It’s just BASIC common courtesy…

Doesn’t anyone teach basic phone skills anymore?

I had an interesting experience trying to find a last-minute sitter to watch my kids yesterday.  My regulars weren’t available so I started calling around “referred” kids and using my neighborhood directory where supposedly interested kids put their names in as wanting childcare jobs.

Most of the time, I can’t reach anyone.  I leave a message on the voicemail and RARELY is the call ever returned.  Not to say “no,” not to say, “yes.”  The call goes into the ether, never to be responded to.

Sometimes, I get a real, live person.  That happened to me once yesterday — now keep in mind this Teen had indicated she was interested in doing babysitting  jobs through our directory which is why I was calling her.

Me: Hello, <N>, this is Mrs. N up at xxx street — in your neighborhood.

Her:  Uh, ok…

Me: I understand you’re interested in doing some babysitting and I’m looking for a sitter.

Her: Well, uh, ok…yeah…I do babysitting…(LONG pause here)

Me: Ok, that’s great I’m looking for someone for a couple of hours tomorrow evening…

Her:  Uh, well…um, see I’m not really available to do babysitting right now…

Me: Well, ok then, I guess this’ll make for a short conversation. Thanks anyway.

Her: Yeah, ok…fine. (she hangs up)

I have had more complete and lively conversations with fir trees, frankly, than I did with this teenager.  I guess I’m funny, but I expect that by this age, a young person should be capable of carrying on a basic phone conversation with another person (adult), using mostly complete sentences. And, if you’re hanging out your shingle to do work (babysitting, pet care, yard care) it might be nice if you seemed at least VAGUELY interested in the opportunity. 

I don’t know what else was going on at the time with my not-available-at-this-time sitter prospect but it’s clear I severly interfered with her personal time.

It makes me wonder if anyone really ever teaches their kids just the basic elements of a polite phone conversation anymore or if parents ever observe their kids’ calls.  My guess is “all too rarely” because we hear that employers’ biggest complaints about kids coming out of High School/College and into the job market are that they lack the interpersonal skills they need to succeed in the workplace.

So, it’s a pay me later for the employers who are getting  job candidates who think it’s appropriate to answer a call with “Yeah, uh-huh?”

Dear Teen: I KNOW taking a call from an unknown adult is weird and awkward sometimes — I was where you are now not too terribly long ago, –and perhaps there are a hundred things more interesting than talking to me about babysitting.  But there is a basic, courteous way to speak to someone on the phone and it wouldn’t kill you to take the 30 seconds to form a complete sentence, thank me for calling, but indicate that sorry, you wouldn’t be able to help.

You would have left a favorable impression on me, and I might try again some other time.  Instead, you’ve left a seriously negative impression and I’m likely to not bother you next timem even if you ARE my last resort. And, further more, you became the poster-child for my blog on the lack of common courtesy.

“Uh, huh…yeah, ok….”

The “It’s all about ME” decade

I was recently asked to comment for a media article about how I would define this decade.  Originally the question involved technology advances — the things we have and use now that we didn’t in the 1990’s.  As I was looking at the list, it dawned on me…those things that have really exploded this decade are things that promote and market…US.

From what we’ve seen in the past several years, I suggest we call this the “All about Me Decade.”  Whether it’s expressed via MySpace, Facebook, Twitter, YouTube, reality TV or any other number of outlets, our society seems to have spent increasing amounts of time being self-absorbed and self-focused, and believe everyone else will care, too.  Incidents such as Kanye West’s outburst upstaging Taylor Swift and even Tiger Woods’ dalliances shows that too many people seem to think that “if it’s all right with me, it’s all right.”

We take pictures on our ever-present cell phones, not thinking about whether doing so is appropriate or potentially intrusive to others, and can’t wait to post them on the Internet for all to see.  We post “info” about our latest meal or even, heaven forbid, bathroom break, and expect people to follow with rapt attention. We strive to see how many “friends” we can collect on online social networks, believing somehow that this validates our importance. We’re linked-in, followed, tweeted, IM’d, tagged and bleeped on all ends, at all times, with no relief in sight.

