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More from the Didact’s Dictionary

cutting edge n. [used with “on the”] or adj. [with hyphen] A cliché used to describe an educational movement, technology or technique whose uselessness, waste, or harm has not yet been proven by experience in classrooms. Examples from the past: open classrooms, new math, whole language, and mobile computer labs.

Edspeak n. The skein of bad language tangled around the field of education, sometimes praised by its users as “professional.” Its characteristic vices are vagueness, feigned objectivity, love of cliché, baloney, regressive sentimentality, euphemism, faddism, and scientism–sometimes all in one sentence, though no prizes are given.

essay [Fr. essai, try] n. [archaic] A composition in which the author tries to present or discuss a point with economy, skill, intelligence, rhetorical art, and respect for the reader.  Some schools have replaced it with the I-search paper and FAQs (qq.v.).

FAQs n. A composition in which all the reader’s needs are anticipated except those that are ignored. (Cf. “classic prose[1],” whose motives are not need but curiosity, delight, and respect.)

Gloucester, Duke of n. A British aristocrat who described The Decline and Fall of the Roman Empire to its author as “another damned, thick, square book.” His type was to have been made obsolete by the Jeffersonian ideal and by public institutions of learning like the University of Virginia, which he (Jefferson, not Gloucester) founded.

I-search paper n. [a nonce word that has outlasted the nonce] A kind of non-fictional composition that makes a virtue of absorption in one’s own world, just what high-school students need.

index n. The search engine of a book. It is read when Google is offline by research grunts needing quotations unimpaired by explanatory and connecting ideas.

multitasking n. [non-standard] claiming to divide the attention into an undiminished quotient, as in 3 ÷ 3 = 3.

peer editing n. editorial homeopathy, in which like cures like.

threaded discussion n. [non-standard] an artificial typed conversation. It simulates talk the way molasses simulates quick­silver but without being able to leave a good taste in the mouth.

!?! An end mark used by writers whose skill is not as great as their indignation.


[1] Francis-Noël Thomas and Mark Turner, Clear and Simple as the Truth, passim.

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Hey, Culligan Man!

I sometimes share with my students Robert Frost’s observation that “unless you are at home in the metaphor, unless you’ve had your proper poetical education in the metaphor, you are not safe anywhere.” The reactions vary from the predictable ad hominem argument that “he’s just saying that because he’s a poet” to more nuanced thinking, but almost never anything like even provisional acceptance. Most students would never consider, say, that “natural selection” is a metaphor. Most of them, even if they have heard of a cliché, would not think of it as a dead metaphor that has been dug up by its employer for a bad job of verbal zombie work.

The danger to which we expose ourselves in being strangers to the metaphor is not a Night of the Living Dead, though bad writing and speaking do arouse horror in some of their readers and listeners. Rather, it is in an inability to produce sound thinking by metaphor or, when presented with it, an inability to get it. William James in 1890 described the mind as a stream of consciousness, an excellent metaphor and, I venture to guess, ultimately more successful than the one educational theorists favored forty years ago: that the mind was a computer.

(Except, of course, the behaviorists among them, who didn’t recognize the mind. An old joke has two behaviorists at sexual inter­course. After they are finished, one says to the other, “You enjoyed that a lot. How did I like it?” This post-coital query was probably framed by someone who at work in an education research lab claims that educated people meet behavioral objectives. He would probably shake his head walking away from Rodin’s Thinker, who clearly doesn’t amount to much.)

But sometimes we feel unsafe because we are at home in the metaphor. One metaphor around which teachers should feel unsafe is that “a teacher’s job is to deliver instruction.” The immediate reaction is that it makes no literal sense. To deliver something we must first have something to deliver, such as a bag of groceries, a report, or a water softener. “Instruction” is not a thing except as an illicit reification. “Deliver instruction” makes no metaphorical sense either. When I was seventeen I did part-time work as a delivery boy, and I can find no figurative (or literal) resemblance between teaching and that job.

When a teacher does focus instruction on a particular part of his subject, there is still no “delivery” as of a little parcel. It is not a delivery—not anything like it—to get students to understand Strunk and White’s Rule 3 (“Enclose parenthetic expressions in commas”) if they have not understood it before.

