The Montclair Bell And You

Yesterday, I sort of launched this blog. Nervously, but excitedly. I sent out a modified email blast to a few friends/fellow parents. I sent an announcement to the local citizens forum. I told Baristanet.

A few people posted. A few people cheered me on via private emails.

So, now let's go. Read the blog--or just skim it!--and comment. Or email me. Tell me what matters to you. Don't be shy. Anonymity is fine. Regardless--this won't work without you.

So many of my fellow moms (and I hate to suggest that it's a gender issue!) think their opinions don't matter. Stop thinking that. Right now.

ALSO:

I'm still working out the kinks. I use a MAC and blogger doesn't "take" Safari. Firefox isn't much better, so, believe it or not, I'm editing a lot with HTML. And I'm not exactly fluent.

I hate to make excuses. Wish I could have played around with this for another year. But you know how it is--when the time is right, it just is.

Bear with me. I'll get better.

Powerful Teachers in Our Schools

I left teaching in part because I felt stifled. Particularly as a young teacher in public school (and a recent graduate of the very progressive Teachers College @ Columbia), I was stunned by the lock-step obedience of teachers even to things they didn't agree with. In that setting, teaching wasn't about collaboration and ideas; it was about doing what everyone was doing.

A recent article in Teacher magazine presents an intriguing argument for empowering teachers. It's a topic so rarely discussed in the field of education, but I think it might lie at the heart of great teaching--something we all want for our kids.

For sure, there's a place for routine and compliance in any field. (?) But, as the article points out, part of educating children is helping them make good and often very tough choices. In order to make those choices, they have to be able to hear themselves, figure out what's right for them.

If teachers don't feel they can make choices--about how they teach, what they teach, and so forth--they cannot model this. Or so the article states. (And I believe.) In the article, teacher Ken Bernstein puts it this way:

Teachers are limited in their ability to exercise power, and there are those outside the profession who want to further disable us, who are not interested in hearing either our individual or our collective voices. Even so, I exercise an important influence every day in which I interact honestly with my students and challenge them to be the best they can, to take risks, to learn from their mistakes.

How do we, as parents, empower teachers?

Do you know a teacher in Montclair like Mr. Bernstein or the other teachers in the article?

Without naming names, tell us about that teacher and how you support him or her. What does your kid think about this teacher? Are empowered teachers the exception or the rule in Montclair?

Provoking Anxiety

UPDATE:  Soon after writing the post, below, new information revealed that there has been a case of swine flu among elementary students in Montclair!  Gulp!  Now what do we tell our kids?

Swine flu has arrived in Essex County.

Weeks ago, my son heard about it from other kids, of course.  Then, it became a discussion at school, with lots of emphasis on handwashing because, really, what more can a little kid do to prevent a pandemic?!  I'm not completely sure how this was handled by grown-ups at school (see post, below), but my little worrier became, well, much more worried.

He had some tough questions, such as, "If Jacob coughs on me, will I die?"

There's a page on the BOE web site about the issue. And that's fine.  But I worry about the anxiety to which we sometimes subject children.  I'm guilty of it myself at times, but at least I have some control over that.  I like this resource from The National Ass'n of School Nurses, Talking to Kids About Swine Flu.  It makes a good argument for assuaging anxiety even as you address the very scary and real threat of this disease. [NOTE: Blogger is having indigestion today and the previous link may not work.  Just do a google search: "National Association of School Nurses" "swine flu".  I'll fix the link.  Eventually.]

Which brings up a larger (and, admittedly, much less immediate) issue.  And that's how schools handle other social and health concerns, such as drug education (e.g. DARE), sex education, and even global warming.  I have problems with some of the programs created around these issues, which comes as a surprise to many who know me.   I guess everyone assumes that a fairly open-minded, progressive person would support such things. Problem is, I have a certain way I want these very crucial, complex, and personal issues broached.  I'm not sure such topics should be handled by committee, in an assembly, or by posting ominous signs in the hallway with constant reminders about handwashing or just saying 'no' to drugs. 

For instance, in the case of my own children, who are adopted, talk of reproduction is LOADED. (One book we use is Flight of the Stork, which I highly recommend.) Furthermore, there's research that shows drug education programs like DARE don't work--and may even tempt kids further.  (Do a Google search to see what I mean.) And the whole global warming thing--well, my son is convinced we grown-ups have completely wrecked the future for him.  

Let me know how your school has handled this impending epidemic, or anything related! 

School as Mystery

Recently, I had a sort of funny, sort of horrible dream that I was a fly on the wall of my son's classroom.

I don't remember much about that dream, but the metaphor was apt.

See, what happens to my son at school on a day-to-day basis is pretty much a mystery to me. Even after three years.  

I can't figure out why entirely.  It probably has something to do with the fact that he can be a very private little fellow.  Being private myself in some corners of my life, I'm cool with that.  But I can't help but feel I should know more, if only about what projects they're working on, what they've done in art or gym, or, well, anything, really.

It's different with my daughter.  She attends a private pre-k right now, and every week we get at least one report of what they've done in class and in "related arts."   Teachers even have their own voice mailboxes! And email!  Yes, there's a security buzzer on the front door, but no matter the time of day, I'm always greeted by the receptionist with a smile and a kind word.   Sometimes, at my son's school, once I'm buzzed in, I feel the intense need to apologize for being there.  

I wish all schools could be like my girl's pre-k.  It seems to me that the more welcoming a school is, the happier parents are, and the happier parents are, the happier kids are, and the happier kids are, the happier teachers are, and the happier teachers are...Well, you get it.

What does your school do to make you feel welcome?  (Or not...)

   

Next Year's Teacher

At this time of year, it's a hot topic between parents:  Which teacher do you want your kid to have next year?

At my son's school, the current teacher helps decide, and the general consensus is that they usually do a pretty good job.  In the case of my daughter, who will be in kindergarten next year, she'll probably have the teacher my son had.

If you don't know the teachers on the next grade level, how do you find out about them?  Word of mouth?  Or do you ask for the principal's input?  What if you don't feel any of the upcoming teachers is a good fit for your child? Or what if there are a couple of excellent teachers on deck--do you let the chips fall where they may?

Is there a teacher in your child's school you feel would be a 'disaster' for your child?  We've all heard about the teacher with a bad rap who turned out to be a good match for someone's child after all.  Any similar experiences out there? (Meaning: Don't name names. Just tell us how you felt about it, and how it turned out in the end.)

Testing: One, Two, Three, Testing

Sixth graders recently finished a week of state standardized testing.  Seventh and eighth graders took their tests in April; third and fourth graders, in March.  These tests, called the NJ Assessment of Skills and Knowledge (NJ ASK) are meant to "measure student attainment of New Jersey's Core Curriculum content."

In second grade, my son has learned that testing weeks are important events at his school. Students are asked to be tiptoe-quiet in the hallways; in the past, videos have replaced regular music classes to reduce the noise level.  

My child knows that, next year, it's his turn.  He's already a little nervous about the whole thing, in spite of the fact that The Grown-ups tell him not to worry.  (If he shouldn't worry, then what's the point of taking those tests in the first place?)  

So far, for him, No Child Left Behind has something to do with holding hands and wearing nametags on field trips.  But standardized tests have an impact on his school life in ways he doesn't yet appreciate.  

How does your child experience standardized tests?  Have you ever been surprised by a test score?  How do you think assessments like NJASK affect curriculum and school morale, if at all?