Is it all so terribly important or necessary?  Do people really CARE so much about so much trivia?  Our personal and professional relationships are suffering because we spend so much time “relating” to each other via a sterile, unemotional keyboard.  I say these practices can actually be harmful.  I, for one, have learned things about one of my friends I connected with via Facebook that really have me thinking twice about her character and personality — now that I’ve seen a certain side of her via the Internet, I’m not sure I’d want a closer relationship in “Real Life.”

Our techno tools have also led to a decrease in basic decency and civility.  We talk over each other on TV and real life — he with the loudest voice and most persistence wins. It’s nothing to ‘dis someone via an IM.  Or dump a boy/girlfriend through a text message.  We gossip online, cyberstalk and bully anonymously, sharing it all at the click of a mouse for all the world to participate.  Heck, we even even join in when a suicide is broadcast on the Net, encouraging the victim to hurry up and get it over with.  And, if we’re caught…well, it can all be explained away with a giggled “Opps, my bad.”

I know this hasn’t been all the decade has had to offer, but it’s some of the lowest of the low, certainly.  It’s an indication of how little we think of others, but how much we think of ourselves.

Since it’s New Year’s I suggest we make a resolution:  Let’s work together to build a new legacy for the next decade.  I suggest if 2000-2009 was the “Decade about Me” let’s make 2010-2019 “The Decade about WE.”  Let’s spend more time thinking of others than of ourselves.  Let’s direct more energy toward bettering the lives of others than gathering more stuff for us. Let’s teach our children the value of community and relationships and show them that kindness is valuable and priceless.

If we do so, just imagine what the recap for the next generation could look like. I’d drink a toast to that.  Care to join me?

“Bah humbug” – Politically correct holidays

I have a seriously high threshhold for silliness.  I tend to let most “offensive” comments and behaviors pass me by. But tonight, I had another one of those moments that made me ask, “how afraid and, consequently, gutless have we become?”

I received an email from someone in my child’s PTSA group announcing we were having  a “winter party” this coming Friday…who wants to participate in this “low key” celebration by sharing “festive” cookies “that represents any holiday they celebrate or family tradition”…and of course, it’s “entirely optional.”

Oh, for kittens’ sake (apologies to dog lovers I may have offended)!

Let me check my calendar.  This coming Friday (the 18th of December) is roughly 3 DAYS short of “winter.”  A “winter party?”  Perhaps “late fall” is more appropriate and accurate?  But, if we’re celebrating the last time before our kids’ go on break maybe we should call it a “pre-break celebration?”  Maybe it’s a “last party of 2009″ party?

But to call it a “winter party” because we are too “sensitive” to call it what it is really should be offensive.  Let’s see…what winter holidays could we be talking about, do you s’pose?  I’m thinking Hannukah (day 2 today), Kwanzaa (coming soon), Christmas (only 12 shopping days left we all know), or…perhaps FESTIVUS?

Seriously.  We’re afraid to evoke the ghost of Christmas present becuase we’re worried about being considered “not PC.”  At the same time, we are bombarded with the images in all forms of media about how we are EXPECTED to spend gobs on…CHRISTMAS gifts?  Anyone else pick up the subtle irony here?

Dave Barry wrote a lovely column more than 20 years ago that has proved to be more than prescient.  He talked all about how we had to be careful what seasonal greeting we bestowed on folks this time of year.  “Happy Holidays” naturally was a huge favorite, followed closely by “Seasons Greetings.” Dave went so far to say that before long, we’d resort to greeting one another with a highly cheerful “Appropriate Remark!” to be sure we were fair and balanced, and sensitive enough to ensure we included everyone and offended no one.

And, his point was that our “special” greeting, intended to revere and respect the season, would become meaningless.

