Infidel and a Western Historical Perspective


I just finished reading Infidel and Nomad by Ayaan Hirsi Ali. As someone who has believed strongly in diversity and the strength of multi-culturalism, her ideas shake things up for me as a liberal. She was a Muslim Somalian who escaped an arranged marriage and who now lives in the U.S. Now she adamantly writes about the dangers of the mindset of the Muslim religion. 

This I need to consider further, but while reading her memoirs, I thought about the role of women as I was growing up and how some elements are similar.

As I read details of her childhood, I was appalled at the everyday violence she experienced and the degradation she was made to feel as a female.  No child should have to experience what she did. 

Women Unequal to Men

Although it is definitely no comparison to her extreme experiences, I grew up in a time when our culture in the United States did not consider women equal to men.

Hirsi Ali writes about female circumcision that she experienced and how important female purity was to the honor of a girl’s family. Once a girl reached puberty, she was guarded like a hawk. Of course, nothing as brutal as circumcision was present in my world, but I understand the essence of what she was saying because of my western experience growing up.
Once I reached puberty, my mother stressed that I was not to be alone with someone of the opposite sex…even when I was in college. (We once had a huge family crisis because I didn’t obey this rule.)  In those days, expectations for girls were different from boys. I remember when I was 10 and told my parents that I wanted to be a doctor—a brain surgeon. (At that time I was into reading all the medical articles in Readers Digest.) My parents sat down and talked with me seriously about how girls did not become doctors but nurses instead. Then, they suggested, maybe as a nurse I might see too much blood so maybe I should consider becoming a teacher or a secretary. Whether or not I went to college was okay with them. They would be proud of me either way.
College and Career

I had no intention of becoming a secretary but am glad I became a teacher. It really suited me better than a medical career.  (My parents were right but for the wrong reasons.) When it came time to choose a college, I decided to go far enough away that I would have to stay in a dorm. My parents tried to talk me into commuting…even offering to buy me a used car. Even then, I knew that my college education would involve more than academic classes and instinctively I knew I needed to go away to college.

I wound up going to Frostburg where, at that time of a teaching shortage in the state, I would have free tuition if I signed a contract to teach in Maryland for two years after I graduated. No problem.  Students today might have a problem understanding this but in those days, female students were treated differently from male students. The day I arrived at Frostburg, there was a special assembly for students and their parents. Dr. Hardesty, the president of Frostburg at the time and a buffoon as far as I was concerned, assured parents that the college would take good care of their daughters while they were away from home. His advice to students was, “Cling to your professors.” Although he wasn’t speaking literally, some of the girls wound up doing it literally.

Before parents left their daughters, they filled out a permission form. There was a list (I seem to remember 6-8  items) of things their daughters could or could not do while in the care of the college. For example:
     Yes___  No ___  My daughter has permission to visit a fellow student in town.
     Yes ___ No ___ My daughter has permission to spend the night off campus.

And so on. Being rather sheltered, my parents checked off “no” for all items but that didn’t matter because I found ways to do what I wanted anyway…and not be caught.

Some students today might be surprised that dorms then were segregated and boys were not allowed at all in girls’ rooms. Even more surprising is that girls had curfews and boys did not. Boys were allowed to live off campus but girls had to have a female “house mother.” In Infidel and Nomad, Hirsi Ali writes about how Muslim women must cover themselves for fear of sexually tempting men who might see any skin. When I was growing up, of course things were nowhere near extreme. However, girls were constantly reminded by their mothers of how to act as “young ladies.”  At Frostburg, girls were held to a dress code (but not the boys).  In my college days, students had meal tickets and ate in a dining hall. Girls could not wear pants but had to wear skirts for their college dining experience. 

Marriage

As a young girl, for my birthday and Christmas I usually got one gift that was an item for my “hope chest.” My hope chest was filled with a silver service, one fork, spoon or knife at a time. The “hope” was that I would find someone to marry me. Hirsi Ali writes about young Muslim girls being promised to older men—marriages that fathers arranged for. The men paid with goats, etc. and walked away with the promised goods… young wives who would bear many children, be at their command and tolerate new wives that they might marry.

