Whatever It Takes

An article from the teachers' magazine TSTA Advocate and written by LynNell Hancock (winter 2011-12) titled "Why are Finland's school successful?" describes the amazing results public schools (not private) in that Nordic country have been able to achieve,  topping academic rankings on a worldwide basis for several years.

The OECD (Organization for Economic Cooperation and Development) publishes annually the educational ranking by country; Finland has been at the top for several years and we, the U.S. have vegetated in the middle of the pack for quite a while. We may reject these studies as fantasies concocted by international bureaucrats who have to justify their jobs. Perhaps! But the numbers still give a general idea regarding which educational system works best; the surprising findings indicate that the Finns have no standardized tests. As their top teachers frequently comment:"A test result cannot begin to describe what a good teacher does. It eliminates the human component which is all important in the classroom". One more fact: 90% of Finnish students go to public schools and have complete health coverage paid by the state until they leave high school. Wow! I can just hear some Republicans heading for the doors to vent their indignation at this blatant intervention by the national government. HOW DARE THEY? WE MAY AS WELL  SOCIALIZE THE WHOLE PACKAGE!                                                                                    

(The capital letters indicate right-wing politicians shouting) 




The article adds a very significant piece of information: "..its teachers are trusted to do whatever it takes to turn young lives around."

Whatever it takes! Wow! They refuse to allow failure due to lack of skills, low intelligence level, and/or family circumstances. Lest you readers accuse me of favoring the Nordic race, allow me to add a juicy tidbit that will resonate with our immigration foes:"..more than half of its elementary students are immigrants, from Somalia, Iraq, Russia, Bangladesh, Estonia and Ethiopia.."

And we complain because we have immigrants from Central America on our southern border? The teachers in Finland take a boy from Somalia who knows no Finnish and within a year, the youngster can sustain conversations with his schoolmates. They give him an intense, full immersion training in his new language day after day for 52 weeks. The head of public education stated that they don't teach children how to test but how to learn. Their students learn how to learn. Do ours? Granted, the Suomi nation has only 6 million inhabitants due to its abundance of Arctic land. But don't you think that it could be used as a perfectly valid sample in a research paper on education?


They have roughly the same proportion of kids with learning disabilities that we have and, except for the most severely affected, they mix them with the general population of students, a practice that is more and more common in U.S. schools. One of the "secrets" of Finnish academic success is to have small schools with small groups. The teachers there say that they know every kid and follow them throughout the years until they pass to the next level. That factor, to me, a teacher with 25 years of experience, is key to the academic success of the student. Again, in high school, we have begun doing the same and I can say that an intimate knowledge of the pupil and his/her family helps enormously when it comes time to make a decision such as going to college or to a vocational school.


Those who propose private vouchers to parents so that they may register their children in private schools push a very bad idea. A recent investigation of IDEA schools revealed that they receive mostly high functioning students who would be successful anywhere. It doesn't take a genius of a teacher to teach smart kids; they usually teach themselves very well. It takes a very dedicated instructor to achieve success with a learning disabled student. It takes time, patience, and savvy. Private schools lack time and patience as their main goal is to make money.

Why don't we "import" a 100 Finnish teachers who speak English to work in our most challenged schools; maybe they can teach us a few things.

Inner Eye

To be aware of a single shortcoming in oneself is more useful than to be aware of a thousand in someone else.

- Tenzin Gyatso, 14th Dalai Lama

How little we know about our own shortcomings and how fully aware we pretend to be about others' faults. Many of my teen students have complained about parents being hypocritical; they don't do what they preach. The same can be said for many teachers who present a different persona in class than they do in their private life. Students are quick to detect fakes; they have that special sixth sense in youth that seems to disappear as they get older. As a result, they shut their minds to that particular individual, and that includes parents. Trust is lost and communication suffers.