Two North American students of mine one year were about as different as it is possible for two students to be. One of them took two years to learn to write a coherent paragraph with a topic sentence and was still a bit shaky at the end of that time. She was diligent and she was attentive, but it took attention, diligence, and rewrites to produce that paragraph. She struggled to read Alan Paton. At the other end was the boy who in our school’s homegrown writing assessment was the only one for years to get a perfect score, which he got every time he took it. He could and did read Moby Dick very well. I mentioned in a previous posting that I sometimes share a piece with one class but not with others. With his class I decided to share D. H. Lawrence’s study of Moby Dick. His first reaction, a sound one, was that the study was idiosyncratic, brilliant and very exciting. His second reaction, also sound but more prudential, was to ask what would happen if he tried writing like Lawrence for his International Baccalau­reate examiners. I told him that unless he was feeling a great deal of confidence in his risk-taking, he might want to stick to a more orthodox style of essay-writing for the examiners but that he was free to try and imitate Lawrence when writing for me. He did, and his tries were very good indeed. Then, for his semester final, he practiced going conventional and did a good job that way too.  Both of these students learned something important, but it wasn’t off the shelf and I wasn’t their Culligan Man.

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Troubling Trio

Three articles appearing within one week in The New York Times taken together illustrate one of the many difficulties in wishing that teaching and learning might be studied as a science: we must take education where we find it, not reduced to a lab-like artificiality from which few helpful conclusions can be drawn. They also suggest that the reality surrounding education is itself troubled and that research focused on an ideal but unreal classroom will yield results irrelevant to problems in the air around the real one, and that good education can take place only when larger troubles are recognized and dealt with.

The first article reported that ten law schools plan to add a blanket .333 to the grade point averages of their graduates. The reason for the raise is to make graduates’ transcripts more appealing to potential employers. The word “preposterous” seems to have been invented for this version of putting the cart before the horse. A grade should be given not to attract future notice but to evaluate past performance. In the reality of these law schools the future invades the past, hijacks it, and alters it.

But it is more, or worse, than preposterous. Think of what the students at such schools are learning outside the official curriculum. What kind of lawyer will be graduated from an institution whose education includes an invitation to collude in the misrepresentation of his academic accomp­lishment? Imagine medical schools’ adding academic gas to their graduates’ transcripts so the Mayo Clinic will hire them more readily. Imagine the Mayo Clinic’s patients!

Related to this article was another one reporting on schools and districts that graduate valedic­torians in litters. One school graduated nine, as many as the puppies my boyhood friend’s spaniel Kristen had. It is sad to think that one difference between Kristen’s puppies and these valedictorians is that the puppies were more likely to find a secure adulthood: when valedictorians are a dime a dozen, who will take a second look at them?

The third article concerns students, usually in middle school, who write horrible things about their classmates and post them on line. I am a high-school teacher and therefore do not really know the heart of middle-school darkness, but the reports that come to me sometimes sound like Colin Turnbull’s writing on the Ik of Northern Uganda. They do not jibe with my own memories of middle school, and I do not want to venture for long into that terrain. Still, the phenomenon of “text bullying” made me think of a New Yorker cartoon from the 1950’s.

It showed a boy scrawling a message on a fence about his current enemy—let us call him Billy Newsome because I can’t remember the caption exactly. The message said, “Billy Newsome is a communist.” Children are very good at absorbing the angst of the month from their environment, and many of them look at a blank fence or wall as an invitation to write about it. (Pity they don’t always see an invitation in the blank page.) The two come together in graffiti.

We usually have taboos erected against the intrusion of graffiti. We don’t want the clutter of “spontaneous me” a permanent feature of the public life. Hence graffiti are usually associated with juvenile lowlife and vandalism. In any case, graffitists have a practical limitation in the number of walls available for undetected writing. But the internet has an infinity of blank walls that crave inscription, and many children who, unrestrained by taboos not yet developed for these wide-open spaces and not monitored by parents, are happy to chip in with comments attuned to the insecurities of the moment. Knowing that someone may be looking tends to restrain the writing, but who is looking at the graffitist’s gadget except maybe his cheerleaders?

The article reports a strong desire among many parents to have schools police students’ texting and even their opportunities to text, whether or not they are at school. Naturally, there are also parents who want schools to lay off. The result is that teachers, who are already sorely pressed to teach, and administrators, sorely pressed to run schools, are being drafted into service as the life-monitors of students whose parents buy them potentially troublesome gadgets but don’t give them the preparation in morals and etiquette to use them. What if the parents can’t give them that training or make it stick?