I remember not long ago, weddings where fathers walked their daughters down the aisle. The minister asked who was “giving away” the bride. The father then turned the bride over to the groom.  The vows involved the bride saying that she would “love, honor and obey” her husband. At one time, the groom did not repeat these words but I think things may have changed now. However, it was the bride who always gave up her name, her identity, and took on her husband’s name. There was never any question about doing this. Today, even though things are changing, most women give up their names and take on their husband’s last name. 

Even today, when envelopes are addressed to a married couple, in the dwindling instances of snail mail, they are addressed to Mr. and Mrs. (husband’s first and last name). 

In the past, in marriage the woman was expected to fill certain roles while the man would fill his expected roles. My first husband once gave me for my birthday, ten coupons for washing the dishes for the next year! Gradually things are changing in this area. 

Hirsi Ali writes about the disgrace a family felt if a daughter was not married and how dangerous it might be if she were raped. She says there are still “mercy killings” every day in the world because someone’s daughter was raped. The woman is killed…not the man! It’s her fault if a man rapes her!
To a lesser extent, this attitude exists in the U.S. where  prostitution is illegal. When someone is arrested in a prostitution bust, it is the woman and not the man who is arrested. Even today. 

Later in my life, when I decided to leave teaching and (unsuccessfully) look for a photography position,  one man told me in an interview, “There are some jobs I just wouldn’t send a girl on.” I knew that was not the place for me to work. When I eventually opened a camera shop with a partner, I experienced lowered expectations of my expertise even from female patrons.*

Thank goodness, our culture has changed. I didn’t change my last name the second time around. Our daughter had a hyphenated last name. My second husband of 32 years and I are equal partners who fill not the expected roles but the roles that suit each of us best. 

Still Room to Grow

It is sad that there are so many Muslim women in the world, some in the U.S., are subjected to the rule of their husbands and who feel they must cover their bodies so men won’t be tempted. What about men taking responsibility for their own behavior? Haven’t we heard in the U.S. that some rapes are the fault of the woman because of the way she dressed? “She was asking for it.” Shouldn’t men behave themselves regardless? 

We might view the Muslim perspective as extreme but some of the same elements, in milder form, are also part of our culture. We have come a long way in our western world but we still have a way to go…we have not elected a female President yet. 

* I used to own a camera shop and, until I was able to hire some part-time employees, I was the only staff in the store. One day a woman walked in with a camera in her hand. I stood at the counter, ready to wait on her. She stood on the other side, ignoring me and looking toward the back of the store. I finally asked her, "May I help you?" She replied that she was hoping "the man" was in. It seems she had a problem with her camera and had assumed that only a man could help her. (By the way, I wound up fixing her camera which required a simple adjustment.)


 

Bully




Power. Control. These words pierce our society and make it bleed. 

In 1975, I read Against Our Will by Susan Brownmiller and was startled by her thesis that rape is not about sex as much as it is about power and control.

These words came to my mind as I watched a screening of the new documentary, Bully, by Lee Hirsch. Although I doubt anyone would equate bullying with rape, many elements overlap. Both the rape and bullying victim have no control, are not empowered, are humiliated and their dignity is stolen from them. A huge emotional toll results. Also there is a certain objectification in both situations where the perpetrators see the victims as an other. Empathy is missing.

Like many people, as a child I had some experience as a bullying victim. Somehow I was able to deal with the cruelty of other kids and to defuse situations. Later, as a teacher (read some personal experiences here) and parent (read about how I helped my daughter when a bully picked on her in kindergarten), I found it painful to observe children bullying other children. I questioned what was behind bullying and wondered if adults could help children avoid having these painful experiences. Then I began researching this problem as a doctoral candidate in Communications Design at the University of Baltimore. I believed that a lack of empathy played a role in the bullying problem and focused on this in my research. 

When I attended the screening, I was most interested in what might have changed from 2000-2005 when I was researching and today, 2012. From what I could see in the film, not much has changed.