In our attempts to be “unoffensive” we’ve also become unremarkable.  I am not offended when I am invited to someone’s home for Hannukah.  I respect and admire the Jewish traditions and their celebration of the magical days of light. (Heck I’ve even kept a “kosher” set of dishes available in my cupboards because a dear friend had her birthday during Passover — she blessedly taught me the rules and I can now prepare a celebratory meal she can enjoy AND keeps within her religious traditions!)  I’d be happy and grateful to be taught other traditions as well because it’s part of what makes us who we are.

There are plenty of things during the holidays that are pointedly addressed toward ruining the tradition of “Christmas” for me, but I try to understand other people’s perspective and offer the spirit of the holidays to them even if they don’t believe or adhere to my beliefs and practices.

Why is “peace on earth and goodwill to men” so difficult? Do you have to stand in a line to be qualified?  Money, after all is the great equalizer, if you watch the ads. Heck, every retailer out there is helping us remember that Christmas is all about buying and giving gifts as a show of our love to each other…it’s about how many packages are under the tree or that every gift needs to be silver and gold or that latest gizmo and gadget.

Why can’t we, as Charles Dickens said, “keep Christmas in our hearts?”  It doesn’t matter your religious leanings: ALL our main “winter” celebrations have the same general core — it’s about optimism, hope, helping others less fortunate, being kind, thinking of others.

Doesn’t matter what paper you wrap it in, the present is love.  Please, this year, let’s remember that when we celebrate out traditions. They’re about being together, sharing and building memories, including one another in our experiences, giving and exchanging gifts that are a token of our love an appreciation for one another.

It’s not the label, folks.  It’s what we DO, not what we call it. And I’d just like to suggest that as we celebrate this season, we keep  “the appropriate sentiment” in our hearts not just for a month or six weeks, but for a whole year.

Happy holidays, one an all, and a prosperous and Happy New Year (a bit early for those of Asian descent or practice! No offense intended.)

Where have all the heroes gone?

This whole week, the media has been buzzing with “The Story of Tiger.”  Did Tiger cheat? Did Elin bash him with a golf club instead of try to free him as first reported?  Was he really drunk and it just took so many hours to investigate to let him burn off the buzz…

Blood in the water, bring on the sharks.

We’ve been there before.  Some colleagues and I were having a business lunch today and we rattled off a litany of “priors” that have run the same sad gauntlet of media and public speculation. It’s nothing new, but it IS sad.

Why?  Because people like Tiger Woods, Kobe Bryant, Wilt Chamberlin, Michael Jackson, President Bill Clinton, Alex Rodriguez, Pete Rose,  Barry Bonds, O.J. Simpson, Britney Spears,  Derek Jeter, Jackie Joyner, Micheal Phelps have something in common, and it’s probably not what you think.

They are all heroes who have disappointed us.

It’s a significant issue.  All those people in the list were public figures that kids idolized.  “I want to be President of the United States someday.”  “I want to be as talented as Michael Jackson.”  “Wow, when I grow up, I want to be just like Tiger.” My own daughter revered Tiger for the longest time; she couldn’t watch a golf tournament in which he didn’t play because, as she’d say, “What’s the point?  He’s the BEST!”

It’s not that we don’t believe these people aren’t human. Certainly they have the same foibles and human “natures” as the rest of us do. But, really, when you become a role model for so many — particularly young people — you have  a certain responsibility.  We EXPECT our role models to be held, and to hold themselves, to a higher standard than the rest of ordinary humanity. When they have so much more, we expect them to be so much more.

Integrity, responsibility, accountability.  Big concepts. Recently I’ve bee nusing this phrase to talk about the “new integrity,” as I call it.  “Integrity is being really, really sorry when you get caught doing wrong, but it’s not what prevents you from doing wrong to begin with.”

And, what’s also disturbing is WHY these kids idolize their heroes to begin with.  Ask a child why they think Alex Rodriguez is their hero, or why they looked up to Britney Spears or Lil Wayne, you’ll likely get the answer “because they’re FAMOUS,” or “they have so much MONEY!” or “Man, they’re so tight!”  Our kids worship these celebrities not for their positive values, but for the fame, fortune, or notoriety they have managed to collect doing what they do in the public eye.