Honesty and Awareness are priceless tools in human communication, especially with children and adolescents. Psychotherapists know this very well and make it a center pillar of their treatment. Yet we fail to teach the Art of Communicating with our fellow humans in schools, whether public or private, just as we fail to teach the Art of Parenting to future fathers and mothers. A wise philosopher once said:" We have two ears and one mouth. That means we should listen twice as much as we talk." Regrettably, we do just the opposite with our most cherished people, wives, husbands, children, students and close friends. We have this urge to tell them what we think and the reasons for it. Seldom do we take the time to listen, actively, to their own position on the matter. Seasoned and successful diplomats know this and apply the appropriate strategy to achieve results.

How often have we heard our students say :"I wish my father would listen to me."? How many times does a wife complain to her best friend about the husband who never has time to talk, meaning of course serious discussions about important matters? How can we reach a good decision if we act without using the Inner Eye, the tool our conscience offers us to examine, weigh, assess, and analyze our motives, our emotional reactions, and our own shortcomings?

Remember the judge who was filmed whipping the back of his daughter of 16 with a belt? He was clearly enraged, out of control, and yet he justifies his actions as needed discipline. As parents, we should never, ever, punish while angry; the consequences will be disastrous for the child. He or she will cower in fear every time they hear their father coming home; their self-esteem will be shattered and their ability to love and care seriously affected even after they grow into adulthood. Humiliating a child, or an adult for that matter, can result in permanent emotional damage, not to mention the creation of distrust and maybe even hate. It takes a superior being to forgive his parents and/or his teachers for their past abuse, both emotional and physical.

Yes, there is a strong  need for discipline in any family; but too often, parents confuse discipline with severe punishment. Again, the need to prepare future fathers and mothers must start, believe it or not, in elementary school. Children 6 year-old or more are quite capable of expressing their feelings regarding good parenting. Using dolls as make believe children, these kids can be taught how to teach discipline with love and patience. We expect our dogs to behave, but if we use blows and intimidation to achieve that goal, the animal will eventually turn on his master. Should it be any different for human beings?

Keep Going, Don't Despair

It doesn't matter how slowly you go as long as you don't stop (Confucius)

One of the problems I have observed as a teacher in high school is kids giving up and dropping out. No matter how many times I tell them that every student learns at a different pace and was born with different skills, they feel that they are not smart enough. "Why do I have to read Shakespeare or Mary Shelley or Lord Byron or Edgar Allan Poe; I won't need that in adult life, I can make money anyway", they answer. It is, of course, very difficult to visualize your life 10 years from now when you are 16, 17, or 18. My standard response is to plant the seed of doubt (about their life plan) by giving examples of older adults working in menial jobs that pay very little. There is no point in simply trying to persuade them that we know better as parents or as teachers.

We can also point out that reading classical British poetry and plays by famous authors is not "necessary" to be successful in life, if you define success as material possessions. Savvy English teachers will mention that human nature hasn't changed since the first man walked on two legs; reading the master psychologist William Shakespeare will teach us lessons that no psychotherapist can equal. Studying complex mathematical problems may develop the brain to a new stage of performance that will allow its owner to aspire to well-paid professions. Learning about physical and social sciences will bring an unequaled insight into the mystery of life and the endless complexities of human relations.

 
He who learns but does not think is lost. He who thinks but does not learn is in great danger (Confucius)

 One of the many strategies available to parents and teachers is to pair the dedicated student with the at-risk one; if the combination is girl-boy so much the better. Women are more mature at the same age as teens, and boys usually react more positively to the other sex than to their male counterparts. Must be some "macho" gene kicking in! Another way to bring the reluctant student into the learning mode is to dedicate a few minutes a day to simply talking to him or her. Showing genuine and respectful interest in their life often brings a positive change in their responses. We frequently cite the need for teachers to make a difference in young people's lives; unfortunately that is not always possible. The way the school day is set up, students run to the next class or once to lunch every 50 minutes. Ideally, there should be no bell and no time pressure. They would go to the next teacher whenever all students have proven that they have assimilated the needed knowledge and skill for the day in that particular topic.

