I Was Blocked From Facebook for Criticizing School Privatization

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“Journalism is printing what someone else does not want printed: everything else is public relations.”
-George Orwell

 

I have had many strange experiences as an education blogger.

People have adapted my writing into a play.

People have written to express a sincere desire for my death.

I’ve had a teacher send me pictures of essays his composition students wrote in response to one of my articles.

 
And I’ve had people email my workplace demanding I be fired.

I guess Internet fame is a mixed bag.

But after more than three years of blogging about education and social justice issues while teaching in the public school system, there’s one thing I’ve never experienced before: censorship.

This is social media, after all.

I’ve got no advertisers to please, no editor breathing down my neck. I can write whatever I want.

That’s the benefit of being a blogger. No one can stop you from telling the truth.

Well, no one except Facebook, apparently.

For the first time in my blogging career, I was blocked from Mark Zuckerberg’s social networking platform because I had the audacity to post my blog to it.

Now keep in mind I’ve been doing just that every week since July, 2014.

Moreover, the article I posted was in no way different from my previous work.

The article is called “School Choice is a Lie. It Does Not Mean More Options. It Means Less.” You can read it HERE

But almost as soon as I posted it to the Facebook page I keep for my blog, Gadfly on the Wall, I got a message saying I was blocked for a week for “violating community standards.”

What community, exactly, is that?

My article contains no hate speech. For once I even managed to control my own potty mouth.

This is just an examination of why charter and voucher schools reduce options for parents and students – not increase them.

It’s an argument. I lay out my reasons with reference to facts and make numerous connections to other people’s work and articles.

I don’t understand how that “violates community standards.”

A blogger friend of mine tells me that someone probably saw my article and reported it to Facebook as spam. That’s happened to him multiple times, he says, especially when he criticizes groups like Teach for America.

Perhaps that’s what’s happened here.

Some folks get so furious when I criticize their charter and voucher schools.

Maybe they saw my latest piece and just wanted to silence me.

I don’t know.

I suppose another option is that it came from Zuckerberg, himself.

He’s a big fan of school privatization. Perhaps he changed Facebook guidelines to crack down on people like me who throw shade on his pet school reforms.
Or maybe my work was targeted because I’m critical of President Donald Trump. I did, after all, write an article this week called “Donald Trump is a Pathetic Excuse For a Human Being” that includes a picture of the chief executive as a poop emoji.

 

Or maybe it was the National Rifle Association (NRA). The article before the school privatization piece was called “Guns and Profit – Why We’ll Do Absolutely Nothing New After This Las Vegas Shooting.” It was picked up by Commondreams.org, the LA Progressive and other left-leaning sites. Perhaps the firearms lobby had had enough.

Who knows? I’ve pissed off a lot of people in three years.

But I find it hard to believe I was actively targeted. I mean, this is still America, right?

Right?

Another option might be a rogue algorithm.

Facebook is known to use various processes or sets of rules to govern calculations about what should and should not be allowed on the site. After all, they can’t leave all these decisions to living, breathing, human beings. That would cost too much money. Better to leave it to bots and computers.

Perhaps something in my article tripped their robotic alarm bells. (ROBOT VOICE: He’s against Competency Based Education! EXTERMINATE!)

I guess I’ll probably never know.

In the meantime, Twitter is still open for my business. I can still share links in 140 characters or less – with hastags. And, the best part is that Trump might see it!

But what about friends not on the Twitterverse?

How do I even let people know what happened to me? Send a million separate emails!? Pick up the phone and – yuck – talk to people!?

I sent a note to friends through Facebook Messenger about what happened, but that soon stopped working on me. I can’t message anyone else now. Still, the story seems to have leaked.

People who know what’s happened have been kind enough to share the article. It’s being read and appreciated.

I don’t know if my Facebook imprisonment has had a major effect on its distribution. But it’s probably had some dampening effect.

I have to admit, it’s kind of frustrating.

After all this time, many of us rely on Facebook for so much. I’m a member of the Badass Teachers Association, a group of more than 64,000 members who use the social media platform to discuss, plan and engage in various actions against corporate school reform. I’m also in United Opt Out National. It’s increasingly difficult for me to help plan our protest in Washington, DC, without Facebook.

It never really hit me before how much of our lives flow through this one network.

If someone wanted to disrupt political organizations dedicated to reforming the status quo, censoring people and posts on Facebook could be very effective.

I haven’t been silenced, but I’ve been effectively muted. Most of my readers see my work through Facebook. Without it, my writing is out there, but much fewer people probably are in contact with it.

So I suppose that brings me to you, intrepid reader.

Somehow you found this article.

Assuming Zuckerberg and his bots don’t change their minds, I probably won’t be able to post this article to Facebook. So if you saw it, you found it somewhere else. Or perhaps a friendly radical took a chance and posted it on Facebook, themselves, defiant in the possibility that the social media gestapo might crash down on them.

Will you please do the same?

Share my story.

Let the world know what happened to me today.

It’s not the most important thing that’s happened this week. And hopefully it will all be settled in seven interminable days. 168 hours. 10,080 minutes. But who’s counting?

Or – who knows – perhaps I’ll be cleared of all charges, write a new article and the same thing will happen when I try to post it.

I don’t know.

In the meantime, I’m going to spend some time off the computer.

Maybe I’ll open the doors and windows, let in some natural light and see what this “outside world” is like that people used to talk about.

See you in a week.

Live from Facebook Jail,

The Gadfly on the Wall

#FreeGadfly

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‘Schools of the Future’ And Other Scams to Monetize Your Child

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Do you feel it?

The future is coming.

There it is hovering just over the horizon.