As these articles illustrate, problems in the classroom often start outside, in the honesty and virtue—or otherwise—that students, their parents, and the schools’ administrators bring there. How we foster or combat these external influences will have as much to do with the success or failure of teaching and learning as what we do in the classroom.

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Splendor in the Class

Some teaching is good even if it makes lousy TV. Movies and TV programs about classrooms tend to cloud this perception when they show an Oscar-winning actress reading Wordsworth to her classmates, looking and sounding like an Oscar-winning actress reading Wordsworth to her classmates. I love a good reading of the Immortality Ode as much as the next guy, but I don’t mind that Mrs. Knickerbocker (Yes. She taught me English in 10th grade) was not Natalie Wood, or that I am not Robin Williams.

And teachers must sometimes take what they can get in bad TV when judging how their students have done. This is especially true when judging understanding, that most fugitive kind of learning. Robert Frost reported the difficulty among his students in Amherst College, saying, “I have lived with some boys a whole year over some of the poets and I have not felt sure whether they have come near what it was all about. One remark sometimes told me.” He added that this kind of understanding “will have to be estimated by chance remarks, not by question and answer.” While a teacher can frequently get more than this glimpse, teaching is better off dealing with these glimpses as and where it can than by ignoring them in favor only of responses that manifest themselves in “behavior.”

Hence the thinness, the insufficiency of “behavioral objectives” and “rubrics”* for determining some kinds of understanding, however apt they may be for determining others. Sometimes we must say with Frost that “one remark was their mark for the year; had to be—it was all I got that told me what I wanted to know. And that is enough, if it was the right remark.”

I had a telling remark one time from a 9th-grade Syrian student who discovered in class that he had a liking for Thomas Hardy. That in itself was wonderful, but when I asked him why he liked Hardy, he said, “His pessimism is attractive,” which was astounding. I guess that comment was not in any catalogue of “appreciative behaviors” ordinarily available to 9th-grade teachers. Even though Because he was below above behaviorist radar, he was well liked and even admired by his classmates. When he recited “Ah, Are You Digging on my Grave?” they listened. Their stillness and silence were a kind of understanding, and it, too, should be a part of what a teacher evaluates.

Sometimes we are distracted from the important job of looking for learning by attending to virtuoso “teaching,” beguiled from the sight of what is learned. Mr. Martin Skelton, a consultant on education, showed my colleagues and me a video of a class he had observed. It opened with the teacher calling on students to show recently learned tumbling moves, and they ran out like Buffalo Bill’s Wild West Show under his capable direction. Afterwards many of us commented on the coherence of the lesson, the enthusiasm of the students, and the engagement of the teacher.

Mr. Skelton’s question was, “Did you notice that no learning took place?” No, none of us had noticed that, but it was true, as we could see when we viewed the video a second time. No original instruction took place, nor was any student held accountable for muffed moves. If it had been part of a Christmas program, it might have had a purpose in entertainment, but as a lesson it was pointless. One teacher, feeling chagrin at the failure of perception, rationalized by saying that the teacher was “consolidating,” but we all got Mr. Skelton’s point.

The aim of the ensuing discussions was to consider how we might “look for learning” in the classroom to help decide whether our classroom teaching was working. The good teacher must have a good eye and a sturdily modest ego. It is often diffi­cult to know if the kids are learning, for sometimes we hide a dreary shower in razzle-dazzle or the “wonderfulness of me.” Nor does it help to be tied up in notions of crude visibility of learning when assessing it, though some learning is of course remarkably visible. Think of Archimedes springing out of his bath (Behavioral objective: Behavior indicates appreciation of conception: 5/5: Springs out of bath and shouts, “Eureka!”), but remember the “chance remarks,” the passing glimmer on the face, or the misstatement fruitfully rephrased.

* This word, like so many others, is (mis)used in the Ed Biz. It originally refers to the red ochre (rubrike) words printed in an order of Catholic worship, which guide the worshippers in what to say or do. Its descendent definitions in standard English therefore have to do with established rules, customs, or practice. Its nonstandard descendent in the Ed Biz refers to guides of numerical grading that assign points according to demonstrated attainment in tasks, tests, or projects. What are we to call these guides if not “rubrics”? How about the term used in the International Bacca­laureate Organization? It is mark schemes. Rather British, but we could do with a little hands-across-the-seamanship.