Contrast that with just a few years ago when the most admired individual was Pope John Paul.  This is not to say we should worship religious figures, but think of the “heroes” we had not too long ago:  Mother Teresa, John Glenn, John Wayne (no, they don’t HAVE to be named “John” to be a hero), Neil Armstrong,  Jimmy Stewart, Orel Hershheiser, Jackie Robinson, Jesse Owens, Wilma Rudolph, Colin Powell, Norman Schwartzkopf…to name a few. 

But, it’s really only a few, when you really stop to think about it. The point is these heroes were people that we respected for their VALUES as much as their fame. They were famous people who were also GOOD people. Celebrities who didn’t let their celebrity become an excuse for being outside the rules of decency.  They didn’t act like they deserved any special treatment or exceptions because they were “famous.”  And, in fact, it’s probably their humility as much as anything else they were known for that made them extra-special.

We all need more real heroes.  Our kids particularly need positive role models that not only accomplish things we admire them for, but also live and practice good character. Celebrities and public figures should particularly know that they are inspiration and examples to so many kids, in so many different situations. As the saying goes, “character is what we are when no one is looking.” This means that our heroes have to not only talk the talk, but walk the walk as a way of living their lives. Because, as so many of our fallen heroes have learned, even when no one is looking, you can bet someone is watching.  And waiting for YOU to be the next one we used to look up to who let us down.

“Teachers don’t have time…”

I think this is turning into a series of posts on typical reasons why schools will say they can’t integrate social skills training into their curriculum.  It didn’t start out that way, but after the first post (“It’s not the school’s job…”) I had a reader ask the following question:

Some people think that teachers are too busy as it is, and should not be wasting time on social skills. How would you respond to this claim?

Good question…and it IS a common reason for why schools say they can’t take on “yet another curriculum.”

There’s no debate that teachers have a lot on their plates these days. There’s lesson planning and prep time, continuing ed time, “in-service” training days, meetings with school administrators and principals…oh, yeah, and then “teaching” time, too.

Which is what teachers are supposed to be doing. It’s what they were trained to do and it’s what they want to be doing.

We hear about how teachers have to spend too much time with meetings and planning and such, but what we don’t hear about is the thing that is taking more time away from them than all the other things combined — classroom disruption and dealing with student discipline.

It’s a significant issue that sadly doesn’t get nearly enough attention.  How much time is being lost? Well, depending on your source, it’s anywhere from 30-40-50% or more of teaching time.  Back in 2004, Public Agenda published a study that stated 43% of the teachers they surveyed said they were spending more time on managing classroom behavior and discipline than they were on teaching ( “Where Are We Now?” ).  Other reports set the amount of time spent on dealing with disruptive students at about 35-40%.

But, try to ask the teachers how much teaching time is lost on behavior management and the reports vary: many teacher’s instant reaction is to say THEY have no problem managing students.  Other teachers say it’s so bad that they are lucky to get 15 minutes of actual teaching time out of an average 45-minute teaching period because, in her words, she’s so busy “contending” with students’ behavior and issues.  You may say that this depends on the teacher’s ability and experience in managing student behavior, but the last comment came from a teacher who’d been teaching middle-school kids for over 15 years.

The challenge is that too often teachers are reluctant to admit how bad things really are in their classroom because they are worried about being labelled as “bad” or “ineffective teachers.” That it’s their problem if they can’t deal with the level of disruption in their class.  Other teachers have just become immune to the level of noise in their classrooms — they have just come to accept that this is normal, and that it’s just “kids being kids.”  But, it IS a big deal.  Just recently, The Apple published results of their study about the 7 biggest challenges teaachers face. Care to hazard a guess which was #1?  “Dealing with bad student behavior.”  The recent report from Public Agenda, too, backed this up when it showed that 40% of teachers were “disheartened” and classroom disruption and student behavior was the primary cause.