You squint your eyes trying to get a quick peak before it arrives. But that rarely works. By the time it’s here, it’s never quite in the shape you expected.

Yet we always stop and listen to the prophets and prognosticators. Those google eyed figures, wearing trench coats and sandwich boards standing proudly on milk crates and cracking open their mouths to vociferously voice their “visions.”

They smell like B.O. There are insects in their hair. And their mouths spray halitosis as much as haloes.

Under normal circumstances, we wouldn’t trust them to park our cars, to give us directions, to do just about anything. But when it comes to “The Future” somehow we swallow their swill with conviction.

Through sheer force of charisma they convince us that their predictions will come to pass and if we’re smart we’ll invest in their brand of patented polished snake oil.

So we’ll be ready.

Just once I wish people would heed the skepticisms of the doubting Cassandras. But so it goes.

This week it’s “Schools of the Future.”

Everywhere you look it seems you’ll find some slickly produced inducement to “Rethink schools.” Some admonition to completely change public schools. Some empty promise in naked technology to save us all.

They’ll tell you that our public schools haven’t changed in a century. They’re set up for the agricultural past. Or schools are great for creating assembly line workers for the industrial revolution, but times have changed. And education needs to change with them.

Never mind that schools were never designed to supply any workforce. Their goal was – and is – to help the next generation become citizens capable of free thought.

But whatever.

This sales pitch about outmoded schools sounds really nice.

It resonates.

It makes us feel good.

Yes, I KNEW there was something wrong with my public school. That explains my own failures. I mean, I went through 12 plus years of public schooling and look at me! I’m not one of the handful of billionaires who own the world. It MUST have been the school’s fault!

Forget economic inequality, money in politics or any of that progressive crap! I could be sitting on top of the world with my boot firmly planted on the neck of everyone else – if only the public school had taught me right.

PLEASE!

But this is the comforting lie many folks tell themselves and one of the major reasons corporate school reformers get away with raiding public education. Their lies flatter white people’s vanity.

So billionaire Laurene Powell Jobs’ bought a four-network propaganda hour telling us to “rethink” high school while Education Secretary Betsy DeVos’ began her “Rethink Schools” publicity tour days later.

As if the thought never occurred to anyone else.

Rethink schools? What do you think classroom teachers do? We rethink every lesson every day!

It’s standard practice. We call it reflection. Some of us even keep reflection journals where we jot down things that worked and things that didn’t.

Haven’t these privileged fools ever logged on to the blogosphere? The Internet is fit to bursting with teacher blogs overflowing with ideas about how to change things up. This very blog has been pushing authentic reform after authentic reform – but the powers that be – people like DeVos and her billionaire philanthrocapitalist peers – aren’t listening.

You want to rethink schools? How about sitting down and shutting up?

Seriously.

Let the experts have a say for once.

Classroom teachers have much more experience than you do. We’re there every single day engaged in the actual practice of teaching children. You learn something about it by doing it for at least 180 days a year, for decades. And that’s not even counting the years of college preparation before even entering the classroom, the pedagogy, debate, and hard won wisdom of generations of teachers before us.

Meanwhile, all you have is a bank account.

You’ve hardly stepped foot in a public school to do more than spit on it. Nor did you likely experience it as a student or parent of students who go there.

You know nothing. And that’s no sin in itself.

Many people are ignorant of a great many things. I, for one, am completely ignorant of how to fly an airplane. That’s why I’d never dream of busting open the cockpit and preceding to tell the captain how to land the plane!

But you are not humble enough to admit your own ignorance. You think your money gives you the ability to do anything. After all, you DESERVE all those billions. It’s not an accident of birth or circumstances. You’re just that good, that special, that much better than the rest of us.

And what kind of brilliance do we get from these pampered prophets?

Here’s DeVos remarks to faculty and students at Woods Learning Center in Casper, Wyoming, from Sept. 12:

“…I’m issuing a bold challenge this week: it’s time to rethink school.

For far too many kids, this year’s first day back to school looks and feels a lot like last year’s first day back to school. And the year before that. And the generation before that. And the generation before that!

That means your parent’s parent’s parents!

Most students are starting a new school year that is all too familiar. Desks lined up in rows. Their teacher standing in front of the room, framed by a blackboard. They dive into a curriculum written for the “average” student. They follow the same schedule, the same routine—just waiting to be saved by the bell.”

All that money and the best you can come up with are that we should rearrange the desks!?

It just goes to show that you don’t know what goes on in real public schools.

My middle school classroom doesn’t have desks. We have tables that seat four.

Yes, those seats typically begin the day with students facing the teacher and the board. But you could say the same of seats at any auditorium since Plato’s day. I don’t hear anyone talking about rethinking that!

In any case, seats are mobile. I direct my students to move their seats all around the room. Just yesterday we had them in a circle. The day before, they were in small groups. And many days my students aren’t even in their seats – they’re wandering around the room doing some sort of task or project.

None of this is that revolutionary. Most middle school teachers do the same thing. You have to. Kids that age don’t have the attention span to sit in their seats in the same position for 40 plus minutes at a time.

Seats are often more stationary at the high school level, and they’re probably even less fixed at the elementary.

You would know this if you ever talked to a public school teacher. But, no. You know best because of your net worth.

Let me tell you something. Public schools today are much different than they were in the past.

For example, the way we teach special needs children is light years away from what it was just a few decades ago. We used to send these children to specialized facilities or classrooms in the basement well away from other students. Now, they’re mainstreamed and their educations are dramatically tailored to meet each student’s individual needs.

