Modern Maven

Over a decade ago, when I first entered the field of education as a substitute teacher, I was startled by the fact that the vast majority of teachers whom I encountered seemed unwilling to accept that they had little, if any, responsibility to the overwhelming number of failing students enrolled in their classes. Moreover, their nonchalant attitudes and simple willingness to accept this was unconscionable to a recent college graduate of a highly competitive east coast university and one who revered education. However, after having been entrenched in this profession for several years as an instructor at both the middle school, high school, and the college level, I can better understand just why it was that these teachers seemed to be so complacent and simply accepted their students’ failing grades. Now it is clear that these teachers weren’t apathetic nor were they neglectful of their charges. Rather, they clearly saw their reality and embraced the truth. They realized that their students were often failing due to circumstances beyond their control, and they weren’t willing to pander to administration and society at large to accept the sole responsibility of these children who seemed to be slipping between the cracks of society. These teachers understood that the institution of education wasn’t only the social institution culpable. This is not to say that some teachers weren’t performing their jobs. However, in failing schools with failing students, often the teachers aren’t the only ones to blame.

Too often a sociological view of education is not applied; for society to evolve, a functionalist view must be employed. Simply stated one social institution alone can not tackle such an enormous problem effectively nor can it make a significant change without all social institutions working simultaneously to eradicate the problem (Shaefer, 2006). Only when all social institutions are willing to acknowledge and accept a social problem, be willing to embrace this truth collectively, and apply the Principle of Utility-the moral obligation of providing the greatest good for the greatest number- (Benthem, 2000) is a society able to evolve

However, in the institution of education, all too often administrators are blindly accepting, enabling, and disregarding the importance of family in the life of a child. These administrators scramble to believe that their social institution is superior and better able to solve this social problem of failure. For instance, it is often common place that parents are not made aware of the tracking systems in place (especially at the elementary and middle school level) because the school system believes that parents’ knowledge of their child’s ability is erroneous, their input would hamper the scheduling process, and these parents are ignorant of pedagological understanding that would be helpful in classroom placement. This could be viewed as an elitist mentality which many administrators hold especially in schools located in failing school districts.

Additionally, in failing schools with a low socioeconomic population, many educators are being forced, by their administrators, to artificially inflate grades. Is it to dupe the general public into believing that their neighborhood schools are not, in fact, full of failing students and that a generation of amazing graduates is on its way? Why are so many administrators overturning grades submitted by teachers? Why are administrators forcing their teachers to “dumb down” their students? In the January / February issue of the Harvard Education Letter, Lisa Birk suggests that grade inflation “…masks the failure of many impoverished schools. Most students in low- and high- poverty schools get A’s, but their achievement diverges dramatically as measured by eighth graders scores on the National Longitudinal Study of 1988 standardized test. In high poverty schools (where 75 percent of students receive free or reduced price lunch), students who got A's in English scored roughly the same on the reading test as those who got C's or D's in the most affluent schools, according to a 1994 U.S. Department of Education study. The study by researcher Judith Anderson, found the discrepancies in math even worse. The "A" students in high-poverty schools received test scores similar to those of the "D" students in the most affluent schools. Neither Anderson nor the College Board's Camara would speculate on why there is the discrepancy (Birk, 2000). In a nutshell, society at large has certain expectations of teachers (unrealistic expectations), and today teachers are being forced to falsify and fabricate records so that expectations appear to have been met.

Additionally, educators have had to modify how they teach and what they teach. Now, instead of simply teaching basic skills, higher order thinking skills, and preparing students for life after school, educators are instructors of social skills, character education, and social graces. Instead of taking forward steps, we are instructing in areas similar to those important in a foregone era and which have been proven antiquated by Harshorne and May when they noted that moral behavior is situational and unpredictable. No matter how much money is spent and no matter how many instructional hours are devoted to character education, character traits (such as honesty) are inconsistent across situations (Harshorne and May, 1928).

As a present day educator, it would appear that the most notable change in the past eight years has been not only the breakdown of family, for that has been accruing since the early nineteen eighties, but the institution of education enables parents to behave poorly and then be more than willing to clean up their mess! American education administrators erroneously believe that they alone can solve all of their students’ social and academic ills by acting as if they are the “grandparents” of the absentee parents. This is tantamount to sheer enabling that occurs when reminder letters for parent-teacher conferences are generated, warning letters of pending failures are mailed, and hand-holding of the parents becomes the norm. Yet when we take a hard look at parochial schools in disadvantaged inner-cities where these schools commonly spend less than half as much per student as do public schools the parochial schools are often more successful (Palen 2001). “Unlike many inner-city schools, successful schools assume that all students can do good work and insist that they do so. Performance levels are not lowered, and dropping out of school is strongly discouraged. All students are expected to work hard and be successful. Parochial schools also insist that parents take an active role in the education of their children. This is a requirement that most local public schools cannot enforce. Academic expectations and parental involvement have payoffs” (Palen, 2001). As a result of this over-indulgence, lack of effective parental involvement, and elitist administrators, more and more students fall behind their foreign counterparts in Europe. In 2001, Sweden, Hungry, Lithuania, Bulgaria, Latvia, and England out performed the United States of America in the Progress in International Reading Study (Lynch School of Education Boston College, 2001). American administrators are shaking their heads as if to say they don’t understand how things are “going to hell in a hand basket” when they are being overly empathetic to the demands of families and going out of their way to assist families in their respective districts.