The documentary follows several bullies and their families and does a good job of showing the pain they feel. The community suffers as well. It also dramatically shows how clueless educators can be, especially when a principal forces a victim to shake hands with the bully, then dismisses the bully and treats the victim as if he were responsible. (My experience with insensitivity of educators.)

In following the people in the film...bullies, families, communities, schools in three states...the movie’s transitions and continuity make it difficult for the viewer to sort out all the players. As it jumps around, it is easy to confuse all the relationships.

I was expecting more clarity about the dynamics involved in bullying and, more important, the solutions. Viewers feel sorry for the victims but we do not learn enough from observing them. The film definitely offers awareness but it provides very little beyond that. 

Roger Ebert makes a good observation in his review: “My notion is that a fiction film might be more effective than a documentary. It could encourage young viewers to identify with victims of bullying and to dislike bullies. Movies that encourage empathy are more effective than those that objectify problems. Some kids will think: ‘I’m not like those losers.’ The right kind of fictional story might make that harder to do.”

Bullying is direct or indirect intentional behavior that involves an imbalance of power and is usually repeated over time. Most people see bullying as direct physical action such as hitting and punching and for too many years, adults have accepted that children will be children and that bullying is a rite of passage that everyone goes through. However, it is the indirect bullying such as ostracism and spreading rumors that often is the most painful. Humiliation to a bullying victim can seem on par with rape. 



How do we deal with this problem? Certainly not like the principal in the movie. Solutions must come from several layers. Bullying involves the bully, victim and bystanders. All three parts of this dynamic must be addressed. Yes, awareness through a documentary such as this is a beginning but it goes much deeper. From the top down, educators must be trained. Adults need to take responsibility, not turn their heads, and provide a safe environment for all children. From the bottom up, bystanders must be encouraged to play a positive role in stopping the bullying they see. Victims must feel they can count on adults to help them. And bullies must be held accountable for their cruel behavior. 

In all of our human connections, day-to-day and in the media, we need to teach the appreciation of diversity and acceptance of those who are different. Teaching Tolerance is a great resource.

Children need to learn empathy and the best place to learn is at home. When I was a child, I remember dinner conversations at the table. Often my parents would ask my sisters and me, “How do you think so-and-so felt when that happened?” We were constantly asked to step into someone else’s shoes and to imagine how they felt. 

Teachers have opportunities every day to teach empathy. From experience, I know this does not work as a special unit that homeroom teachers present to their homerooms. It must be a natural part of every day, through curriculum incorporation and through example. As a middle school language arts teacher, I incorporated empathy training in my lessons whenever I could. I would ask students to role-play based on characters in a story. I would ask students to write sympathetically about a character they hated. I did not tolerate certain language such as, “That’s gay,” or “He’s a fag." I would speak frankly with them about my perspective as a human being trying to do my job.

Adults cannot continue to shrug their shoulders and act insensitively. We must teach children tolerance and empathy as well as model these attitudes for them...every day, whenever we can.  The change from within ourselves will gradually ripple outward.

 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

  • My doctoral dissertation on bullying is available here. (152 pages in Microsoft Word) It will provide more detailed understanding of this problem.

  • Maryland's First Lady, Katie O'Malley attended the Maryland Film Festival's screening of Bully and participating in a discussion afterward. Read about The Bully Project on her blog.


Ernest Shaw at New Beginnings Barber Shop


This past Saturday night, I went to another excellent art opening at New Beginnings Barber Shop. Troy Staton is a barber who loves art and is currently showing,"I Am An African," the work of Ernest Shaw, a native Baltimore artist.

New Beginnings is located in southwest Baltimore and some of Troy's customers have not visited art galleries. Troy plays a role in bridging this gap. "I bring art to the community and the community to art."



Artist Ernest Shaw, Jr., too is very aware of the role community plays, especially in the African American community. "The role of the artist is defined by the community...I'm a vessel."

You can read more about Ernest Shaw in his Baker Artist Awards profile: 
http://www.bakerartistawards.org/users/view/ernestshaw/    

You can see Shaw's work at New Beginnings,  1047 Hollins St., Baltimore.