It does not need to be this way, and, frankly, it shouldn’t be this way. If 30% of time of productive teaching time is being lost, that is literally time that is being robbed from both teachers and students.

Let’s put it in perspective:  30% of the average 180 day school calendar is 60 DAYS. That’s 60 days that students could be learning, that teachers could be teaching.  When you juxtapose that with the other arguments about lengthening the school day or year, wouldn’t it just be easier to work on regaining some of that time we’re already losing.  I mean, do you think we’d have better academic outcomes if we could get back 30-45 productive days of those 60 we are losing? What about other “benefits” such as happier teachers, less bullying and anti-social behavior, fewer days missed to absenteeism (both student and teachers), and more?

Can’t be done, many will say. Yes, it can — and it’s been proven to work.  Let’s pretend for a moment that I ask you to spend one hour a week teaching social skills to students that works in a fully-integrated fashion in-step with academics?  One hour a week is the same as 36 hours over the school year (yes, I know not all school week’s are full 5-day weeks, but let’s keep this simple, shall we?).  That’s roughly the same as 6 days, over the course of a year, if you assume only a 6-hour school day. You’re presently losing as much as 60 days of the year, as it is. If you could “invest” 6 days out of the year to regain 25 productive days of teaching time, would that be worth it?  And, that’s what we’ve found — at 40% or more increase in student time-on-task when integrated social skills education is brought into the classroom.

So, when we talk about “gee, we don’t have the time” to teach social skills, I’d argue that we not ony HAVE the time ,we must offer it in order to make best use of the time we do have.  If we could cut down the level of disruption and poor behavior in the classroom, we’d have more time to teach.  Students who are paying attention instead of mucking around are more likely to learn — and they aren’t going to wreck the learning of those students who really do want to do their best. Teachers who are able to spend more time teaching and less time “babysitting” will feel more productive.  And the bottom line is, with the Race to the Top funding emphasizing “teacher effectiveness” it’s clear that many people are concerned about the same thing.

“We don’t have time” is another common reason we hear for why schools don’t think they can bring in social skills education. But, if we can turn wasted time into productive time — without increasing the number of hours or days students and teachers have to spend in the classroom — don’t you think this is time well spent? It’ll do more for you than trying, one more time, to drill math rules or grammar into an audience who isn’t focused and ready to learn. You can’t teach them until they are paying attention, not matter how good you are.  Let’s give our teachers a break and give them the tools to be effective, at the same time we are determined to grade them on that “effectiveness.”

BTW: I’m very open to hearing from more teachers on what they think and what their experiences are.  Please send this link to any teacher you may know and ask them to weigh in…you can also email me directly at corinneg@socialsmarts.com if you don’t want to comment in the blog.

If it were easy…

Today, I have to write a more light-hearted entry. One that has a little fun.

I was having lunch with a dear friend and top-notch marketing/branding expert to discuss SocialSmarts, how I am personally and professionally trying to make our public education system something to be proud of — somewhere we are PLEASED to send our children.

In the midst of our brainstorming she says to me, “Have you thought about approaching the Gates Foundation?”

Well, duh. Tell me who among us who are trying to do great things and change the world haven’t thought about getting connected with the single-biggest private foundation in the world?  Particularly if you are Pacific Northwest based?

But, it’s not as though it’s an original thought.  It’s not as though I can just pick up the phone, call and ask for an appointment to present.  I mean, do you realize how many other people are wanting to do the same thing?

It’s like Oprah. Again, can I tell you how many times I’ve been told, “Corinne, you need to get on Oprah!  You’re PERFECT for her!”  Got it.  Will just pick up the phone, call and ask to speak to Miss O, ’cause we know she’s just been waiting by the phone to talk to little ‘ol me! (Ok, well, maybe she hasn’t YET, but she SHOULD be, if only she knew, right <wink>).

Point is, it sounds so simple, but it’s not.  If it were easy, anyone could do it. And, frankly, if I had a nickel for each time I have heard those twin phrases, I wouldn’t need to be working at helping schools develop better cultures.  I would just have my moment in the sun at Gates or on Oprah, and could become another one of those “legends” that had success drop in their laps after they were discovered.