As I reflect on the changes in the profession, what is most disturbing is that the failing children (whether socially or academically) are often those who are overindulged by parents who are overwhelmed by the rat race of career or by life in general. Material goods are substituting quality time and this lack of human interaction is sending children into the deep abyss and over saturation of the media. Without a doubt, media is competing with family in socialization of the children. It has long been accepted that family was the first agent of socialization (Schaefer, 2006). However, in today’s culture, media is quickly pushing parents aside (because of the acceptance into the home by the adult in charge) and stepping into this job. Technology is, without a doubt, capable of connecting people in amazing ways only once dreamed of, however, when children are subjected to its uncensored message and on-demand features the virtues of patience, determination, and good old fashion hard work is the missing component that facilitates the growth of children into functional adults within society.

Due to the breakdown in family, over saturation by an uncensored media, and the willingness of administrators to solve problems that are out of their scope and expertise, we are producing an entire generation of children who have been parented by various instructors who enter their lives for nine months intervals. This is a ridiculous notion, yet it has been blindly accepted by most every social institution. Because our students, at all grade levels, come ill prepared to learn, the cognitive process is warped. Video games, television, and movies have become the free babysitting service and even the most docile child is over-stimulated and unable to focus on tasks once mastered. Without drastic changes, the challenges that teachers and students in the future face will be unimaginable! In order to eradicate this problem, all social institutions must understand that they have a role to play in the lives of the children. It can not be the sole responsibility of only one social institution that has a hand in cultivating the future. Similar to the human body which can not function effectively if only one system is working at capacity neither can a society function to its maximum potential with only one social institution working at capacity.

American education needs to realize that their role in society is to instruct students in various content areas and afford these children with all of the tools necessary to become functional citizens of the world. However, when the focus of the schools is outside its scope of expertise, instructional hours are wasted on tasks that have been perfected by the family. If all social institutions work together, American children will flourish! It is crucial that we take a sociological view of education to better understand this social problem. How can we, knowingly, do harm to an entire generation of vulnerable children? By turning a blind eye to a glaring problem, what good are we doing while in the midst of the most noble profession on Earth?

References

Birk, Lisa, (2000). Grade Inflation: What’s Really Behind All Those
A’s?, Harvard Education Letter, January / February.

Harshorne & May (1928). Studies in Deceit. New York, Mc Macmillan.

Bentham, Jeremy (2000). An Introduction to the Principls of Morals and Legislation.
(printed in 1781 and published in 1789) (atoche Books: Kitchener, ON Canada.

Palen, John, J. (2001). Social Problems for the Twenty-First Century. Boston, MA.

Schafer, Richard, T. (2006). Sociology. Boston, MA

http://timss.bc.edu/pirls2001i/pdf/P1_IR_Ch01.pdf Progress of International Reading Study

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WOW! It was {another} busy yet fabulous week. And actually, I wonder how I continue to find the energy to be on the go night after night. Perhaps it's my latest "Lucky Charm", Mmmmmmmm. Whatever the case, I love hopping from one fantastic venue to the next with the most delicious friends. Where have I been going? Here's a recap!

Monday, I finally was able to meet up with S and C at P.J. Whelihans. Oh, and even M made a guest appearance which was PHANtastic! We scored a great table to watch Game 5 of the World Series. Our beloved Phillies won that game. And all in all it was a very fun filled evening after a VERY long and taxing day.

Wednesday, J, <3 Dr. A, and I headed over to Swanky Bubbles. It's so ridiculously convenient to us and so perfectly our scene with tasty, bubbly cocktails! It was divine.

Thursday's dinner was at the Palm! The company was second to none! Of course, we ALL know that you can NEVER go wrong when you dine at the Palm!

Friday, G and I headed to Kitchen 233 for cocktails and appetizers. Sadly, Kitchen 233 closed its doors after the last meal was served and cocktail was sipped last night.

However, Treno a rustic Italian restaurant is opening tonight. The restaurant group decided to revamped their concept. G and I were lucky enough to sample some items from the new menu last evening. We both enjoyed what we tasted. And my favorite aspect of the restaurant, the atmosphere, will still be the same!

Which brings me to Saturday night. And your Modern Maven requires a break. Of course, I was invited out to the city for dinner. But I decided to keep it low key and relax. And honestly, I am LOVING it!