More about Troy, New Beginnings and art in Baltimore:

http://ettlin.blogspot.com/2011/11/celebrating-african-american-art.html

Video walk-through at Saturday night reception. 
http://youtu.be/YLfGLud9I70

.
.
.
.
.
.
.
.
.
 

Best-Selling Book


Recently I saw a list of the top 10 best-selling books of all time. When I Googled this topic to check other sites, I found the list varied except for one—the Bible, which remains the undisputed best-seller. 

This list reminded me of the time many years ago when I attempted to sit down and read the Bible just like an anthology. It is, after all, a selection of  66 separate books with a history of disagreement about which of them should be included in the Bible. 

I got part way into reading the Bible, but the “begats” became tiresome, the incest of Lot with his daughters troublesome and the treatment of women upsetting. It still rankles me when I attend a wedding with antiquated vows of the bride promising to “obey” her husband, as the Bible commands. (Colossians 3:18, Ephesians 5:22, I Peter 3:1-22) 

During my anthology reading, I discovered that I was especially drawn to the sensual poetry in the Song of Solomon, not usually quoted from the pulpit.

A few years after my attempt to read the best-seller, I read a small book, Your God is Too Small,  by John Bertram Phillips (often referred to as J. B. Phillips), a Bible translator, writer and clergyman. He wrote about how our view of God was too small and narrow. It got me thinking some more. 

Then later, as I was working on my Master of Liberal Arts from The Johns Hopkins University, I had the opportunity to take two Bible classes, one on Genesis and the other on the Jesus we read about in the New Testament.  I found it interesting that there were mostly Jewish men wearing yarmulkes in the second class, “The Search for a Historical Jesus.” 

Over the years, I’ve come to believe that Christians focus on the Bible too much. The Bible is too small. Rather than going into a scholarly dissertation, I’m listing a few things that have crossed my mind: 
  •   Heavenly reward: You promise a child a reward for good behavior. Christians believe their good behavior will be rewarded in a heavenly afterlife.  As an adult, why should you continue to live a life based on the reward of a pleasant afterlife? This is a narrow view of living. We should behave because it is the right thing to do…period. It is best for a society, for all of us, if each member behaves so as not to hurt someone else. 
  • Accepting Jesus as the Savior: The Bible tells us that we must accept Jesus in order to get this reward. Huh? What about all the children who never get beyond infancy? They never had a chance to accept Jesus. What about the rest of the world population that is not Christian? What about the Jews? If you believe in heaven, does this mean that Jews are condemned just because of who they are?  What about Muslims? Buddhists? This is offensive to me.
  • The Bible was not written by God: It was written and assembled by human beings. Many of the stories were first passed down orally. Anyone who has ever played “Telephone,” knows what happens to information circulated this way. Genesis and John were written by multiple authors.  The New Testament Gospels—Matthew, Mark, Luke and John—are not named for the men who wrote them. Those names were given to the Gospels after they were written. Most Biblical scholars agree that the Gospel authors were neither disciples of Jesus nor even eyewitnesses to his ministry.
  • Emulating others: Jesus as depicted in the New Testament was a man who set a good example for all of us, Christian or not. However, other people in history are also worthy of emulation—Gandhi and Buddha, for example.  We have a lot to learn from other historical figures world-wide. 
Today I am bothered by the escalation of mixing religion with politics, especially with the use of the Bible to justify legislation and political thought. 

Instead, let’s look at things in perspective and be good people, not because of anything the Bible says but because it is the right thing to do.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~

You might enjoy reading Valerie Tarico's piece on AlterNet about the Ten Commandments.

My New Red Shiny Car

2012 Camry from Brown's Toyota in Glen Burnie, Maryland
It has been 16 years since I bought a new car. You can see my old red Saturn station wagon in the background. It has nearly 194,000 miles and has suited me well. I've always loved it. It is practical, comfortable and dependable.

Now I have a new love...a cherry red Camry with some nice new features that my old car didn't have, including blue-tooth for hands-free phone while driving. I answer with a touch to the steering wheel.