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The Devil Made Me Say It

Today I offer entries from The Didact’s Dictionary, with apologies to Ambrose Bierce.

Baby Einstein®: The name of a series of proprietary videos by the Walt Disney Company, a corporation with a profitable record in education. We may worry when  Baby Einstein products and MOOCs start to resemble each other.

balonist (bə-lōn΄-ist) n.: one who offers or requires baloney. Not to be confused with a balloonist, whose hot air is confined to his balloon. Cf. “Baloney Bingo”; Richard van de Lagemaat offers a workshop in “Baloney Detection across the Curriculum,” but not at schools of education (q.v.).

brand n.: 1. a proprietary mark burned into the hides of livestock to identify their herds and to distinguish them from members of other herds. 2. a proprietary name given to a product to distinguish it from other similar products. v. 1. (standard) to apply such a mark, which is permanent 2. (non-standard): to use the services of a balonist, often called a Chief Marketing Officer (CMO), help people pretend that a leopard has changed its spots. Sometimes applied to schools’ efforts to position (q.v.) themselves.

education, school of n. 1. any of a number of imaginary institutions that impart sound principles and practices of teaching to their students with a minimum of baloney. 2. any of a number of real institutions that do not.

education for the 22nd Century: Is it too soon to brand a century? CMOs and balonists of the future think not.

mission n.: a statement, not necessarily accurate or intelligible, by a school of its reason for existing, usually by imparting vaguely described super powers to its graduates. Example: “Our graduates will demonstrate appropriate critical thinking behaviors in a global context for a variety of self-actualizing purposes in keeping with the aims of personal fulfillment and good world citizenship.” Often considered important in branding and positioning (qq.v.).

position: n. (used with “assume the”): a stance often adopted by a teacher in the ordinary course of work. v. (non-standard, usually used of shape-shifting by organizations) to play make-believe about oneself or one’s product with respect to similar products and to brand accordingly, as with Baby Einstein,® or a school or university that sees education as a product.

standard (stănd΄-ərd) n.: 1. something set up and established by authority as a rule for the measure of quantity, weight, extent, value, or quality. 2. (educ.)a. a statement of a particular thing the graduate of a school can do. b. a claim made by a balonist of what the graduate of a school or university will be able to do, but what the graduate will not actually be able to do. adj.: well established by usage in the speech and writing of the educated and widely recognized as acceptable. (ant.: non-standard)

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Attention!

Mr. Eyal Ophir, a recent graduate of Stanford, reports that “shortly after he came to Stanford, a professor thanked him for being the one student in class paying full attention and not using a computer or phone.” This item stimulated a memory of my own undergraduate days. The scene: a chemistry lecture. Professor Reinmuth, perhaps unfairly stigmatized as a dull lecturer, noticed that two students were whispering to each other. He paused for a moment and, when they did not take the hint, announced, “Gentlemen, you are excused.” The offenders slinked from the room. That was the one time during my undergraduate career when I saw any students not paying attention, or not appearing to pay attention, to what the professor was saying. It never occurred to me that students could have, should have, might have multiple tasks during a class.

Professor Reinmuth eventually took private lessons in public speaking and later in his career was complimented for the quality of his lectures; but, dull or brilliant, they were the center of the class, and students were expected to attend to them. In his class and in all my classes I took notes, using the left side for quick one-word and symbolic margin­alia, which I would later amplify. I had no idea that I had privately invented “Cornell notes,” as they are now called in the Ed Biz.

Nor had I any idea that in my review of marginalia I would be doing something increasingly rare not just in class but outside: building purposefully and soundly on information and ideas previously encountered. The same New York Times article reporting on Mr. Ophir also reports on his psychology research, which shows that people who habitually divide their attention (what is called “multi­tasking”) tend to be easily distracted. More troubling, multitaskers, when faced with the choice of getting new information or of analyzing what they already have, prefer the new. That response, which made sense in an environment full of leopards and brush fires, makes less sense in one where people must pause for consideration, synthesis, and judgment. It is strange and disquieting to think that new technologies might promote atavistic responses and leave untested or actually diminish mental powers needed in environments other than caves and savannahs.

