Entries Tagged 'Digital Ideologies' ↓

As you might have heard, I’m working as a clinical schoolteacher — basically, doing three months of unpaid student-teaching en route to earning my full teaching certificate — as mentioned in an earlier post. The gig’s at an elementary school in the Fort Worth Independent School District, in an economically disadvantaged neighborhood. Many of these children, for instance, go home and spend hours and hours alone while their parent(s) work multiple jobs, and the children often lack proper clothing or supplies such as glasses.

But one student still thought to get me, in addition to my coordinating teacher, a Valentine’s present:

For me! (Pic = Public Domain; attribution & linkage = nice)

My observations so far largely fit with what I’ve observed as a substitute teacher, a role in which I often substituted for an aide, and for the same teacher across several days. So, as a substitute I did watch regular teachers teach.

They’re mean to students. Often.

According to the fantastic instruction FWISD’s Substitute Academy gave me on behavior management (I call it “crowd control”) — and this jives with my personal experience — administering sarcasm destroys your credibility and your relationships with students more than anything else. Sarcasm’s really nothing more than a way for teachers to vent their frustration and scare students — a losing strategy, in the long run, since students lose much of their respect for downright mean teachers and don’t learn as well. There’s no need to be a Tiger Mother.

For example, teachers will yell at students for not following worksheet directions, when it’s clear the students often don’t understand the directions because, say, they can’t read them without glasses, or they’re interpreting the unfamiliar words in a novel way, or the terrible textbooks’ directions are ambiguous in the first place. And this anger when they come to the teachers asking for help with the directions!

Of course, in disciplining children, there’s no reason to coddle and give ribbons for every good deed, either. But there’s nothing wrong with treating children with kindness, telling them thank you, praising them for succeeding at what is actually difficult for them — following directions, focusing, getting an answer correct, and so on. Telling a student “Good” never killed anyone, and an encouraging, welcoming classroom community helps students learn; yet, so often I hear teachers mock students and then support their offensive behavior with a chest-pounding, macho, “toughness” credo. Yeah right. Maybe you’re just a jerk, or maybe you just don’t know what you’re doing.

Way over on the other hand, though, it sure is easy for me to spend a week or two in a new community — the school — and pass judgment, especially when I’m not under the strain regular teachers are. (Teaching to the high-stakes tests, for instance.) Kind of like committing a cross-cultural drive-by. And, I don’t want these schoolteaching blog posts to turn into passive-aggressive attacks on my co-workers, you know? But I’m calling it as I see it, and when the time seems appropriate, I’ll mention my concerns to my superiors. I do defer to their chain of command, perhaps too frequently; but, when you’re the low man on the totem pole, brazenly passing judgment isn’t always the best thing to do — especially when my superiors have years of experience that might inform their actions in ways I don’t understand yet.

Of course I don’t really believe any of that… Though I do believe this: in assessing the public school system, you can’t point fingers at any one problem (especially just because it might be politically popular to rag on that problem). The errors are system-wide; everything from underfed, hungry students to funding problems to malevolent teachers to absent parents to … You can’t single out any one thing, and you can’t ignore the good work that’s being done, either.

But I’m furious at the way teachers write off students’ misbehavior (or just problematic behavior) as due to some sort of intrinsic “badness” of the children that the teachers act like they’re incapable of addressing. I’m not really furious at the teachers, but at a culture-wide reluctance to adopt a philosophy such as Pragmatism, where one doesn’t opine about metaphysical ethical essences, but just takes the most practical assumption. Assuming at-risk students are intrinsically bad might be practical if you don’t want to stick your neck out, or if you don’t want to make the extra effort, but it’s not practical if you want to help people. And children are people. After all, adults are often just as immature as they are.

And what about gathering the courage to ditch the paint-by-numbers worksheets and make your own material, material that’d be relevant to the students and help them understand and care about their work? In class we read this long story about settlers’ candle-making. These children have no idea what the “mold” is that settlers used to create candles. There were too many paragraphs for the story also. Why not write two or three paragraphs about the snow days, answering some questions you overheard the students ask about the weather? When it’s not busywork, and when the material is relevant to the students’ lives, discipline problems often disappear.

21st Century Schoolteaching (via Our Man in Tirana)

As to that student who needs glasses (see earlier post). Some questioning, and my own experience, indicates the delay in getting glasses to students is a persistent and district-wide problem. If my questioning about the glasses supply chain turned up correct answers, a corporation called Essilor is the contractor responsible for getting glasses to students, as the students are entitled to receive under various federal legislation (if I recall correctly). The contractor apparently operates under a (state? federal?) grant, which means they have an obligation to do their work (i.e. it’s not charity), and that grant might specify a timeline for delivering the glasses. Also, the grant should be publicly available; via Twitter or email, I’ll ask organizations such as ProPublica how to track down the grants, and if I have to, I’ll file an entire FOIA.

Don’t mess with my students.