Again, it’s not that easy.  Trying to change the world takes work — lots of it.  And, while I’d be more than appreciative of a break, there’s nothing that replaces good old-fashioned elbow-grease. That, in of itself, is a great lesson we can all benefit from; working hard is the best guarantee of a reward. And the reward is so much sweeter when you’ve done something to earn it.

Having said that…if any Gates-ers or Oprah-ites are reading…I MIGHT be waiting by the phone in case you have an open slot:  866 485 4089.  We’d be happy to take your call!

“Race to the Top” requires improved teacher effectiveness

Everyone once in a while, the government does something that surprises me. Today was one of those days.

The Department of Education released its final rules for the “Race to the Top” competition. In the matrix were all the things they had been talking about including

• State Success factors including buy-in for reform initiatives
• Standards and assessments
• Data systems for instructional support
• Great teachers and leaders
• Turning around Lowest-Achieving Schools

These categories included all the things we were hearing about like states’ buy-in on education reform, initiating or expanding charter school programs, developing and implementing better data gathering systems.

But what really surprised me was this: the category of “Great teachers and leaders” was the single highest factor in the list.  At 138 points, improving teacher and principal effectiveness will be rated higher than improving data systems (possible 50 points) and turning around low-achieving schools (47 pts) — combined.

And, if you look at the sub-categories for rating, “Improving teacher and principal effectiveness based on performance” is given a possible 58 pts alone.

Now, this is great, but the devil is always in the details.  HOW do we make teachers more effective?  Some argue that pay for performance is the way, but we’ve already discussed how it’s not fair to tie pay to performance without giving teachers the tools to be more effective.

This runs right on the heels of an article published in The Apple this week that reported on the 7 biggest challenges teachers face.  The #1 challenge reported by teachers was “bad student behavior.”

We know that there is a high degree of time lost in the classroom due to unruly and disruptive students. At the same time, the Administration is tying improvements in teacher effectiveness to Race to the Top dollars.

I think there’s a sign here.

It’s back to my main point: we have to provide integrated education that gives kids those skills that allow them to be more successful in a classroom environment. At the same time, we give teachers a framework by which they can design, implement and enforce classroom management frameworks tied into what students are learning.  This way, teachers have the “master game plan” and are teaching kids crucial lifeskills that fit into that overall plan. Less disruption means more learning. More learning leads to better achievement and teachers are able to have more productive time in the classroom.

It sounds so simple; you’d think everyone would be doing it.  But, it’s the toughest “sell” you’ll ever have.  It takes an enlightened administration to admit that they need to try something new.  Particularly when they are used to seeing “solutions” in terms of what they know. And, it stands to reason that “more effective teaching” has something to do with better funding, more programs, more teacher in-service days or smaller classrooms.

But we’ve done all that and it hasn’t helped.

Before we start throwing another nearly $5B at the same old problems, in the same old way, let’s really take a look at what is causing the problems. Until we do that, we can race all we want and find we get no closer to the finish line.

“It’s not the school’s job…”

Tell me if you’ve heard this argument:  the principal or administrator says social skills/character/values education shouldn’t be part of school curriculum because it shoul be taught in the home.  “It’s not the school’s place.”  Okay…then what about…

• In this country, we have a policy that children will be taught in the English language. But, what if they can’t speak English because their parents are from another culture or country? School: ” Well, we HAVE to teach them English because without it, they’ll be behind academically and socially. Besides, if we don’t teach them, where else will they learn it?”
• Too many children are overweight and unfit — because of poor diet, lack of exercise, other unhealthy habits and behaviors.  Teaching them about nutrition and the value of healthy living should be the parents’ jobs, right? School: “But so much of their learning and being a successful student depends on making good food choices, watching their weight, and getting appropriate levels of exercise.  If the parents don’t practice good nutrition, where else will they learn it?”
• Food programs — why is it the schools’ responsibility to offer meals at free and reduced costs to kids?  Isn’t it the parent’s job to make sure their children are fed?  School: “Well, if the parents are unable to feed their kids, we have to provide meals because so much of the child’s abilities to pay attention and function in school is hampered if they haven’t eaten.  If parent’s don’t provide for their kids, where else will they get it?”