(William James wondered whether there can be such a thing as too much peace and perfection, leading us to recoil from Chautauqua meetings, wishing for dirt and dust-ups. Maybe the people who multitask feel a lurking nostalgia for leopards and brush-fires, but this is a blog about teaching and learning, not about paleoanthropology in everyday life.)

The short of it is that Mommy’s little throwbacks may be noticing many shiny new things, but they should be learning to pay attention. That is because they should be learning how to hold to something new long enough to become familiar with it, to analyze it, and to find or make a place for it amidst what they already know (or to boot it out). Otherwise they will have an attic instead of a mind. Attics are fine, but they are upper rooms, not living rooms.

One of the best ways to acquire the intellectual and mental powers I am talking about is to take a long course of instruction in a traditional subject. The traditional subjects (say, the Seven Liberal Arts or any subject under the tutelage of a Muse), having been around for hundreds or thousands of years, have developed ways of analyzing and synthesizing (or rejecting) the raw data submitted to their consideration. By assimilating these ways, students start to furnish their minds, thus making a starting-point for the development of their own skill and understanding. A subject teaches not just a subject matter but how to handle it, though we can’t handle the matter unless we learn to pay attention long enough to have ideas about it. A young mind, guided by the accomplishments of the past, learns inclusion, arrangement, analysis, and synthesis; by the transfer effect, these powers can turn to other, newer subjects once they are developed and can assimilate the new material and make something worthwhile out of it.

They will not develop by being subjected to “courses” in “critical thinking” or “information literacy.” Subjects have their particular ways of testing their own truth claims, and these ways have themselves been tested in years of struggle, rejection, and proof. By contrast, what is the likelihood of students new to history producing something of value when asked to tell in critical-thinking courses “how they feel” about the causes of current tension in the Middle East?

Information literacy, if it has a meaning, means the ability to do well what Mr. Ophir reports as harming our concentration and as lessening the suppleness with which we change mental direction purposively. It is electronic gobbet-gathering. For the 97% of students who are likely to be unsuccessful multitaskers, information literacy will be a dead end marked by a heap of facts and wasted time. By contrast, let the following story illustrate literacy-without-qualification.

Samuel Taylor Coleridge was lecturing an audience about Samuel Johnson. While telling them about Dr. Johnson’s practice of letting his home serve as a halfway house for down-and-out or destitute people, he mentioned a “fallen woman” called Poll, whom Dr. Johnson had brought home one night half dead over his shoulder (she gradually regained her health at his house). The audience started laughing. Coleridge coolly said, “I remind you of the parable of the Good Samaritan.” The audience stopped laughing. Coleridge’s literacy allowed him not just to recognize the story but to apply it in a live situation. The audience’s literacy allowed them to respond: twelve words and a reaction. They might have gained knowledge about the Good Samar­­­itan in a course of study, but they gained it in a way that allowed them, perhaps by further study and thought, to attend to it and foster its potential for live influence rather than to drop it for the next shiny new thing that came along. If learning includes knowledge, skill, and understanding, what could literacy mean except the ability to do what Coleridge and his audience did? And how could they have done so without the ability to pay attention?

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At the Table

We often speak of a teacher’s philosophy of teaching, but we rarely speak of a classroom’s, and yet classrooms do have their philosophies and can impress them on teachers. Sometimes that is a good thing.

In the 1930’s the Phillips Exeter Academy adopted the “Harkness Table” as the result of a gift whose donor specified that the classrooms using his gift should have classes conducted as conferences in which students were encouraged to speak up and discuss.

Some years ago I watched a video of a math class being conducted at a Harkness table at Exeter. The dynamic was decentralized and exploratory, with small groups of students working independently at different problems, discussing and chalk-talking their way through them either on boards or in clusters at the table on paper. The teacher had a noticeable but unobtrusive presence: his role was advisory. During this class he did not direct any comments to the group as a whole, but let them get on with their exploration and learning.

At some point later in my own career I thought I was ready to try some of the Harkness lessons. I got some encouragement from a colleague and from a classroom. By an accident fortunate for me, the classrooms at the school where I taught were furnished in half-hexagonal tables that could be arranged into a kind of doughnut that simulated a large Harkness table. My colleague had done so, and I decided to follow suit.