Schools used to just be about the three R’s – reading, writing and ‘rtithmetic. Today at wealthier districts, students have a wide range of courses to choose from. They have arts, music, foreign languages, vo-tech, extra-curriculars, computer science, robotics, drama, almost anything you can think of! I wish this were true at all schools, but that’s a funding issue, not a lack of innovation.

Many schools are less segregated today than they were before Brown v. Board. The courts have let us down in supporting this Supreme Court decision, instead permitting an awful lot of regression in some districts. But even at the most resegregated schools, they are rarely100% one race or another. We should do something to increase integration, but don’t tell me we haven’t made progress.

Let’s get one thing straight.

People like DeVos and Jobs only care about “rethinking” schools because they have a product to sell.

They’re promoting a problem so they can sell us the solution. They want us to buy more charter and voucher schools, more edutech competency based education B.S., more testing, more publisher and computer boondoggles.

You want real innovative reforms in our public schools?

Here’s what you do.

First step, give the reigns to public school teachers. We’ll tell you what needs to be done.

Here’s a short list:

-Stop privatizing and start supporting public schools.

-Give us equitable funding so that poor and minority students have the funding they need to learn.

Integrate schools again – both racially and economically – no more schools for rich white kids and schools for poor black kids.

Get rid of high stakes testing use funding allocation, spending decisions, principal classroom observations and student projects for accountability purposes, not scores on a limited and biased multiple choice test.

Repeal Common Core and let teachers write their own academic standards instead of being beholden to goals written by corporations to sell their own products and tests.

-Make a national commitment to reducing class size across the board, hire more teachers, increase their autonomy and salary.

Examine very closely every use of technology in the classroom to make sure student data isn’t being stolen by corporations, devices aren’t used for test prep or babysitting, and beware Trojan horse edutech applications like so-called personalized learning and competency based education.

Those are the kinds of reforms that would actually help improve our public schools.

But you can only learn that if you have the humility to listen to the experts – classroom teachers.

And people like DeVos and Jobs have proven they don’t have an ounce of humility.

Perhaps we don’t need to rethink schools. We just need to rethink our standards of expertise.

A Teacher’s Dilemma: Take a Stand Against Testing or Keep Abusing Children

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What am I?

 

Seriously. What is it I do for a living?

 

When I wake up to go to work in the morning, am I preparing to be a teacher or a test proctor?

 

Am I engaged in the practice of nurturing young minds or am I a tool of the establishment?

 

Should I be held accountable to the dozens of students in my classroom, their parents and the community – or to my administrators, the bureaucrats and moneyed interests ordering us around?

 

I ask these questions not as a rhetorical device. I really don’t know the answers. Because the solution begins with me.

 

Today was not a banner day in my classroom, and I can honestly say it was not my fault.

 

I had to give my 7th grade students the Classroom Diagnostic Tools assessment in Reading/Lit for grades 6-high school.

 

If you’re not familiar with the CDT, this is an optional test offered by Data Recognition Corporation for students in Pennsylvania’s public schools. It’s a way to assess student learning to predict whether they’ll pass there annual federally mandated standardized tests (also created by Data Recognition Corp. in the Keystone State). In addition, it offers example questions of the type that students struggled to answer correctly on the diagnostic.

 

It’s very helpful if you want to print out a buttload of test prep, give it to students and then read the paper quietly at your desk – something I never do.

 

For the second straight year, I’ve been forced to give it to my students three times annually – twice before the Pennsylvania System of School Assessment (PSSA) tests and once after.

 

I am not a fan.

 

Students hate it. It does not return valuable data. And it takes precious time that I could be using to actually teach something.

 

When I told my kids they were going to have to take the assessment this morning, one girl said, “I hate the CDTs. It stands for I Can’t Do This.”

 

Another girl had a more visceral reaction. When she saw the letters “CDT” on the board, she literally began rolling around on the floor and groaning.

 

These are the kinds of students I have – victims of generational poverty, malnutrition, childhood trauma, violence, drug abuse and systemic racism and prejudice. Strong-arming them into another standardized test isn’t doing them any favors.

 

Compare their reaction this morning to yesterday’s lesson.

 

We had just finished a unit on plot using Dr. Seuss stories and cartoons to illustrate complex concepts like exposition, conflict, rising action, climax, resolution, theme, etc.

 

I made a competitive review game through a program called Kahoot, and kids were out of their seats, jumping around, squealing with delight as they demonstrated their knowledge of what they’d learned. It got so loud one of the principals came running over from the office to make sure things weren’t getting out of hand. But what he found were students so engaged by the work they could barely contain themselves.

 

Heck! I even gave them a test of my own creation right afterward. There were no groans. There were no protests.

 

They sat at their seats like grown adults, concentrated and answered the questions to the best of their abilities.

 

Compare that with today’s assessment.

 

Behaviors off the hook. Sullen looks. Demands to use the restroom, go to their lockers, visit the nurse – ANYTHING but be here in class and do this test.

 

Why the difference?

 

Because they knew what was expected on MY test, and they knew they could meet my expectations. I was there for the lesson. I made the test. I would grade it. I have a relationship with these kids and they know I will assess them fairly.

 

But not on this standardized CDT nonsense!

 

Data Recognition Corp isn’t there for the lesson. It has no rapport with students. Kids don’t know what the expectations are and don’t think they can meet them. And they have no sense that this multi-billion dollar corporation will grade them fairly for their efforts.

 

So they act out.

 

They throw wads of paper or airdrop pictures to each others’ iPads.

 

And here I am in front of this room of unruly children forced to have to defend the bullcrap garbage that I’m being coerced to do to them.

 

I want to apologize. I want to tell them this is not my idea. And after a while, I even DID that. But it’s no use.