These are just a few examples of other “non-academic” programs that are offered daily in our nation’s schools, yet technically should not be the responsibility of the school system. Yet, we do it…because, in essence we MUST.  The health and success of the child academically, phyically, socially DEPENDS on it.

Yet I get this “it’s not the school’s job” argument regularly about social skills and character ed.  Hey, I am the FIRST person who would agree that it SHOULDN’T have to fall on the school’s shoulders to teach these “life skills” but the reality is that the schools suffer in all areas because kids lack appropriate school-readiness skills.

Social skills are the #1 factor in our children’s personal and professional success. Kids that come into school without adequate school-readiness skills start off behind their more socialized peers academically,socially, and emotionally. Without effective intervention or education, they are likely to remain behind, and will exit the school system inadquately prepared for either college or the job market.

More significantly, poor social skills affects not just one individual learner or subject, but every aspect of the student’s learning and the educational environment as a whole.  A student isn’t more likely to fail academically just because he or she is overweight.  A teacher isn’t likely to quit her job if a few of her students aren’t proficient in English. A student won’t start a smackdown with his peers if he doesn’t know the components of the FDA Food Pyramid. But, all these things are direct or indirect results of appropriate social skills.

Schools have so much to lose (and ARE losing) if this area isn’t addressed. Taxpayer dollars are wasted, teachers are demoralized, school violence continues to be at epidemic levels, students underachieve and the achievement gap for low-income and minority students remains high.  Yes, teaching social skills and character HAS become the school’s job because we can no longer depend on students coming to school ready to learn and participate in a classroom environment. As one teacher recently said, “with all the interruptions and disruptions in the classroom that stem from students who aren’t respectful of teachers and peers, don’t appreciate their educational opportunities and can’t get along with others, when is the real teaching supposed to happen?”

School’s necessary response: “If the kids don’t learn good social skills outside of school, where else will they learn?”

40% of teachers are “disheartened”

I’m saddened, but not surprised.

Public Agenda released a report yesterday (“Teaching for a Living: How Teachers See the Profession Today“) that provided some fascinating insight into what teachers are thinking and feeling about their jobs and education in general.

Approximately 900 K-12 teachers were surveyed and the questions were extensive.  What Public Agenda found is that 40% of those teachers are “disheartened” and disappointed about their jobs. While many will review this data and immediately say, “Great, but 60% are content!” that’s not a fair statement.  It’s significant that nearly half are unhappy.

But the “why” is even more telling.  Those teachers that reported being discouraged, nearly 75% of them blame discipline and behavior issues.  And, over 60% of them cite lack of support from their administration as another factor.

For years I’ve been saying that teacher satisfaction depends a great deal on their working environment.  When you recognize that too much time that should be spent on teaching goes instead to “discipline and behavior issues,” it’s not hard to connect the dots for why teachers are having a tough time.  Imagine ANY other “business” where you were losing 30/40/50% of your “work time” on dealing with other people’s behaviors or discipline problems — it just wouldn’t be acceptable.  You’d get frustrated because you couldn’t get your job done, and you’d feel completely dragged down at the end of the day.

Let’s put it in the teacher’s perspective. I happened on another site yesterday where there was an Op-Ed from Michelle Obama on teachers — how valuable and important they were, recalling with nostaligia the teacher who always stood out.  One teacher’s comments were particularly interesting (I’m paraphrasing, but I’ve retained the general gist):

“…it becomes extremely difficult to teach the core subject areas when the idea of character and life skills are not being taught at home. I feel like I am constantly addressing “life” skills and teaching the students how to act appropriately, before the actual teaching begins. There is simply not enough time in the day to give lessons on lifeskills then manage to actually teach them something academic. Additionally, there is CONSTANT interruption in the classroom because students do not know how to respect themselves, their teacher, or their classmates, which takes another portion of the day to give lessons on this. When does the actual teaching begin?”