Some good things immediately ensued, and some bad things vanished. No more students in the back of the class doodling (it was too long ago for them to be texting their friends). No more of the kind of student who vanishes in the third row, never to be heard from again. Everyone was in the front row in places of equal importance. The quality of discussion improved, and with it, understanding. It turned out that the doughnut had its uses. When the class broke into its discussion and work groups, I could stroll inside and outside them.

Another colleague of mine used the tables to form hexagons for a number of work groups when they were needed. He could also form the doughnut. A third colleague went with the doughnut as I did. The only time we arranged the tables traditionally was during exams, and our classes were better for the other arrangements.

Of course, more than just an arrangement of tables is needed for a good class. To start with, classes should be small enough that the whole group can function as a discussion group. In my experience the ideal size of such a class is from twelve to fifteen students. I once attended a class at St. John’s College, Santa Fe, whose object was to read and discuss The Ambassadors. A group of twenty-two was workable in that class because all the members of the class understood St. John’s way of conducting discussions, all were motivated, and all were mature. One can’t count on those conditions among ninth-graders discussing the tenth chapter of Dr. Jekyll and Mr. Hyde or eleventh-graders digging in to William James on “The Perception of Reality.”

The next requirement is that all students—and the teacher!—share a way of discussing. That way is an old-fashioned one: conversation. For the same reason it takes years to prepare a dinner for six, it takes much time and effort to get ready for a twelfth-grade colloquium on Isaiah Berlin’s “Equality.” Students should know or be taught how to manage themselves in one. They should understand why a class is not like those televised eruptions of shouting heads, not even during a “class debate.”

Now, the teacher is of course not strictly a conversationalist and must be ready to advise students when they need it. Students should learn to recognize certain traps and not to fall into them—post hoc—question-begging—tu quoque—special pleading—ad hominem. My beginning students easily and frequently beg the question, most of them not having learned what question-begging is until I tell them in 11th grade. It would also help if students learned to avoid bad habits of speech such as using “like” as a space-filler or saying “I’m like” instead of “I said.” (A New Yorker cartoon shows a Valley Ophelia telling Gertrude, “So he’s like ‘To be or not to be,’ and I’m like ‘Get a life.’”)

Another line tells us that a classroom is a place where twenty children sit and watch a grown-up work. That is the approach invited by the classroom arranged in rows facing a teacher’s desk, or lectern, or podium. For a traditional lecture, nothing could be better; and there are times when only a traditional lecture will do. But other aims call for other means, and a classroom and teacher adaptable to those means can bring about results achievable in no other way.

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Baloney Bingo

What are we to think of a proposal that a school’s mission should be to produce “motiv­ated global contributors”? The proposer said in support of the phrase that “I like the word ‘global.’” Now, I like the word “nectarine” but would not want it in a school’s mission.  Nor, even if I particularly liked the word “global,” would I want it in the phrase “motivated global contributors.”

The reason for suspecting this phrase has to do with the ideal of aptness in language—not an easy ideal to work with. That is why most civilized countries insist on years of instruction in language, why people who are keen on words push beyond their lessons to explore what words can do, and why Shelley would not defend poetry by saying that it helps one pass multiple choice tests. It is why learning a language is more about understanding than about knowledge, though it is very much about knowledge.

Given the need for years of instruction mixed with and followed by more years of exploration and acquaintance, it is shocking how little the teaching profession thinks of good language, to judge by what it permits and even encourages in profes­sional speech and writing.

Consider again the proposed mission statement: we don’t know what a “global contributor” is. The phrase carries a vague suggestion, maybe of making a great impact in the world, or maybe of thinking of the consequences of what one does for the world as a whole, or maybe of philanthropy on a worldwide scale, or maybe of returning to the Earth what one takes from it, whatever that may be.

Another problem is the insistence on motivation, as if having motives would be supererogatory normally, but not at our school. And never mind what the motives may be, so long as we have them.

It is hard, when confronted with an expression like this one, to avoid conclud­ing that the proposer doesn’t particularly care what it means so long as it “sounds good.” A “good sound” doesn’t even have to be euphonious; it merely needs to be vaguely suggestive of a moral or social good—the more vaguely, the better.