 

It matters little whether the executioner does his job with reluctance or not. He’s still here to end your life. And I was still cast in the role of ending their education for the day and replacing it with “proof” that they aren’t good enough.

 

When the test was over, so many children showed me their scores with hurt faces.

 

“Mr. Singer, I really tried!” one boy said.

 

“This is rigged!” another said.

 

And what am I supposed to say to that? Should I explain how they’re right – how standardized tests have always been culturally and economically biased? Why would they care!? What kind of teacher would that make me!?

 

I know this is wrong, but I still do it!?

 

What use am I?

 

What purpose do I serve enforcing policies I know to be detrimental?

 

I went through five years of college to become a teacher – not a prison guard. But on days like today that’s what I am. I’ve devoted over a decade of my life to nourishing children, not ordering them all to march in line single file.

 

But here I am, a paid thug who browbeats and coerces innocents into doing things they don’t want to do for purposes that won’t benefit them and will in fact be used against them.

 

I wonder what the school board would say if I had the guts to stand in front of them at a public meeting and tell them.

 

I guess I’ll just have to keep wondering because the last time I tried to address that august body without an explicit invitation, I was told I wasn’t allowed to do so since I don’t live in the district where I teach.

 

But sometimes I question whether the elected representatives of my district even understand what I’m being bulldozed into doing in their name.

 

Do you know I am abusing your children? I am crushing their creativity, their self-respect, their curiosity. Is that really what you want of me? Is that what you hired me for?

 

Don’t get me wrong.

 

It’s not really anything new. I’ve been doing this for almost 15 years. It’s just harder every year.

 

I heap on justifications – you have to do the bad stuff so you can do the good stuff. You have to enforce the testing so you can do authentic teaching.

 

And every year the mandates get more restrictive, the teaching gets a little less and the testing a bit more.

 

Meanwhile, politicians pretend like they’re doing something to fix it. Gov. Tom Wolf (whom I generally like) cuts off a few days from the PSSA tests this year. But he keeps the recommendation that we take the CDTs. He keeps the entire test-and-punish framework in place. Like most Democrats, he’s willing to twiddle around the edges but has no guts to do away with what’s wrong and replace it with what’s right.

 

Meanwhile, parents in my state are generally clueless.

 

You have some strong advocates here and there. Some moms and dads who understand what’s going on. But most are either oblivious, too busy putting food on the table, in jail or dead.

 

I used to send home a letter to parents reminding them of their right to opt out of standardized tests. It almost got me fired.

 

And for my efforts, I think maybe one or two parents over five years actually took me up on it.

 

I go to my local union and tell them my concerns. They nod and ask for more information and then quietly forget it.

 

Meanwhile, the national unions are behind the testocracy 100%. They’ll wag their fingers and complain about testing, but they’re too busy making sure the teaching profession even exists tomorrow to stop for small potatoes like bad practices.

 

I feel so alone here.

 

I’m pulling my hair out and the only response I get is from the choir (Hallelujah!) and the corporate education reformers (How dare you!?).

 

The majority stays silent. And complicit.

 

I’m just not sure I can do it anymore.

 

I’ve thought about calling in sick whenever I have to give a standardized test. It would be a lot of days, but I could do it.

 

That might be safe, but it would be cowardly.

 

I’d just be saving myself the pain and humiliation of giving the tests. My students would still be forced to take them.

 

So what do I do?

 

I write.

 

I write blogs like this one.

 

I pound out my cares and reservations, put them in a virtual bottle and set it adrift on the seas of the Internet.

 

It’s a constant gamble.

 

Someday someone may read them who can end my career.

 

Or maybe someone with the power to make a difference will read them.

 

Maybe that’s you.

 

Maybe it’s all of us.

 

I don’t know.

 

I have no solutions today. Just shame and regrets.

 

A dilemma that I cannot solve.

Dear Teachers, Don’t Be Good Soldiers for the EdTech Industry

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Dear fellow teachers,

Thank you for coming to this meeting on such short notice.

I know you have plenty more important matters to attend to this morning. I, myself, left a pile of ungraded papers on my desk so I could get here. Not to mention I urgently need to fix my seating charts now that I’ve finally met my students and know who can sit with whom. And I’ve got to track down phone numbers for my kids’ parents and go through a  mountain of Individual Education Plans, and… Well, I just want you to know that I get it.

There are a lot of seemingly more pressing concerns than listening to a teacher-blogger jabber about the intersection of politics and our profession.

Is that all of us? Okay, would someone please close the door?

Good. No administrators in here, right? Just classroom teachers? Excellent.

Let’s speak openly. There’s something very important we need to talk about.

There is a force out there that’s working to destroy our profession.

Yes, ANOTHER one!

We’ve got lawmakers beholden to the corporate education reform industry on the right and media pundits spewing Wall Street propaganda on the left. The last thing we need is yet another group dedicated to tearing down our public schools.

But there is. And it is us.

You heard me right.

It’s us.

There is an entire parasitic industry making billions of dollars selling us things we don’t need – standardized tests, Common Core workbook drivel, software test prep THIS, and computer test crap THAT.

We didn’t decide to use it. We didn’t buy it. But who is it who actually introduces most of this garbage in the classroom?

That’s right. US.

We do it. Often willingly.

We need to stop.

And before someone calls me a luddite, let me explain. I’m not saying technology is bad. It’s a tool like anything else. There are plenty of ways to use it to advance student learning. But the things we’re being asked to do… You know in your heart that they aren’t in the best interests of children.

I know. Some of you have no choice. You live in a state or district where teacher autonomy is a pathetic joke. There are ways to fight that, but they’re probably not in the classroom.