Of course, I like other things about it...good gas mileage, smoothness, dashboard readouts, comfortable roomy seats, nice sound system I can use with my iPod, design. However, one weak spot in design, at least for shorter people like me, is that when I back up, visibility is very slim. In my old station wagon I could see much better when I was backing up. Lately I've been backing up ever so slowly. People must think a senior is driving the car.  : )

Oh, and before I forget to mention it, the people at Brown's were very nice with a special big shout out to Shan! With her friendliness and professionalism, she made this experience a good one for my husband David and me.

 This car has an aesthetic appeal in its design that makes me want to bring out my camera soon to seriously work on abstracts of my new Camry. Meanwhile, here are just a few done quickly this morning:




By the way, anyone want to buy my beloved Saturn for $1200? You might have to show me references because I don't want to sell it to just anyone.






Priceless

Social Niceties

Social niceties are things we say and do in our culture because it is considered the polite thing to do. Your words may or may not be heartfelt.

For example, someone you know has lost a loved one. Your response is, “I’m sorry.” You are truly sorry but somehow it doesn’t seem enough and there are no other words you can conjure up that express your feeling. When you stepped up to the casket at the funeral home, did you say, “Oh, he looks so good.” What? Of course he doesn’t look good, he’s dead! Why do we say, "He looks so good, just like himself?"

From a young age, I was taught the proper polite greetings and responses. When my parents’ friends greeted me, they usually said, “How are you?” I was expected to say, “I’m fine, thank you, and you?” The response was, “I’m fine too, thank you.”

The Truth?

I doubt anyone wants the real answer. They want to hear the empty rote words and then continue on their way. Here’s the real answer:

“Not good. I woke up late this morning to find my cat had opened the birdcage and left a cluster of floating yellow feathers. Then tripped on the edge of the rug and hit my head on the doorway. See the bruise here? I fixed my usual morning coffee and spilled some on my sweater. On my way to the door, I detoured to the bathroom because morning sickness had reared its ugly head again. As I hurried to catch my bus, it began to rain. When I finally reached the office, my client was already there and waiting for me. I apologized and, to my horror, realized I was wearing a red shoe on my right foot and a black shoe on my left foot…each with a different heel height. So, you asked how I am. I am not well!”

Casual Encounters

I’ve noticed lately that more and more strangers are asking me, “How are you?” People who don't know me call on the phone wanting me to do a survey or buy new siding. My answer is usually a rude one to someone who has intruded on my privacy at home.

Sales people in stores greet me like this too. In these cases, I do the polite thing, “I’m fine, thanks, and how are you?” They usually recite the universally acceptable answer. “I’m fine, thank you.”
Nothing of real value is exchanged in these situations…unless someone breaks the pattern.

Barbara, employee at the Glen Burnie Dollar Tree.
© Bonnie J. Schupp, Photographer
Priceless

Recently I was browsing the Dollar Tree in Glen Burnie. I waited in line to buy a few items and when it was my turn, the clerk said the usual words, “How are you?” I responded, “Fine and how are you?”

Then came the surprise. She responded, “Blessed.” 

I remarked to her how delighted I was to hear her unusual answer. She's an African American working as a cashier at the Dollar Tree, probably working for minimum wage. But she wore a smile and said, “I am blessed. You woke up this morning, didn’t you? Well you are blessed too.”

I got more than a bargain at the Dollar Tree. I got a priceless reminder to appreciate what I have and count my blessings. 

Thank you, Barbara! You are priceless. 



I don't know who to give credit to for this poster but it fits with this blog. If you are the creator, let me know so I can add your name.

Finding Love on Facebook

Stephanie donated a kidney to her father.

Say what you will about Facebook, but today I just experienced some exceptional humanity through this networking tool.

Stephanie Wills, a young woman in her early 30’s, donated one of her kidneys to her father who is coming home soon from the hospital. 

Ben Morris, a young man I taught in middle school and who I was often at odds with, cried at the birth of his new daughter.

Jiho, originally from Korea, wrote a wonderful tribute to his mother who just passed away. 