As you might have heard, I’m working as a clinical schoolteacher — basically, doing three months of unpaid student-teaching en route to earning my full teaching certificate — as mentioned...

My first day as a clinical teacher went very well. Except: I’m exhausted!

Right now the coordinating teacher and I are together in the same classroom throughout the day. She’s running the reins, and I’m just observing, sitting at the side. Eventually I’ll be able to lead some activities. I’ve done that before when I’ve substituted for the same groups of students across a continuous week or so, but this would be more serious, especially as it’s long-term.

The day began quite early; my alarms blasted off at about 4:30am. I showered & got ready, and Wifely Kate cooked breakfast:

iPhone pic by me, public domain for you. Food by Kate!

How awesome is that? The coffee was ready and everything. I was able to write fiction for about an hour and fifteen minutes — quickly revising (line-editing) an older, completed story so I can re-submit it; didn’t quite finish, since I’m having to fact-check some details — and then I headed to campus, the lunch Kate packed me in tow. At noon-ish I discovered she’d left a note in my lunchbox. The note talked about how proud she is of me. I got teary-eyed!

The coordinating teacher uses a Promothean ActivBoard (I’m not sure if the link points to the exact same model) in some very effective ways. For one portion of the classes, she shows multiple-choice math questions on the ‘Board, then the students record their answers using controllers — all students have one on their desks. The coordinating teacher shows the results on the ‘Board — as a bar graph; looks like something off Who Wants to Be a Millionaire? — and uses them not just to motivate the class (the students love the video game-y vibe), but also to hone in on the students’ misunderstandings of the material in order to explain it again. Good real-time assessment.

The ‘Board can even export the collected data, so at a later time, we can analyze the answer statistics more precisely to spot recurring troubles. Totally something out of a Tim O’Reilly project.

Since I was mostly only observing — catching up to speed on this campus’s schedule, rules, etc. — I focused on watching one student at a time. (I’ve blogged before about developing observation skills. As for characterization, can a writer quickly notice in real-life what makes another person absolutely unique?) I noticed a boy whom I think might need glasses. Squinting, tilting his head to see better, putting his face inches from his paper. There’s a school program to address vision issues, but I’m not sure how prompt it is. Watching how in need and at risk students are can be upsetting. I’ve seen it before, substituting.

This particular student is enthusiastic, often raising and waving his hand even before the teacher asks another question. His enthusiasm hasn’t been disruptive. He seems to be a bit in his own world — smiling to himself, thinking his own thoughts. Good kid.

After leaving the campus, I went to Stay Wired! Coffeehouse and Computer Service for two hours, where I’m helping out as a computer tech. After my two hours were up, I informally sat in on a meeting for Democrat Cathy Hirt‘s campaign for the Fort Worth mayor position. There, upon being asked, I talked a little about my experiences and observations working for the local public school system.

I have to confess I’m bewildered about the relationships between my roles as a writer, teacher, newbie activist, blogger, and tweep (Twitter person). For example, working as an activist differs from volunteering for a political campaign (as I did for Bill White), from working for one in an official capacity, from blogging reportage or opinion about it, from incorporating observations of a campaign into a fiction project, etc. It’s a bit unnerving when you’re sitting there with a few people talking local politics and you’re trying to figure out which hat you’re wearing, so to speak. I have no real idea how to resolve these mini-conflicts, and there’s no one right answer.

The convention for blogs to be frequently updated conflicts with my personal preference for long-form or at least mucho-revised writing; and, when I’ve tried to blog long-form writing in the past, it’s often come off as too complex (Latinate, twisted syntax…) and hasn’t been revised well enough — a bad compromise between careful long-form writing and a quick blog post. Really, if you’re blogging long-form pieces, you’re essentially writing e-books. Since I consider myself a non-commercial writer (i.e. my goal isn’t profit; that possibility is a fringe benefit; I don’t mean that I consider myself highbrow — I try not to think in those terms), I’m not against the idea of eventually releasing more of my creative writing (fiction and otherwise) under Creative Commons licenses, but I sense that right now, I still need the bigger bullhorns and reputation-build of established venues (i.e. magazines, publishing houses).

The increasing online success of vkgoeswild (Vika Yermolyeva) has been a bit of an eye-opener for me. I thought she was cool before she joined forces with Dresden Dolls drummer Brian Viglione (Hipster cultural capital snobby-stupid FTW! =p). Vika supports herself by receiving online tips and selling customized transcriptions online. Other artists and bloggers have figured out similar business models (search through Boing Boing for many examples and discussions). But for creative writing, I just don’t excel at the very short, very quickly written form, which seems to be necessary to any feasible online business model I can actually think up for right now.

Besides, I love teaching!

My first day as a clinical teacher went very well. Except: I’m exhausted! Right now the coordinating teacher and I are together in the same classroom throughout the day. She’s...

Whoa, I just earned actual money by writing and self-publishing fiction without an agent or a publisher or an editor or an acquisitions editor. Without any other gatekeeper. The point of this post isn’t the handful (or less) of euros, but another anecdote supporting the march toward what might well be a new paradigm for publishing.

