out students take final exams.
Dozens of sessions at NCTE revolved around the Common Core. [Most of you are teachers, so I won't define that here. If you don't know about the Core,
check it out. See you back here when you're done (but while you're there, note that there's only a link for Statements of Support, not one for Statements of Refutation).] If I had a dollar for every time I heard a presenter say, "I know they're standards, but they're really not that bad," I could've spent all of Saturday night at the blackjack table with the money earned, and I'm a lousy gambler. The problem is, I never heard anyone say, "I know the Common Core standards don't exist for the kids' sake, and they were created as a cash grab by those looking to profit off of education."
The bigger problem is, that would've been accurate.
I get the desire for standards. I used to serve on a scoring committee for the MEAP test in Michigan. Even there, in the lion's den, I was a vocal dissident, so the coordinator--a wise woman who knew that tests weren't The Answer--shared an anecdote with me that still resonates ten years later: When the test started requiring that students have a writing portfolio, she received numerous phone calls asking where they, the schools, were supposed to get this "student writing." In other words, a number--small, yes, but extant--of schools weren't having students write at all. So, I get it. Standards can go some good. The bottom-feeders need a kick in the pants or at least a bare-minimum standard to guide them toward best practice. I can concede the standards as a baseline, a set of common expectations so that those schools and teachers that
somehow (and that
somehow leads to the real problem, but that's another discussion) would otherwise get through a school year--or even a day or week--without the students doing some of their own writing know that they need to get kids writing.
But that leaves a wide majority of schools who see more harm than benefit from educational mandates. The students didn't ask for this, nor did their parents. So who did?
I'll give you a hint: At least a dozen vendors in the exhibition hall at the convention had "Common Core!" banners and stickers slapped on their books. They aren't complaining. The testing companies sure aren't complaining. Their slot just paid out. So who should be complaining?
The kids.
And their parents and their teachers and anyone else loosely affiliated with their educations.
It was not lost on me that this year's convention with its strong Common Core focus was held in Las Vegas, a city whose very existence depends on greed, on unfettered capitalism where profits are made by exploiting people. But exploiting a guy out for a bachelor party with $100 to burn and a 14-year-old trying to learn how to write an essay are two very different actions. This standards-n-testing system is hurting the kids.
So I return to work where I'm planning lessons on Thoreau's "
Civil Disobedience" and Gary Snyder's "
For the Children," and I'm thankful for friends like Troy Hicks and Jory Brass among others who I hear presented a session on educational profiteering. (I'm sorry I missed it--wish I'd seen it in the program ahead of time.) I've only begun to poke around
the wiki they set up for the session,
and I'm further stunned by what I see. Thanks to those giving voice to the opposition. Dig through that wiki. Thanks to
Liz Holman for sharing it. Get
the back story on the Common Core.
Gary Snyder's poem, "
For the Children," closes with "stay
together/learn the flowers/ go light." I suspect when he says "learn
the flowers," he doesn't mean children should memorize the genus-species
of every flower so they can bubble in the correct blank on the answer
sheet. It means something more about to know nature, to know life, to know how to survive
and maybe even thrive. He does not mean we should memorize to pass a
test. He does not suggest that the way forward to a better future for
our children is to present them upon the sacrificial altar of profits.
He most certainly does not mean that.
As a card-carrying smart alec, my bit of civil disobedience over the convention weekend was to make Common Core Twitter jokes with friends (search #CommonCoreFilmRemakes and #CommonCoreRapRemakes if you're so inclined, and don't worry, I was still taking notes on sessions too), but I suspect this won't be enough to save our students' educations. The
opt-out movement excites me, but it's still too small. What else can we do to ensure a real education, not one that's focused on test scores?
Because as the saying goes, we're doubling down on stupid. We need to change course.
There is hope; there always is. The highlight of the trip for me was Sherman Alexie's address to a roomful of high school and middle school teachers. He was brilliant and hilarious, as always, and shared a fictionalized account of getting the St. Paul NPR station a few days earlier. In the story, the cabbie was heroic and wouldn't give up until he got his fare to the door. Long story short, Alexie connected the cabbie to the roomful of teachers, and he said, "Thank you. Thank you for getting your fares to the door." A pause, then in a whisper, "I love you all. I do." And he left the stage.
That was his closing comment. I hesitate to share this out of context because in the moment, this was
more incredibly powerful than my words can begin to convey. It brought the roof down, brought the room to
tears and an ovation. What should be a simple bit of tenderness, a nice thank-you, became an emotional thunderclap due to the standards-n-testing movement. Teachers are so exhausted, attacked, confused, and frustrated that a short message of thanks and love brings us to our knees, exposes the unnecessary burdens put upon us.
But again, we're adults. We can take it, better than the kids at least. But the kids have to take this abuse too. Every salvo launched at teachers hits the kids too. I don't have to take those tests; they do. And they take a lot of tests. A LOT of tests. A
LOT of tests. And each of those tests makes a profit for
Pearson or
the College Board or
American College Testing or
some other blackjack dealer laying out cards with a twinkle in his eye.