Facebook does more than let me see who’s drinking what coffee and where. If you look, it exposes us all as a community to our shared humanity. Anyone who thinks the younger generation is a lost one, full of self, has not looked beneath the surface. Of course, there’s the partying, profanity and general foolishness, but that’s all part of life and our common experiences. 

Look further and you’ll see compassion, caring and real feelings. As my 90-year-old father just told me today, “LOVE (his capitals) is the real purpose to life.”

Linking Teacher Pay to Student Performance

A retired teacher's perspective on recent trends

American students are falling behind students in the rest of the world. It must be because their teachers aren’t teaching them, therefore we need to pay teachers based on their students’ performances on standardized tests. This will motivate teachers to do a better job and improve the education of their students. Then our students will be better prepared to compete globally.

Wrong! 

Teaching is a demanding and sometimes overwhelming job. (c) Bonnie Schupp
What we need are policy makers who excel in lateral thinking.  Things will never change as long as our policy makers continue to think inside the box and dictate overly simplistic solutions. They are running our nation’s schools like a business. Education is not a business that can be measured with quality control like items on an assembly line. (* See footnote) We are looking at children, complex human beings, who are part of a huge multi-layered problem. Until all the layers are examined and addressed, education problems will not be solved.

Connecting teacher pay to student performance will not work because the solutions offered are shallow and a large part of the problem lies outside the teacher’s influence. From all my years of teaching, I’ve never known teachers to be focused on pay as much as on doing the right thing and the best job for their students.  If we begin to focus on test scores with rewards for teachers, we open up a can of worms. We will begin to acquire teachers who have priorities which may not be best for their students.  As we have already seen, a number of our nation’s school systems have encountered problems with cheating as teachers panic and try to influence test results.

Yes, there are variances in the quality of teachers, as in any profession, but the current trend of pay for student performance is troubling. What if dentists were paid based on the number of new cavities their patients had with each dental visit? Can they control how much sugar their patients eat or how well they brush their teeth? Certainly dentists educate their patients about dental hygiene but they have no control over how their patients use this knowledge.

The Problem

Although good teachers certainly try to influence students in all ways that will help them succeed, they  have no direct control over some elements that influence how students perform on tests:

1.    Attendance. Some students attend school regularly but others miss school for illness, family vacations, suspensions and other reasons, legitimate or not. Much of what is taught during a school year is sequential with new skills often based on previously taught skills.  Teachers offer time after school for students who have missed classroom time but often students do not show up.

2.    Lack of prior student skills needed for success in a particular grade. Education policy as I experienced it allowed students to continue to the next grade, even when they had failed a subject. So then students are passed to the next grade without the tools for success.

3.    Home environment. Those students who come from functioning, supportive families have an advantage over those who do not. I’ve seen in my past teaching experience families fighting over child custody, parents who do not encourage and oversee homework completion, parents who don’t understand the commitment needed to the education process and parents who have little control over their 12-year-old middle school child.

I am a product of the Baltimore City school system and always did well but much of that can be attributed to my parents. They monitored my homework, bought whatever supplies I needed, went to every PTA meeting and taught me to respect my teachers. They made it clear to me that if I misbehaved and got detention or if they received a negative phone call from a teacher, I would be punished at home too.

In my teaching experience, I gave up on detention to help with behavior problems because ultimately detention added to my problems and time which I didn’t have enough of. Parents told me their children could not serve detention for any number of reasons. It was not unusual to hear a parent say, “I told Ryan that he doesn’t have to serve detention because he says he doesn’t deserve it.”

4.    Student attitudes and accountability. Students of any age can be apathetic for any number of reasons. Good teachers are often able to get beyond this and motivate these students but it is not always possible. Many middle school students are more concerned with who is “going out” with whom than they are about test scores. It is a time in their lives where they are dealing with huge physical and emotional changes. Because of this, school can take a back seat and their reasoning is often illogical.  Sometimes their logic is right on though;  I’ve heard students speak aloud about how they don’t care about how they do on standardized tests.  After all, they will still pass regardless of their scores. (They are concerned about staying in the same grade as their friends.) They know about cause and effect. With the current teacher-pay-score system, there are also some devious students who hold grudges against particular teachers who will undoubtedly intentionally do poorly on tests with the hope of hurting those teachers they dislike.  If you think this is unlikely, then you’ve never taught school, particularly middle school.