I’ve received fan mail for the story; again, this is not to brag, but to point out that netizens actually read and enjoyed the piece without mediators between them and me. (Artistically, critiquers helped me, of course; and, there are Dreamhost and Flattr and other web companies/organizations, plus the overhead cost of running this website. So in a very loose sense there are, if not mediators, connectors.)

The money came because someone I’ve never met flattr‘ed — donated in favor of — my short story “Glenn of Green Gables,” which I self-published under a Creative Commons license.

The license allows readers to share (copy) and remix (adapt; e.g., translate) the story so long as they do so on a noncommercial basis, give my name and my story attribution & linkage, and license any remix/adaptation they make similarly. In other words, share the story all you want, freely, and do something cool with it, unless it involves plagiarism or making money. (If you’re Hollywood, email me.)

Yeah, download the short story, the whole thing, and toss a few coins in the tip jar on my digital street corner here where I’m being your bard.

I think magazines and publishing houses are still very necessary. They provide authors with infrastructure for, say, interviews and book tours, among other functions. (After all, most artist types aren’t the greatest biz folk at promoting themselves.) Houses help readers choose between fiction based on reputation. They connect authors with communities and with editors — though tons of editors are already freelancing outside the umbrellas of publishing houses. AND magazines and publishers still have bigger bullhorns than many websites (including mine), bigger wallets than micro-donaters, and they typically bestow more credibility (for opportunities such as speaking gigs) than self-publications. So, sure, I definitely still want to get a bunch of stories past gatekeepers. They’re not all bad or anything!

But the bottom line: in order to connect with readers and score some pocket change, I won’t have to have gatekeepers’ approval. Not anymore. Score one for the Internet.

Whoa, I just earned actual money by writing and self-publishing fiction without an agent or a publisher or an editor or an acquisitions editor. Without any other gatekeeper. The point...

If you aren’t up to speed on Wikileaks news, try here and here and here, and watch this:

Now that you’re up to speed:

There is this goofy card game one of my brothers likes to play; to my knowledge, he invented it. The dealer (typically my brother!) passes out one face-down card to himself and one to each other player. At his signal, all players raise their cards to their foreheads facing out such that no one can see his or her own card, but everyone can see everybody else’s. The players then place bets as to how valuable they think their own cards are in comparison — a total guess, of course, but by this time everyone’s laughing from holding poker cards against their skin. After betting, the players reveal their cards, and the random results release laughter …

Here’s my version of the game, which so far exists only in my imagination. People find themselves seated at a dinner table, clutching their one card tightly to their chests, looking down at their stated worth — “7” or “3” or “10” — a value that is calculated according to all the good and the bad they have caused in life, according to all the secrets they know, according to all the things they wish they hadn’t said or they wish they knew how to say.

“If you don’t love you’re dead, and if you do, they’ll kill you” — Herbert McCabe

At this imaginary table of mine the players are making small talk, some of it happy, some of it sad; all are nervous about their value, and what the other players would think if their card were seen. After all, this player Sue’s card reveals that she said to this player Bob that this other, wealthy player Jorge’s a jerk, and now that Bob and Jorge are pretty good friends, does Jorge know what Sue once said about him, and if so, how does that affect who’s gonna pick up the check?

The dealer — a voice from the sky? — suggests the players lay their cards down on the table, face-up, on condition that they all, unanimously, forgive one another and love one another regardless of the cards’ value. The players agree, make their promises, and lay the cards down face-up. Angry yelling (“Jorge has the hots for both Bob and Sue?”) soon turns to laughter (“Jorge has the hots for both Bob and Sue!”) as people discover everyone’s a mess inside …

Except what if the players at the table included polarizing figures such as (take your pick) Dick Cheney, Barack Obama, Julian Assange, or heck, even that driver yesterday who cut you off when you really needed to get over a lane? Would we the powers-that-aint agree to forgive they the powers-that-be permanently if they’d lay down their cards and their guns?

I would. I would, to get the cards on the table so everyone could be safe.

There are of course several things my card-game scenario doesn’t address. For instance, it seems radical transparency and privacy can come into conflict, and privacy is I presume often preferable: if you’re surveilled to death, your creativity is chilled (partly because honest creativity requires engaging in thoughtcrime) and also under surveillance you can’t experience as fully the fun premium privacy can add to events (e.g., sweet nothings can be more meaningful when expressed without others around). Further, logically there are possible worlds where security is unjustly threatened by radical transparency, and I am uncertain as to how such situations, when they do arise in this actual world, should be handled, although I am tempted to say, well, let the chips cards fall where they may, because 4000 years of trading our rights away to leaders whose trustworthiness is unproven in return for promises of security hasn’t worked out so well.

Minor edits made 18 August 2010.

If you aren’t up to speed on Wikileaks news, try here and here and here, and watch this: Now that you’re up to speed: There is this goofy card game...