This post, more than most, takes me back to the title and idea of this blog, “Theory is nice, but we are working in practice…”

Occasionally my high school students make similar conclusions and it blows me out of the water. A few years ago, one of my seniors decided to drop out of school, and when I questioned him about his decision, I made the remark, “you’ll have a rough row to hoe because of this.” He puffed himself up, full height, and spat back at me, “what? you calling me a ho?” I was so shocked, that for once, I was speechless.

There are still a few schools in my district that have principals that do walkthroughs looking to see if you are deviating from the program. I’ve had 4 teachers taking a “tech class” that I teach which emphasizes writing the last 3 years drop the class (one in tears) after the 2nd week because they would be using one of the techniques I had taught only to have their principal nix it during a walkthrough - “Where is that activity in the reading program … can you show me where in the materials you got this activity!???”

The irony for me is … I wonder how well Whole Language would have worked out if the amount of money and training that went into this mess had been spent on whole language?
Brian

Huh????

From this post I begin to understand the importance of school administrators in setting/maintaining an educational agenda. I understand the meaning of the term “educational leadership.”

Science and Social Studies are critical to sustaining a civilization that is case-hardened against stereotypes, propaganda, and superstition. Reading and math are important, yes. But they are merely skills, *about* nothing. How meaningless! What happened to the teachable moment?

I feel lucky to live in a place where people understand that the rest of the world is nuts. Of course, Alaskans are famous for circling the wagons and shooting IN.

Teach Science. Teach Social Studies. Be a radical.

How strange.

The other part of this is that whereas some teachers will take an event like this and take at least some time to discuss it (remember current events?) - during the NCLB era teachers have been told NOT to do anything outside of just exactly what you are supposed to teach … there is no time. I believe this is a huge disservice … nay injustice to our students.
Brian

Have that projector or overhead on and lighting up the screen? Have one of the kids come up and do a shadow puppet. I know elementary loves this because my middle schoolers STILL do. They can’t resist it if the projector is on when they come into class.

Then, in whatever manner, put a circle on the board or screen representing the moon, and pass a tennis ball earth across it. Yes, the scale and comparative distance and sizes are off, but it would give a good visual. Put a huge circle on the board or screen and you could demonstrate a solar eclipse.

With third graders, you probably DON’T want to share with them the fact that a long time ago before we understood eclipses, people did think they were going to die because they thought the world was ending when the moon turned blood red or the sun stopped shining in the middle of the day!