It’s not you who I’m talking to. I’m addressing everyone else. I’m talking to all the teachers out there who DO have some modicum of control over their own classrooms and who are told by their administrators to do things that they honestly disagree with – but they do it anyway.

We’ve got to stop doing it.

Corporations want to replace us with software packages. They want to create a world where kids sit in front of computers or iPads or some other devices for hours at a time doing endless test prep. You know it’s true because your administrator probably is telling you to proctor such rubbish in your own classroom so many hours a week. I know MINE is.

Listen, there are several reasons why we should refuse.

First, there’s simple job security. If your principal brought in a Teach for America temp and told you this lightly trained fresh from college kid was going to take over your classes, would you really sit down and instruct her how to do your job!?

I wouldn’t.

That’s the entire point behind this tech industry garbage. You are piloting a program that means your own redundancy.

You are engaged in an effort to prove that they don’t need a fully trained, experienced, 4-year degree professional to do this job. They just need a glorified WalMart greeter to watch the kids as they push buttons and stare at a screen. They just need a minimum wage drone to take up space while the children bask in the warm glow of the program, while it maps their eye movements, catalogues how long it takes them to answer, records their commercial preferences and sells all this data to other companies so they can better market products – educational and otherwise – back to these kids, their school and their parents.

This isn’t about improving educational outcomes. It’s about bringing the cost down and pocketing the savings as profit.

It’s about replacing the end-of-the-year standardized test with daily mini stealth assessments that are just as high stakes and just as effective at providing an excuse for the state or the feds to swoop in and steal control, disband the school board and give the whole shebang to the charter school operator who gives them the most generous campaign donations.

Do NOT be a good soldier here. Do not just follow orders. Doing so is weakening our entire profession. It is putting our jobs in jeopardy. And it’s about time our national teachers unions figured this out instead of conceding the point so their leaders can keep a seat at the table. Someone needs to tell them they shouldn’t be sitting inside the building. They should be with us, outside surrounding it with signs and pitchforks.

The EdTech shell game is not about improving student learning. It’s a commercial coup, not a progressive renaissance.

Think about it.

They call this trash “personalized learning.” How can it really be personalized if kids do the same exercises just at different rates? How is it personalized if it’s standardized? How is it personalized if it omits the presence of actual people in the education process?

It’s teach-by-numbers, correspondence school guano with graphics and a high speed Internet connection.

But we give in. We don’t want to rock the boat. We’re rule followers, most of us. We do what we’re told.

Most teachers were good students, and obedience is too often a defining quality of those who succeed in our education system.

I get it. You don’t want to be a fly in the ointment. You don’t want to make yourself a target.

Me, too.

How dearly I would love to be able to just comply. But I can’t simply go along with something I know in my heart to be wrong. And this is wrong on so many levels.

I sat through a meeting much like this one earlier this year where I was told exactly which programs to force on my students. All the while good teachers whom I respect went through the motions as if nothing was wrong. They talked about how to organize our classes in the system, how to assign test prep and how often, and how to access the data.

But we never discussed why.

We never discussed if doing so was a good idea. That was all taken for granted. It was a decision reserved for someone else, someone from a higher pay grade.

Yet classroom experience is rarely commensurate with salary scale especially once you cross the line into management. Nor is the experience of a handful of administrators equal to that of a plentitude of staff!

No. I’m sorry. At very least that is a discussion WE should be having.

It is the TEACHER’S job to determine what is educationally appropriate. Not the administrators. At most, the building principal should be part of that discussion in her role as lead teacher. But the resolution to go ahead or not should be made together as a staff.

And if an individual teacher thinks based on their own experience with their own students that they should go in a different direction, they should be respected enough as a professional to have the autonomy to do so.

Teachers have to abide by best practices, but test prep in any form is NOT a best practice.

It’s time we stood up en masse and made that clear.

We are our own worst enemy in this regard.

We are too submissive. Too meek.

This world requires teachers to be revolutionaries, to be radicals.

And that doesn’t end in the classroom.

We need to educate parents and the community about what’s happening. The classroom doors are too often closed to the public. The only information they get is from anemic administrators and a mass media that invariably just reports whatever propaganda the corporation puts on the press releases.

We are responsible for our students. We must protect them from the vultures out there trying to water down their educations and reduce the quality of their learning.

We are not the only ones who can take a stand. In fact, IF we are the only ones who do it, we will certainly fail.

But, along with parents, students and concerned citizens, we MUST be part of that resistance.

We MUST take a stand for our children and our profession.

Because without us, there is no hope of success.

So we can no longer afford to be good soldiers in someone else’s army.

It’s time to have the courage of our convictions.

It’s time to rise up, walk hand-in-hand to the front of the staff meeting and tell our administrators:

NO.

Because if we don’t, no one else will.

Pity the Corporate School Reformers

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It’s gotta’ be tough to be a corporate school reformer these days.

 

Betsy DeVos is Education Secretary. Donald Trump is President. Their entire Koch Brothers-funded, ALEC-written agenda is national policy.

 

But their stripes are showing – big time.

 

The NAACP has turned against their school privatization schemes. The Journey for Justice Alliance is having none of it. The Movement for Black Lives is skeptical. Even their trusty neoliberal Democratic allies are seeking to put some distance between them.

 

And it’s making them look… sad.

 

You’d think they’d have much to celebrate. Their policies are right up there with voter disenfranchisement, the Muslim ban and building a wall.

 

Charter schools – YES! Voucher schools – YES! Public schools – NO.

 

High stakes testing is going gangbusters pushed by the federal government with little interference from the states.

 

Common Core is in almost every school while the most state legislatures do about it is consider giving it a name change.

 

And in every district serving students of color and the poor, budgets are being slashed to pieces to make room for another juicy tax cut for the rich.

