One step forward, two steps back: Miraculous educator response to global crisis not all that miraculous

Immediately after state and district officials announced school closings, educators responded. And their response, though met with enthusiasm by colleagues, authors, researchers, and parents, is currently being undermined by authority figures who cannot fathom handing over the reins to those who actually have answers: teachers.

Many have expressed surprise over the education community’s nearly instantaneous mobilization following the closing of schools across the U.S. Even before official announcements of school closures, the collective response of teachers across the country was nothing short of inspirational.

Blogs were posted. Lessons were shared. Scores of ideas to take learning from brick-and-mortar classrooms to online platforms seemed to sprout, grow, and bloom almost overnight.

Teachers were quick to share ideas with parents and their educator counterparts in order to take rich, effective, research-based instructional practice from the classroom to an online setting. Many offered links to learning resources for parents, including free audio books and read-alouds. Others offered assistance to families by volunteering to deliver food from local food pantries and books from their own classroom libraries. Teachers almost instantaneously turned the Internet into a treasure trove of distance learning opportunities — without being asked to do so.

Miraculous, isn’t it? Yes, and no.

I’m not surprised. Not at all. Most people who enter the teaching profession do so for one of two reasons (or maybe a combination of the two): 1. They have a passion for teaching children and changing lives. 2. They are lifelong learners, future practitioner-researchers with a strong desire to enter a knowledge profession.

Passion and a thirst for knowledge are what keep teachers in classrooms even when their professional autonomy – the engine that drives the two reasons they entered the profession — is continuously stripped away and replaced with micromanaged, lockstep, standardized mandates.

And so, when faced with an education challenge while temporarily freed from authoritarian constraints, teachers did what they were intended to do; individually and collectively, they reached into their overflowing professional toolboxes to respond by providing thoughtful, effective instruction for their students.

Not shocking. Not. At. All. Teachers simply acted like… teachers.

One of the reasons so many were shocked by the impressive display is that so many have been indoctrinated by decades of systematic measures designed to de-professionalize the teaching profession. Toxic federal and state mandates based on an antiquated top-down management style and supported by standardized testing have all but silenced the voices of passion, reason, and sound practice.

COVID-19 changed all of that — for a few days. Teachers suddenly found themselves free of what researcher and literacy giant Ken Goodman once called “the pedagogy of the absurd.” Educators responded. And their response, though met with enthusiasm by colleagues, authors, researchers, and parents, is currently being undermined by authority figures who cannot fathom handing over the reins to those who actually have answers: teachers.

States and school districts reacted as predicted — with the same forceful, authoritarian attitudes born of standardization doctrine and perfected in the decades following NCLB. Teachers responded quickly and provided answers, and many of their school districts rushed to play catch-up in the days that followed by forcing upon them a never-ending barrage of time- and energy-draining “accountability” mandates.

Passionate educators responded to the crisis immediately, and their state/district leadership followed by dragging them back to the status quo: “We will make the decisions. We are the professionals. You are the workers who will implement what we dictate to you and prove to us you have done so.”

Rediscovered professional autonomy was immediately met by the same forceful constraints that have served to undermine the profession for decades.

Teachers who face such mandates find themselves once again disappointed, dejected, demoralized. They find themselves fighting back tears as the research-based instruction they had so thoughtfully planned is replaced with automated systems based solely on quantitative measures. They find themselves working 12- and 15-hour days in order to continue providing the kind of high-quality instruction they know their students need while at the same time meeting useless demands intended only as measures of compliance.

Fortunately, many districts have responded in reasonable, thoughtful ways. I applaud them. But unfortunately, many others have returned to what they know: lockstep authoritarianism — count the minutes you are online; document every conversation you have with every child; spend hours on useless paperwork so we can prove you are doing your job.

