Offline this week I learned that large beanbags offer the most comfortable typing position ever, not to drink cheap red wine, and that the seats by the Chinese books in Newcastle City Library are almost always vacant… 😉
Tag: learning (page 4 of 10)
Teachers are not robots. You can’t add new modules, reprogram them, or expect them to work regardless of context. These seem to be facts completely alien to Elizabeth Green, writing in an article for the New York Times which appeared in March 2010. It genuinely surprised me that she’d actually set foot in a classroom, never mind being a ‘fellow of education’ at Columbia University Graduate School of Journalism. Whatever that means.
It’s far from a logically-structured article. But an article doesn’t have to be logical to be dangerous – the Daily Mail is proof of that. To summarise, Green seems to be advocating, through a clumsy juxtaposition of quotations and roundabout argumentation that:
- Teaching is a science that can be taught.
- We need ‘better’ teachers (and the only way to measure this is through student test scores)
- Doug Lemov is awesome because he published a book highlighting basic teaching techniques.
- Money is probably the most important factor in recruiting better teachers.
- Classroom management and specialist knowledge are key to teaching.
Number five is obvious and the other four are obviously wrong: teaching is more art than science, teaching and learning are about much more than examinations, Lemov is just another author, and no-one goes into (nor would go into) teaching for the money.
Simply writing a misguided article isn’t dangerous. It’s dangerous when the author confuses and conflates several different issues to create an ambiguity in the sixth way defined by William Empson:
An ambiguity of the sixth type occurs when a statement says nothing, by tautology, by contradiction, or by irrelevant statements; so that the reader is forced to invent statements of his own and they are liable to conflict with one another. (Seven Types of Ambiguity, p.176)
By neglecting to state explicitly what makes a ‘good’ teacher, Green fosters an ambiguity that, by the end of the article, she seemingly wants you to resolve by believing in the following howlers:
- She criticises “proponents of No Child Left Behind” for seeing “standardised testing as the solution” but later quotes with approval findings that show “the top 5 percent of teachers” being able to “impart a year and a half’s worth of learning to students in one year, as judged by standardised tests.” (my emphasis)
- By constructing a narrative (through the juxtaposition of third-party quotations) the article seems to show that paying teachers more leads to an improved ‘calibre’ of teacher. Measured by? “Standardised test scores”. These quotations, it becomes evident by the end of the article, merely mask the author’s opinion.
- Green snipes at constructivism, “a theory of learning that emphasises the importance of students’ taking ownership of their own work above all else”. No it doesn’t. Do your homework.
- She assumes that there is one way to be a ‘good’ teacher, that this is unchanging, and that it is independent of context. Quoting with approval Lemov’s assertion that classroom management is as “learnable as playing a guitar”, Green turns on the hyperbole (in what quickly turns into a puff-piece for Lemov and his book) with phrases such as “he pointed to the screen, their eyes raced after his finger.”
Usually I would ignore this as just another article written by another just another American in just another country. However, it would seem that the even-more-dangerous Michael Gove, a man against whom I tactically voted, is determined to bring the education system in the UK to its knees by a slavish aping of the worst parts of the American education system.
Offline this week I learned that Twitter is often a quicker and easier place to sell things than eBay, that eagerly pulling decals off a car will can also remove the paintwork, and more than I could ever summarize in one blog post (or indeed the introduction to one) at Interesting North… 🙂
Offline this week I learned that fireworks displays involve a lot of standing around for brief moments of semi-pleasure, that iPads really are ‘magical’, and not to jinx yourself by stating that you’re “the only one in the family who hasn’t been ill” 😮
This week I have been mostly..
I spent Tuesday until midnight last night travelling to and from, and attending, mLearn 2010. One of the largest mobile-related conferences in the world, mLearn was not only held in a great location, but attracted some top names.
Of course, there was the usual conference idiosyncrasies, but overall both the quality of research and social aspect were solid. People really do need to learn how to present more engagingly, though and not rely on tiny sample sizes. I met some really interesting people and it was nice and Malta was sunny most of the time.
I’ll be writing about my experiences of mLearn over at my conference blog sometime this weekend. 😀
Putting the new version of my thesis structure online
I met with my thesis supervisor via Skype on Monday to discuss my progress over the last few months. I’m happy with how things are going and, perhaps more importantly, so is he! My thesis is much better structured now. Whilst I’ll not be submitting on 1st January 2011 (my earliest submission date) next Easter is looking good. More here.
Considering my future
Next year is crunch year. If I want to return to working in schools at senior management level it would have to be for 2011/12. Whilst that could be sensible given my 2-year contract with JISC infoNet, I’m not entirely sure whether that’s in my own or my family’s best interests. And, besides, I’m enjoying myself with in FE/HE. 🙂
I’m just going to place a slightly NSFW warning at the top of these posts every week now. Makes life easier.
Offline this week I learned that it pays to have (certain aspects of) your mid-life crisis early, the power of actually writing rather than typing, and how to ‘take afternoon tea’ like a gentleman. Kind of. :-p