5.    Class size. I always tried to be the kind of teacher I would want my own children to have. That was my yardstick. I went beyond what I needed to do in the classroom and spent my own money and time putting together a website (called Reaching Minds) that parents and students could go to to see what was accomplished each day in class. I included links to all work papers that were distributed in class so that even when a student missed class, the work was there. Just about all families had home computers and those who had a technology problem could always come into my classroom and print out assignments on my classroom computers.  Parents and students had access to my e-mail and my home phone number was listed in the phone directory.

I tried to deal with class size in these ways so students could independently help themselves. But there are logistics of class size that continued to frustrate me. We had 50-minute class periods. Most classes had 30 students or close to it. I could teach to the entire class but when it came to time for individual students needing help, the math says that I had less than two minutes to give to each child in my room. So many students needed much more.

The solution

So what is the solution?  These are the layers that must be attacked all at once:

Add 33 students to these 33 crowded desks.
1.    First class size. Give teachers the tools they need to work with. To me, class size was always more important than textbooks and, yes, even pay. Students cannot learn if teachers don’t have enough time to teach them.

2.    Next educate not only the child, but the family. Many parents need help. They came from dysfunctional families and have no role model, no idea of how to raise a child who can succeed. They need help as parents so they can understand how important it is to be good role models for their own children and to be guides who set limits and encourage positive actions. Parent education works best when started early. I saw way too often parents of middle schoolers who had lost all control of their children by the time they were 12. Kids cannot learn if they and their families are out of control.

Minutes to eat lunch and no recess.
3.    Look at the whole child and not just the child who sits in the classroom.  The breakfast and lunch programs already in place are an example of this. Guidance counselors are important. They cannot deal with issues that need attention (bullying, abuse, drugs and alcohol) because their case loads are too large. Hire more guidance counselors who do not have to deal with standardized tests but who will have time to deal with those issues important to children. And give children enough time to eat their lunch and release some energy. In my middle school, students had 25 minutes to go to their locker, go to the bathroom, go to the lunchroom, stand in the lunch line, eat lunch, and then clean up. And during this time, there was always an adult blaring directions over the microphone in a cafeteria din unconducive to relaxation, conversation and digestion. The way some students are forced to eat lunch is inhuman. Wherever did recess go? Kids cannot learn if they are hungry or fearful and their human needs are not met.


4.    Examine neighborhoods and what the school and greater community can do to create more stable neighborhoods with positive offerings.  Some people think that middle school children are old enough to take care of themselves but it is often that this age group needs more after school supervision than younger ones. Provide free after school programs where parents can send their children. Lack of supervision affects students' ability to learn.

5.    Give teachers time to help and learn from their peers through classroom observations and collaboration. They have so much to learn from one another. In fact, just give teachers time to do their jobs well. Harried teachers affect the quality of education.

6.    Empower teachers. In my district, the school board consists of business professionals and one student representative. No teachers. These business people set policy for educational professionals who know best what their students need and how to teach them. Something is wrong with this picture.
 
Of course this will take money but how important is education? All teachers might not agree with me, but I would have taken a pay cut if my working conditions, such as class size, had been improved. I agree that teacher tenure should be dropped. It won’t matter to good teachers because they continue to do a good job regardless. Those few poor teachers should be replaced. I do not agree with teacher pay related to student test scores because it will fail.

We need to forget about the business of education and worry more about the humanization of education by looking at the whole child. Any lateral thinkers out there?


Bonnie Schupp taught middle school and junior high school English/Language Arts in Maryland before retiring in 2003 to complete graduate studies at the University of Baltimore. She graduated in 2005 with a Doctor of Communications Design.  Baltimore City 1967 - 1975;  Annapolis 1988 - 1990, Pasadena 1991 - 2003

More on this topic:

Daniel Pink's February 2012 blog says it well:

http://www.danpink.com/archives/2012/02/eight-points-about-merit-pay-for-teachers 

Also important:

Study finds that teacher incentive pay does not increase student achievement. 
New York City’s heralded $75 million experiment in teacher incentive pay — deemed “transcendent” when it was announced in 2007 — did not increase student achievement at all, a new study by the Harvard economist Roland Fryer concludes.