The field of education is full of this kind of talk and writing, of which the mission statement is not a particularly egregious example. It does not have to be so. Read excellent writers on teaching—Plato, Rabelais, William James, Mortimer Adler—and you move into another climate of discourse, one free of the usual dreary showers.

I think there are two explanations for the predominance of bad language in education. One is that we are nearly the world’s oldest profession, many of whose excellent practitioners have been leaving their thoughts behind for thousands of years. Someone who whose ambition embraces more than teaching—who may be a Global Education Contributor—may feel daunted by or resentful of this repository of well-written wisdom and advice. Such a person will try for new language if he or she can’t come up with new thoughts; and if the previous language was apt, the new language is liable to a falling-off.

The other is educationists’ predilection for baloney, a kind of talk that Professor Barzun calls “flatulent Newspeak.” This taste has many explanations, none of them to the credit of the profession. Professor Frankfurt wrote a famous philosophy paper about one variety of baloney, “bullshit,” which arises from a lack of concern with accuracy and the truth as compared with, say, the wish to sound good or to say what people want to hear.

No signs exist anywhere of a general move away from baloney.  What are ordinary teachers to do when presented, as they inevitably will be, with language that offends their intellect and their aesthetic and moral sense? I am grateful to a colleague for a suggestion: the game of Baloney Bingo.

To play, produce a series of bingo cards, but instead of having the numbers 1 – 75, these cards should have a word or phrase taken from current baloney in the field. Each letter (B-I-N-G-O) has fifteen possible words or phrases. Here are fifteen suggestions:

B

behaviors

domain

global

inappropriate

inclusive

instrument

intelligences

literacies

measurable

modality

outcomes

personal opinion

strands

subjective

unprofessional

Put five of these phrases under the letter “B” instead of the five usual numbers. Do so with all five letters except the free space. Distribute cards to your colleagues, who then take them to faculty meetings, teachers’ conferences, and professional development courses. Each time you hear one of the words or phrases, mark it. The first person to get BINGO wins.

It probably won’t do to interrupt meetings and conferences with cries of BINGO, so you should just note the time when you hear a phrase. After the meeting, compare cards so that the teacher with the earliest time of completion wins. Beware of offering prizes for bingo games at conferences, lest they produce a perverse side-effect: Imagine a really dreadful BINGO-maker giving a talk that would normally be shunned. Suddenly this BMer will become the most popular speaker at the conference. One way to judge a conference is to see how quickly it produces BINGOs.

Baloney Bingo may not solve the problem of awful language, but it will allow you to have fun with it, and teachers must often take their rewards where they can find them.

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Montillation in Progress

            A bright student of mine recently asked me what a “judicious tone” in writing was. I explained, and he brightened up, telling me that he had “guessed right” on a standardized test he had just taken. That test had a multiple choice question asking about the tone of a passage he had read, and he chose the right one not because he knew judicious writing when he saw it but because he could eliminate other possi­bilities from the five given him and guess fortunately among the remainder.

            This is distressing on two counts. One is that any guess on a five-choice question has one chance in five of being “right,” even on an answer requiring discrimination and judgment. Let students hazard guesses at the tone of a piece in an essay and see how lucky they get if they do not know about tone to begin with. 20% is too high a chance for random guesswork to be credited.

            The other is that students learn by taking such tests to associate good luck with “being right.” The problem with thinking this way is that if you get the “right answer” by guessing, you are not right, you are lucky; and there is a big difference between them. A multiple-choice test can’t distinguish between someone who is actually able to discuss the tone of a piece and someone who is a fortunate pointer. To the argument that four or five questions about tone would separate the knowledgeable test-taker from the lucky one, the answer is that this weeding-out is highly probable but in no way guaranteed and that in order to do the weeding the test has to sacrifice coherence. It would do so by taking four or five accidentally concatenated passages and questioning the test-taker about each one’s tone. By contrast, an essay on one passage or work could require a discussion of tone without sacrificing the coherence and depth that a thoughtfully composed essay question allows—requires—students to confer on their understanding.  This, not luck, is what students should associate with the tests they take.

            This student of mine and his classmates read a short piece last semester on “The Montillation of Traxoline” and took the short-answer quiz that followed. Traxoline doesn’t exist, making it rarer even than a judicious tone, and there is no process of montillation for traxoline or anything else. Nonetheless, my students were able to get 100% on the quiz. They did so by using their understanding of language and tests to mimic understanding of a subject.