School administrators will react strongly to that suggestion, not always favorably; and yet, that is what we must eventually reach: a school day during which all types of learning styles and speeds are attended to. Students would shoulder more responsibility for their acquisition of skills under an honor code. If we started the new type of school with the first year of elementary, the learners would reach high school already trained in actively seeking knowledge instead of sitting passively on a hard plastic seat during 8 hours. Modern technology (I call it "teachnology") such as iPads and tablets would be available to every kid of every social class. A lot of self-learning can be accomplished with such wonderful tools. Let's imagine futuristic intelligent school desks that respond to the youngster's needs. A teacher would be become more of a guide than a lecturer, a supervisor of learning processes, a resource rather than an authority figure.

We must absolutely change our way of teaching to the lowest common denominator. Let's make every teacher a full-time partner in education, listening to his or her suggestions. They know as nobody else what's going on inside the classroom and they want every student to be successful. But they need the right tools to achieve that goal. Our country's future leaders are in elementary schools right now. We need them well-prepared.

Who is to Blame?

More than 40 million people live in poverty in the U.S.; that is a larger number than the total population of Canada or Argentina. More than 7.5 million people live together without being married, a figure that by definition must be unreliable for obvious reasons. The total of unmarried couples, including same sex, is closer to 10 million. More than 1 million children live with a divorced parent, almost 2% of all minors in the U.S. There are more than 14 million single parents raising approximately 28 million children. Considering a total population of around 320 million in our country, these bleak numbers may not seem particularly alarming, until we start adding them up: More than 60 million households offer a deficient environment for their children where the lack of adequate food, love and affectionate discipline cause havoc among the younger generation.

Let's be even more pessimistic: In homes where food is abundant, where clothing is more than adequate and where shelter is comfortable, there is a silent enemy that no national census can detect. Abuse, whether verbal, physical or mental, destroys self-confidence and creates severe internal emotional conflicts. The result? An asocial young man or woman who will look for solace in all the wrong places.

Foster care could be an oxymoron! Even though the government reports more than 700,000 children placed in foster care in 2010, it fails to explain that many of these foster parents do it only for the money they receive for each child. Many do nothing else and provide mainly indifference and neglect until the child escapes or reaches his/her majority. Granted, some of these kids show a complex picture of emotional disorders and can be difficult to raise; but if you are not willing to do your part as a foster parent, keep away and don't compound the problem.

Our  society is not doing a good job of instilling solid values in children and teens; marriage rate is in decline, teen pregnancy is on the rise, as is teen drug addiction, and gang membership. If the parents are divorced - a quick look at the children of celebrities confirms the fact, the kids will more often than not end up in bad company looking for the acceptance they failed to receive at home. When the parents are poor - again statistics confirm the fact, their children may suffer neglect because of a mother and/or father using alcohol and drugs, or simply because there is nobody to welcome them when they get home after school.

Children are our most valuable treasure as a nation that claims to be a role model for the rest of the world. And yet we are falling behind in most areas related to education; we are not involving the parents sufficiently, knowing full well that schools by themselves cannot replace the love and care of a home. We are too busy making money, buying the latest gadget, or simply working overtime to go to the game to watch our kid who is waiting anxiously for the father to show up.

The family as society's nucleus has eroded constantly for the last 40 years; how many travel together like the Griswold family who, despite their comical misadventures, were a model of affection and support? How many still participate in a family council (as a single mother of six told me recently) in order to air common grievances or positive ideas? How many teens feel comfortable talking to their parents about their most intimate concerns?

Let's face it! A successful and powerful nation like the United States depends on the existence of strong and united families. It's time our politicians put an end to their childish squabbles and infamous behaviors to show our kids that we can overcome any obstacle.

EDUCATION, A MATTER FOR THE STATES AND THE FAMILY

The Constitution clearly states that educating children is the exclusive domain of each individual state. I would add an important phrase:"and of the parents." A friend of many years recently complained to me that he was afraid that if he reprimanded his children the state would intervene and punish him. Such nonsense is the result of bureaucrats encroaching on our privacy and absolute right to punish our children as and when we see fit; the unwritten but well-understood rule is "without harming them."


Today's children know very well that CPS is ready to pounce on "unfit" parents and some of them blackmail their progenitors in order to obtain their wish. The problem is compounded by the laissez-faire attitude of many parents and the fact that so many kids come to an empty home after school.  Without a guide and a moral example at home, boys and girls tend to be influenced by older confused children and misguided peers. The television fare to which they suscribe for at least 4  hours a day certainly doesn't help them form a healthy criteria.