No, I’m not surprised by the almost magical response of passionate educators who continued providing the highest levels of instruction in the face of a global pandemic. And I’m also not surprised by the response of state and district officials who immediately rushed to maintain a sense of control and compliance. And to the latter, I say…

Teachers took a step forward. Please stop forcing them to take two steps back.

The Art of Comprehension… and Craft: An accessible canvas for all readers and writers

Standards-based education has destroyed reading and writing instruction. What was once an artistic endeavor has now been relegated to a checklist of isolated skills — complete steps 1, 2, and 3, and you have completed the act of reading/writing.

But no need to fret. Newcomer Trevor Bryan returns literacy instruction to its rightful place as a cross between art and science, providing teachers and their students with a wholly inclusive framework for using mood to strengthen both comprehension and craft. This book is a must-have!

Enough with the daily writing prompts: Teach craft in context via free choice

Forget about daily writing prompts and canned writing instruction systems. All you need is a high interest mentor text, paper and pencil, and students. Offer choice and conference with students. The rest will take care of itself.

Sirena and Allison show us how every single state standard can be addressed during free choice writing. And the best part? Our focus is on the joy of writing and NOT on the drill and kill mastery of isolated skills.

On Writing and Wizardry: Background knowledge more powerful than magic wand

Unless you happen to be a wizard, Jesus, or maybe a close relative of Harry Potter, new writing probably won’t magically appear on a blank page in your writing notebook.

…new things are not created out of nothing but usually grow out of what is already known or understood.

Roy Peter Clark, The Glamour of Grammar

Clark is on to something. In fact, he is on to what should be the foundation of writing instruction. New things do not grow from nothing. Hmm… If you want a plant, you need seeds and water and sun; if you want a painting, you need paint and canvas and brushes; and if you want a new writing piece, you need thoughts and words and phrases.

How might this look in the classroom?

Have you ever taught the “million dollar word” mini-lesson. Oh, you know the one: “Here are some 5 cent words. Let’s replace them with million dollar words.” The teacher then might send students off to dig through word lists and thesauri in a search for new and exciting words. And off they go!

Your heart nearly skips a beat! This is working! Look how excited they are to find new words! But wait…

During the twenty-four-hour period when my canine expired, my household was vastly melancholy.

Katie, age 9

Our response? What the (insert original expletive; do not replace with one you found in thesaurus)?

When we ask students to replace 5 cent words with words they have never heard, we are asking them to create something from nothing. New vocabulary is learned and understood in layers, but we are asking students to skip the beginning of vocabulary acquisition and go straight to application, which creates confusion and does nothing to push the student forward as a writer.

Rather than ask students to use a thesaurus to learn new words, model and direct them to use this powerful tool as a reminder of words they already know (Clark, 2010).

“Depressed! I could use the word depressed instead of sad! My mom is depressed a lot at night… that’s why she drinks so much wine.” — Katie

On the day my dog died, my family was so depressed.

Katie’s revision

New things grow from things that are already known and understood. Our friend Katie has now applied a word she already knew — the next layer in vocabulary acquisition. Her revision is now clear and meaningful.

This simple tweak will not only help students maintain a sense of voice in their writing, but will also lead to deeper thinking and revision as applied to the rest of the piece. Not to mention, the writing will now make sense, which is always a good thing.

New things do not grow from nothing. This should be the foundation of all writing instruction.

It’s the reason students so desperately need opportunities for thinking, listening, and speaking during every phase of the writing process. It’s the reason teachers should never abandon the read-aloud. It’s the reason random writing prompts are often confusing and frustrating for students. And it’s the reason reading and writing instruction should never be separated.

My Joyful Return (or whatever…)

I’m back. Well… sort of. My departure from the writer’s life and why I’ve decided to make a comeback.

Rust.

The only word my writing-atrophied brain can muster as I stare at the blank page and remember with clarity one of the main reasons I walked away from my former career as a writer and editor. Here’s the thing: Writing and I have a love/hate relationship. Truth be told, she stresses me the hell out.

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