 

They’ve taken George W. Bush’s education vision – which neoliberal Barack Obama increased – and somehow found a way to double-triple down on it!

 

They should be dancing in the streets. But somehow they just don’t feel like dancing.

 

What’s wrong, Michelle Rhee and Campbell Brown? Is that a tear I see in Peter Cunningham’s eye?

 

Perhaps they’ve seen the error of their ways. Maybe after all this time, they’ve finally realized all children deserve a robust, authentic education, not just the market-driven chance of – maybe – a quality education.

 

But no.

 

It’s not that.

 

It’s the way the Trump administration is going about it.

 

You see, he’s being – gulp – honest.

 

He’s actually saying what he means. He’s throwing back the curtain exposing all the racist, classist, capitalist motivations behind corporate education reform.

 

Even when he lies – which is often – he’s no good at it. His real motives are plain as the weave on his head.

 

Under Obama, they could do almost the same things, but at least Barack would apologize for it. He’d clothe it in the language of civil rights and make it sound all noble. He’d excuse systemic inequality as the deserved results of competition.

 

But Trump!? He’s championing all their favorite causes while tweeting skepticism about the very concept of civil rights, ignoring poverty as fake news and just making an all out ass of himself and everyone with whom he associates.

 

That’s YOU, corporate education reformers.

 

That’s you. And you’re being forced to own it.

 

I almost pity you.

 

What a dark world you must inhabit. To take these sinister schemes that brutalize children and actually believe in them!

 

Take charter schools.

 

Imagine sincerely believing that poor black kids deserve to go to schools that aren’t controlled by school boards but instead by unelected bureaucrats. Imagine thinking the color of your skin should determine whether you have a say in your child’s education. White folks get to elect the people running their schools, but not black folks. And you know what, it’s for their own good, say the reformers!

 

Imagine thinking that the amount of melanin in your skin should determine whether your schools are transparent or not – whether they’re required to have open records, open meetings, even whether they have to follow the same safety protocols and regulations as traditional public schools!

 

WHITE SCHOOLS – not for profit, spend the budget all on the students. BLACK SCHOOLS – CA-CHING! CA-CHING!

 

And when it comes to voucher schools, imagine selling a tax cut to a wealthy family as if it somehow benefited poor folks. Letting the Walton’s pocket a few thousand from their kids exclusive private school tuition doesn’t help Ma and Pa Six Pack. Nor does offering a discount to the kind of parochial schools that brainwash kids into thinking that evolution is evil, climate change is a Chinese conspiracy, and slavery was just God’s will.

 

It’s the difference between trying to sell a glossy fraud like KIPP’s charter school network and an obvious one like the President’s Trump University.

 

But now everyone sees they’re essentially the same.

 

No wonder these faux reformers look so down.

 

Imagine pushing standardized tests as if they were a technological breakthrough. They’ve been around since at least China’s Han Dynasty (206 BC – 220 AD). If that’s cutting edge, I think you’ll like my new APP. It’s called The Wheel!

 

In America, standardized tests have been around since the 1910s where they were a leading feature of the eugenicist movement. They were a tool to “prove” the racial imperfection of black and brown people and the superiority of whites. Imagine demanding something like that as a civil right!

 

I couldn’t do it with a straight face. But they did!

 

And it worked! For a little while.

 

Now their whole pyramid scheme is just too damn clear. Make the kids take unfair, biased tests that will show how few resources poor black kids get and then use that as a justification for giving them fewer resources, closing their schools and privatizing them. No one’s even tried a scam that blatant since Bernie Madoff went to prison!

 

What do they have to gain by all this? Money.

 

Standardized testing is a multi-billion dollar industry. School privatization is a multi-billion dollar industry. If you can find a way to suck up federal, state and local tax dollars meant to educate children and divert that into your private bank account, well you’ve just struck it rich!

 

Racism pays, folks! Prejudice pays! Because the majority doesn’t mind so much when you take advantage of the underprivileged. That’s why they’re underprivileged in the first place!

 

And when people like me speak out against them, the best they can do are Ad hominem attacks – you’re too white to question policy affecting black people, or your friends are black but (somehow) not black enough. Today I actually read a response to an article I wrote that came down to these insightful criticisms – Nu-uh! And How dare you! Which we can add to their response to criticisms that charter schools increase segregation – I know you are but what am I?

 

The folks at the Education Post, a propaganda network passing off most of this nonsense as if it were legitimate news and funded by $12 million from the Broads, the Waltons and other usual suspects, they must really be desperate.

 

They’ve sold their souls to the Devil and may not even get a good return on the investment.

 

You see, they’re betting that by the time the Trump zeppelin explodes, their policies will be irreversible.

 

The problem is that he’s been extremely ineffective. He’s pushing their agenda, but isn’t getting much done.

 

And with multiple new scandals everyday and increasing calls for impeachment, time is running out.

 

It’s enough to stoke pity in the hardest of hearts.

 

Sure these folks have sold out our children for thirty pieces of silver, but they’re still people, after all.

 

They deserve our empathy, kindness, pity.

 

Well almost.

More Truth in Teacher-Written Education Blogs Than Corporate Media

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Let’s get one thing straight right from the get go: I am biased.

 

But so are you.

 

So are the parents, students, principals and school directors. So are the policymakers, the corporate donors and professional journalists.

 

Everyone involved in education policy is interested in one side or another of the debate. It’s just that some pretend to practice a kind of objectivity while others are open about their partiality.

 

It’s unavoidable. I’m a public school teacher. Not merely someone who’s taught in a public school for a few years – I’m an educator with more than 15 years experience in the classroom. And I’m still there.