This is not an isolated case, as the Public Agenda study shows.  This teacher goes on to advocate character education teachers in the classroom, as a separate but standard course of study, subject-matter experts like math or science. That part I don’t agree with because isolating it as a separate subject continues to treat it like an unrelated skill.  Our character, our values, our behavior should be a constant, no matter whether we are at PE, on the playground, learning math, at the library.  It IS what and who we are. 

But the general concept is valid. As she continues:

“If the government treated Character Education as another core subject area, then I feel that behavior would improve and student respect for learning would increase.”

And, as we know, when we integrate social skills education into the core, other good things happen — test scores go up; bullying disappears; absenteeism goes down; teachers, students and staff are happier and more satisfied. These problems can’t be fixed in any other way — not by applying more money, creating smaller classes, or building more charter schools.  All those things, in absence of addressing classroom discipline issues, won’t be enough to turn the ship around. It really IS at the core of the problems in our schools, and now we have another study that helps support what I’ve said in the past: the 3Rs aren’t enough.  It’s the missing Rs (Respect, Reliability, Responsibility, Resourcefulness, Resilience) that our kids aren’t learning that’s hurting everyone.

The Power of Positive Energy

Ever have one of those meetings where you just “connect” with another like-minded individual and it just helps validate what you’ve been doing?  I had the amazing pleasure of having coffee yesterday with Liv Finne, the Director of the Center for Education for the Washington Policy Center.  Now, I’d had the opportunity to meet Liv before — first at the launch of Scott Oki’s book, “Outrageous Learning” (I’m sworn to secrecy on the circumstances of that first meeting), and a few short weeks later at the AWSP/WASA Summer Conference in Olympia, WA.

Liv is another no-nonsense, “where is the practicality in the solution?” kind of person.  She is highly passionate about helping our education system become what it needs to be to better serve the children and the families in the State of Washington. And, this is one of the things I respect so much about her: for her, it IS about the kids.  It’s not about agendas, about “feel goods” or (as I call them) “dere dere’s” (i.e., ” ‘dere ‘dere, why don’t we talk about HOW we FEEL  when someone slams us up against our locker because they don’t like the color we chose to wear this morning? Maybe if we talked about how the color grey was a problem for the bully, we could understand why this reaction took place.”)

Liv, (pronouced “LEEV” just like “Corinne” is “CoREEN”) is highly motivated to cut to the chase about what works in education and doesn’t — and WON’T.  I appreciate that, because, as I explained to her in our meeting, I have this nasty habit of examining every “solution” or proposal in light of the annoying question, “Ok, but what problem are we trying to SOLVE? And, how will this get us closer to our goal?”

I’m excited.  I like organizations like the Washington Policy Center who, instead of just falling into predicatable rhetoric and prognostication, actually examine FACTS to reach their conclusions. They really approach issues with an eye toward common sense: what’s real here, what’s not, what’s practical, what’s sustainable?

There’s too much buy-in happening along party lines and popular opinion these days.  I can’t say how the conclusions and and recommendatons of the Washington Policy Center will weigh in against those areas, but based on what I’ve seen so far, their direction seems to make SENSE.

Which is a rare commodity these days, if you ask me.  Common sense is altogether uncommon, and frequently isn’t sensible.

BTW…if you’re interested in checking out Liv’s blog on education issues you can find it at:  http://washingtonpolicyblog.typepad.com/washington_policy_center_/education/.  If you’re a Washingtonian with any interest in what’s going on (really!) in education, I encourage you to check it out.  Heck…it’s probably even valuable and relevant to folks outside the Emerald State, too, ’cause chances are the same litanies are being recited in your state — that’s been MY experience at least.  Repeat after me…”underfunded, classes too large, teachers need more pay…”  (heavy sigh)