“If anything,” Fryer writes of schools that participated in the program, “student achievement declined.” Fryer and his team used state math and English test scores as the main indicator of academic achievement. Elizabeth Green

Giving Teachers Bonuses for Student Achievement Undermines Student Learning

ScienceDaily (Apr. 6, 2011) — Recent efforts to improve teacher performance by linking pay to student achievement have failed because such programs often rely on metrics that were never intended to help determine teacher pay, contends Derek Neal, Professor of Economics at the University of Chicago.

http://www.sciencedaily.com/releases/2011/04/110404173245.htm 

Schools cannot be run like a business:


A Businessman Learns a Lesson
by Jamie Robert Vollmer

"If I ran my business the way you people operate your schools, I wouldn't be in business very long!" I stood before an auditorium filled with outraged teachers who were becoming angrier by the minute..  My  speech had entirely consumed their precious 90 minutes  of in-service. Their initial icy glares had turned to restless agitation. You could cut the hostility with a knife.

I represented a group of business people dedicated to improving public schools. I was an executive at an ice cream company that became famous in the middle 1980s when People Magazine  chose our blueberry as the "Best Ice Cream in America."  I was convinced of two things.

First, public schools needed to change; they were archaic  selecting and sorting mechanisms designed for the industrial age and out of step  with the needs of our emerging "knowledge society."

Second, educators were a  major part of the problem: they resisted change, hunkered down in their feathered nests, protected by tenure and shielded by a bureaucratic monopoly.

They needed to look to business. We knew how to produce quality. Zero defects! TQM! Continuous improvement! In retrospect, the speech was perfectly balanced equal parts ignorance and arrogance.

As soon as I finished, a woman's hand shot up. She appeared polite, pleasant - she was, in fact, a razor-edged, veteran, high school English teacher who had been waiting to unload.  She began quietly, "We are told, sir, that you manage a company that makes  good ice cream." 

I smugly replied, "Best ice cream in America, Ma'am." 

"How nice," she said. "Is it rich and smooth?"
 
"Sixteen percent butterfat," I crowed.
 
"Premium  ingredients?" she inquired.
 
"Super-premium! Nothing but triple A." I was  on a roll.
 
I never saw the next line coming.  "Mr. Vollmer," she said, leaning forward with a wicked eyebrow raised to the sky, "when you are standing on your receiving dock and you see an inferior shipment of blueberries arrive, what do you do?"

In the silence of that room, I could hear the trap snap. I was dead meat, but I wasn't going to lie. "I send them back."
 
"That's right!" she barked, "and we can never send back our blueberries. We take them big, small, rich, poor, gifted, exceptional, abused,  frightened confident, homeless, rude, and brilliant. We take them all: GT, ADHD, ADD, SLD, EI, MMR, OHI, TBI, DD, Autistic,  junior rheumatoid arthritis, English as their second language, etc. We take them all!  Everyone!
And  that, Mr. Vollmer, is why it's not a business. It's a school!"

In an explosion, all 290 teachers, principals, bus drivers, aides, custodians and secretaries jumped to their feet and yelled, "Yeah!  Blueberries!  Blueberries!" 

And so began my long transformation.

Since then, I have visited hundreds of schools. I have learned that a school is not a business. Schools are unable to control the quality of their raw material, they are dependent upon the vagaries of politics for a reliable revenue stream, and they are constantly mauled by a howling horde of disparate, competing customer groups that would send the best  CEO screaming into the night.

None of this negates the need for change. We must change what, when and how we teach to give all children maximum opportunity to thrive in a post-industrial society
but  educators cannot do this alone; these changes can occur only with the understanding, trust, permission and active support of the surrounding  community. For the most important thing I have learned is that schools reflect the attitudes, beliefs and health of the communities they serve, and therefore, education means more than changing our schools, it means changing America.