            For all I know, someone will think these good examples of something called “test-taking skills,” but there is a difference between being able to take a test with confidence and aplomb and being able to wrench rightness out of it with luck and mimicry instead of knowledge, skill (no plural), and understanding. If that is what we want, then we are no different from Harry Potter’s nemesis Professor Umbridge, who says that getting students to pass tests is what schools are for.

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Reading, Rassling, and Ruminating

Why might teachers have silent reading during class time? One simple reason is the guarantee reading in a group provides that students will encounter the reading matter as a group, with all the benefits that a group of inquiring students can provide each other: a colloquium-in-progress. A second is the guarantee against contamination by “study guides” while the students wrestle with their reading unaided.

(TV rassling sometimes takes place in teams. When the protagonist-rassler tires, he signals his brutish teammate to come in and thrash the adversary. The thrashing has often been planned ahead of time. A student using “study guides” instead of his own thinking is like a team rassler who calls in a brute to give the material the needed going-over, usually in a highly predictable and conventional way. And, yes, such a student does regard his material as The Adversary.)

Yet another is that in a classroom reading can occur with an enforced quiet that students, left on their own, often don’t bring to their tasks. I am thinking of the use of electronic entertainment during reading, or an open cell phone, or other distractions from steady work. We can assure ourselves that students have an ambience of study that allows them to follow the thread of a complex sentence or view the unfolding of a subtle or difficult idea without pulling away from it and then having to re-enter. Finally, it can be an entryway into another assignment that dovetails with it—usually discussion or writing.

High school students can also benefit from being read to. An experienced and practiced reader can help students make sense of what they read and can shape their encounter with it. Reading aloud also helps them explore the possibilities of language by realizing how the material can be shaped by music and sympathy, which is what reading aloud provides. Many students, particularly those who learn best through the ear, will find that literature, particularly poetry, when read aloud leaps off the page at them.

Reading aloud may even shake their general perceptions. One of my students listened with amazement and some disapproval as I read his class Lord Macaulay’s dramatic account of the execution of the Duke of Monmouth from his History of England. When I was finished, I could tell that it had shaken something up. He protested that that couldn’t be good history because it was interesting and because it adopted a point of view. For two days he tried to fit Macaulay into his view of history as a series of undistinguished rubble-heaps compiled by the writers of the textbooks he had been reading. He finally announced to me and the class that he’d decided what he had thought about history was wrong and that an historian should be obliged to engage his readers. (Or hers: he also heard Wedgwood on Richelieu.)

For reading a teacher should choose something that plays to his strengths as a reader. I have had good results with Tacitus (the fire of Rome and the “notorious Christians”), Flannery O’Connor (“The Enduring Chill”), Yeats (“Lapis Lazuli” and “Circus Animals’ Desertion”) and Hopkins (“Binsey Poplars”), but any good teacher will be able to choose some personal best readings. One class was struck dumb and breathless by the ending of “The Enduring Chill,” and dumb breathlessness was not that class’s usual response to anything. Teachers may also judge one class receptive to one reading and another to another: I read O’Connor to this one class but not to the others I had at that time.

To return to silent reading: it can serve yet another purpose for an experienced teacher. I usually assign silent reading at the beginning of the year to all my classes as a way of judging how fast and well they read. I use subsequent reading-sessions when I think something subtly wrong might be afflicting a student and needs smoking out. One of my 9th-graders kept having some serious and inexplicable difficulty getting what he read.  Over a period of time, as I watched him read in class, I was able to see that his eyes did not fall on the page right. (I’d watch him read from my desk, where I could monitor his downturned eyes). I finally wrote a note home suggesting that he be examined by an ophthalmologist. It turned out that he had an unusual kind of strabismus that was corrigible by eye-exercises. The happy result was that a couple of years later he was reading successfully along with his classmates.

It’s a pity that the average beginning teacher does not last five years in the profession, though some schools welcome short-tenured teachers as a way of reducing costs. The problem is that short tenure of teaching also reduces quality. Many of the insights I gained into reading, both silently and aloud, including most that lay behind the successes I report here, came to me after I had been teaching five years.