 

I’m not a Teach for America recruit who committed myself to three years in front of children after a few weeks crash course. Where I am now was my goal in the first place. I’m not doing this to get the credentials for my real dream job, being an education policy advisor for a Congressperson or Senator. Nor do I plan to become a Superintendent, Principal or school administrator someday.

 

All along, my goal was to have a classroom of my own where I could help children learn.

 

Moreover, I’m a public school parent. My daughter goes to the same public school my wife and I both attended as children. We could have sent her to a charter or private school. But we made the conscious choice not to, and we’ve never regretted it.

 

Our local district serves a mostly high poverty population. More than half of the students are minorities. The facilities aren’t as up to date as you’ll find in richer neighborhoods. Class sizes are too large. But we decided that being a part of the community school was important, and much of what my child has learned there simply isn’t taught at schools where everyone is the same.

 

So when you read one of my blogs (even this one), it comes from a certain point of view. And I’m okay with that. You should be, too.

 

However, when you read an article in the Wall Street Journal, New York Times or Pittsburgh Tribune Review, there is a presumption of detachment and neutrality. But it’s bogus.

 

Those articles are written by human beings, too, and thus they are likewise biased.

 

The only difference is what exactly that bias is.

 

My preference is plain and on the surface. I am in favor of public schools over privatized ones. I support teachers over corporations making decisions about how to educate. I’m an advocate for children and families.

 

When you read an article in the mainstream media, you frankly have no idea which direction their inclinations swerve.

 

However, you do know that money often plays a major role in their editorial spin.

 

Journalism is a business. Perhaps it should be a public good. We used to look at it that way. We used to try to keep it separate from advertising. It didn’t have to make a profit.

 

But that’s all changed. Now it’s expected to bring in money. It’s expected to generate “value” for the corporation that owns it. However, we rarely stop to think how corrupting an influence that is.

 

For some people, my position as an educator discredits my knowledge of schools. Yet getting paid by huge testing corporations doesn’t discredit journalists!?

 

I speak here from experience, too. I used to be a professional journalist.

 

Before becoming a teacher, I worked full-time at various daily and weekly newspapers in Western Pennsylvania. I can tell you first hand that sometimes editors encouraged or physically rewrote articles to spin the story the way they wanted.

 

I remember writing a story about a local tax collector seeking re-election. I didn’t know him, personally, but I had heard several rumors about unsavory practices he had allegedly engaged in while employed in a different capacity as a public servant. So I did research and found that they were true. I had proof. I even confronted him, personally, with what I had found to give him a chance to explain.

 

However, when I submitted the article, my editor had a conniption. Apparently, the tax collector had called the paper threatening to cause trouble. So the article was completely rewritten to downplay what I had discovered.

 

None of it mattered that much. It was just a local tax collector’s race. Frankly, I can’t even remember if he won re-election. But it was demonstrative of what happens in editorial departments.

 

I’ve seen businesses complain about news articles and threaten to withdraw advertising. I’ve seen colorful, glossy info-packets sent to reporters seeking articles about subjects enticing them with the ease of approaching it from their point of view. I’ve had editors assign me stories that I thought were non-issues and then they tweaked my finished product so it had the implications they intended from the get-go.

 

If that happens at the local level, imagine what happens at the biggest corporate offices.

 

Now don’t get me wrong.

 

I’m not saying that mainstream media is nothing but lies. I’ll leave that claim for the President. But it IS biased. And as smart consumers of media, we need to be aware of it.

 

We need to be aware that corporate media is often going to take the side of big corporations. They’re going to be in favor of standardized testing, Common Core, charter and voucher schools. They’re going to talk up computer-based depersonalized learning. They’re going to uncritically criticize those standing in the way of corporate profits – i.e. teachers.

 

This doesn’t mean readers shouldn’t trust education reporting from professional journalists. There are writers out there who are trying to present both sides of the issue without editorial meddling. There are reporters who understand the big picture and are trying to expose the truth. Moreover, they have resources that bloggers often don’t – copy editors, fact checkers, knowledgeable and experienced colleagues in media, etc.

 

However, they are frankly working with significant limitations that teacher bloggers don’t have.

 

When I want to know how public schools work, I can simply appeal to my first hand experience. When a reporter want to do that, she is often stymied by rules and regulations that keep people like them out.

 

They are rarely permitted inside our schools to see the day-to-day classroom experience. Legal issues about which students may be photographed, filmed or interviewed, the difficulty of getting parental permissions and the possibility of embarrassment to principals and administrators often keeps the doors closed. In many districts, teachers aren’t even allowed to speak on the record to the media or doing so can make them a political target. So reporters are often in the position of being unable to directly experience the very thing they’re reporting on.

 

If I read a book about baseball, I might know a lot of facts about the players. But that can’t compare with someone who’s actually been to the games, been on the field, even played in the World Series!

 

 

At the same time, education blogs aren’t perfect either. For one, you have to be cognizant of who is writing them.

 

You’re currently reading The Gadfly on the Wall Blog. But that’s worlds different than reading the Education Gadfly. The latter site is owned and operated by the Thomas B. Fordham Institute. This organization actually runs charter schools in Ohio. They spend millions of dollars spreading propaganda on charter authorization, school choice, standardized curriculum, digital learning, standards, testing, etc.

 

I, on the other hand, am just a school teacher with a laptop. Education Gadfly has a paid staff. No one pays me a dime nor do I even sell advertisements.

 

To be fair, I operate on a free WordPress site and sometimes WordPress puts ads on my page. But I don’t see any of that money. It’s just the cost of having a free site. If I wanted to pay for it, I could get an ad-free site.

 

Also, once in a blue moon a Website that reposts my blog pays me a couple of bucks for the privilege. So maybe I’ve ordered a pizza or two with money from the blog, but I certainly couldn’t survive off the revenue from it. I would literally make more money working one week at WalMart than I’ve ever pulled in from three years of education bloggery.

 

 

These are the reasons why teacher-written education blogs are superior to the competition.

 

They aren’t beholden to corporate money or influence. They have first-hand experience of the subject.

 

Journalists have a hard job and they deserve our respect. But they can’t compare to the expertise of practicing educators.

 

If editors included our voices more, perhaps the mainstream media wouldn’t be so skewed towards corporate interests.

 

But that’s really the goal, in the first place.

National Education Association Seems to Endorse Replacing Teachers With Computers

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When all the teachers are gone, will America’s iPads pay union dues?

 

It’s a question educators across the country are beginning to ask after yet another move by our national unions that seems to undercut the profession they’re supposed to be supporting.

 

The National Education Association (NEA), the largest labor union in the U.S., published a shortsighted puff piece on its Website that seemingly applauds doing away with human beings working as teachers.

 

In their place would be computers, iPads, Web applications and a host of “devices” that at best would need human beings to serve as merely lightly trained facilitators while children are placed in front of endless screens.

 

The article is called, “As More Schools Look to Personalized Learning, Teaching May Be About to Change,” by Tim Walker.

 

Teacher-blogger Emily Talmage led the charge with a counter article on her site called “Anatomy of a Betrayal.” She outlined the NEA’s change from being critical of such initiatives to joining with the likes of Jeb Bush and various foundations, tech firms and school voucher advocates in celebrating it.

 

Make no mistake.

 

This is not merely an examination of changing teaching practices. It is a movement by tech giants to further standardize and privatize America’s public schools.

 

This isn’t to say that technology can’t enhance learning. But classroom teachers with any kind of experience know that simply plopping a child in front of a computer screen is a terrible way to do it. It’s the equivalent of having all your questions answered by an automated voice on the telephone versus being able to ask questions of a living, breathing person.

 

And they have the gall to call it “personalized learning” as if it were meeting all the needs of students one-on-one. It isn’t.

 

It’s one-on-one, but it isn’t meeting anyone’s needs except bankers, hedge fund managers, charter school operators and tech investors.

 

It’s a way to drastically reduce the cost of education for poor and minority students by removing the need for a teacher. It’s the educational equivalent of an automated cashier in the grocery store, but unlike at Giant Eagle, it doesn’t just tally your bill, it pretends to teach.

 

This is the definition of a McEducation. It’s the logical extension of policymakers who think that 5-week trained Teach for America recruits are equivalent to education graduates with four-five year degrees and years of classroom experience. They’re just replacing TFA recruits with Apps.

 

Don’t get me wrong. America’s public schools have a lot of problems. They’re segregated by both economics and race. The poor and minority schools are inadequately funded and inequitably resourced. They are forced to compete for what little money remains with charter school vampires who are allowed to spend it however they like with little to no accountability or transparency. More money disappears down the gullets of voucher schools to subsidize the rich and indoctrinate Christian fundamentalists. And to top it all off, our public schools are forced to give scientifically invalid standardized assessments that are incentivized to fail as many students as possible so the same corporations that make the tests can sell districts remediation materials. Meanwhile, a large portion of these profits earned off public schools are reinvested in lawmakers reelection campaigns so they’ll pass legislation that continues to treat our children as golden geese for business and industry.

 

The NEA should know that. We have more than enough enemies to fight. But instead of taking arms, our national unions have been racing toward the bottom to compromise and keep that proverbial seat at the table. They’ll fight for teacher tenure. They’ll fight right-to-work legislation. But policies that undermine the very fabric of the profession? NAH.

 

 

We saw the same thing with Common Core. Educators knew you can’t teach higher order thinking skills to children without first doing the groundwork of process. But the book publishers had new textbooks to market so the NEA backed a horse they knew was dead at the starting gate.

 

And now we have the tech giants – the Zuckerbergs and Gates – slobbering over the profits they can make by callously removing teachers from the equation.

 

I’ve seen this first hand.

 

My district has a one-to-one iPad initiative. For two years, each of my students has had a device in every class. It hasn’t dramatically improved learning. At best, it’s increased students’ computer literacy. At worst, it’s a toy that actually distracts from authentic learning.

 

They allow me, the teacher, to give all assignments digitally. But that requires the network to function perfectly, the devices to be fully charged, the assignments to be entered precisely, the students to engage with them correctly and creatively – when handing students a paper and having them hand it back is actually much more efficient.

 

They allow students to look up unfamiliar vocabulary quickly, but they rob students of the context skills necessary to know which definition is appropriate, and experience using prefixes, suffixes and roots.

 

They allow students to easily access infinite information but without the skills to critically read it. More kids read the summary on the Internet than read the book – and even then, they don’t understand it.

 

They allow students to make colorful Keynote presentations and iMovies, but do nothing to prepare them how to intelligently organize the materials.

 

And – worst of all – they convince number crunching administrators that assignments, tests and lessons can be given digitally with hours of screen time. As if that was equivalent to authentic learning.

 

That is the end goal.

 

Everyone knows it. Isaac Asimov wrote about it in 1954 with his classic science fiction story “The Fun They Had” about a future where computerized home schooling was the norm. But even in his story, kids felt like they were being cheated out of something important that their ancestors had experienced in a traditional public school setting.

 

Instead of heeding his warning, our unions are rushing to make that world a reality.

 

You don’t strengthen unions by undercutting the professionals they’re supposed to represent.

 

Somebody needs to tell our union leaders – preferably by replacing them.

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