Many of today's successful and model citizens felt the caress of their dad's belt occasionally as children or the good spanking given by their loving mom. Fifty years ago, the corporeal punishment was routinely administered even in schools without any interference from the government. Nowadays, young people, with some notable exceptions, feel that they are entitled without having done the work to deserve it. "Give me" is a common phrase heard in many families rich or poor. In order to have peace at home, parents give in and satisfy the material request.


"Punish with love" is a phrase my mother often repeated as she metered out my well-deserved slap. That is the key that parents would do well to remember. A child is fully aware that he or she has misbehaved and that consequences must follow. That is just! Nothing riles up kids more than injustice; they complain loudly when their siblings seem to receive a more favorable treatment. A wise parent talks to all of them frequently and patiently, explaining the circumstances and the decision. Many teachers try to help parents in instilling moral values to their students. Only one big problem: They have between 25 and 150 kids to take care of every day. Nevertheless, their role as surrogate parents is essential in making a difference while there is a chance to mold a young mind.

Interference by the state government in family affairs should be limited to serious cases of criminal behavior such as leaving kids in a hot car, physical violence between parents, drug use, prostitution, sexual abuse and neglect. A simple phone call by an 11-year old claiming abuse should not result in a show of force by law enforcement and CPS. It should be handled discreetly, so as not to publicly humiliate innocent parents. We often forget that the media sometimes contributes to the public condemnation of innocent people by publishing their photos on the front page. Let us work with local agencies and law enforcement to determine whether a child has been criminally mistreated before we splash the case on the local television channel.


We have become a complacent nation with regard to education; we forget that kids need strict guidance and superior role models. We are limiting the power of parents and teachers to enforce discipline, a value that is essential in a successful adult life. It is natural for kids to test their boundaries, to explore, to talk back, to disobey their elders, to misbehave. We have to show them, with love and care, that there are limits and that society expects them to follow certain rules. Parents, teachers and local agencies should all work together to make sure the message is understood.

AMERICAN EDUCATION

When I was in 5th grade, a long, long time ago (in Switzerland), our teacher sported a Hitlerian moustache and acted the same way; he wanted absolute silence, he forbade any kind of spontaneous reaction (including laughter), and demanded perfect posture in our extremely uncomfortable school desks. Needless to say, my grades and my learning suffered greatly, as I came to the conclusion that school was worse than a root canal. Luckily for me, my next year improved greatly with a teacher who cared and who established immediate communication with my parents.

Various editorials comment acerbically on the poor quality of American Education; according to the OECD (Organization for Economic Cooperation and Development), we rank in the middle of the table when it comes to reading, math and science. As a teacher for more than 20 years, I have seen my share of mediocrity and excellence in the classroom. We don't have, as a nation, the remarkable scores of Finland, the number 1 in international education, or compare to Japan, one of the top 5. The Secretary of Education, Arne Duncan, figuratively pulled his hairs from his cranium and said that this ranking was a wake-up call for America. President Obama exclaimed that serious reforms were needed in education. I say "Phooey!", politicians have always decried our failing public learning system and some even raved about the "absolute" need to privatize all schools.

As I signalled in the first paragraph, a caring teacher is worth a lot more than an erudite uncaring one. We have a lot of compassionate mentors in the public school system and the results are much better than what cold statistics show. If half a year is dedicated to studying to the test, much will be lost in maths, in reading comprehension, and in science, areas that usually fare worse than social studies. We must go back to the concept that the whole is worth more than the sum of the parts. We teach most of the year to the test instead of to the student; that has to stop. A student must of course reach a basic level of skills in the three Rs, but once this is accomplished, education in high school should be tailored to individuals needs and natural talents. Music, drawing, auto repair, hair styling, carpentry and manual vocations in general, singing, dancing, acting (too little of this wonderful art), painting, and so on, are just as important as reading and adding.

Our public system is not a failure simply because of some limited statistics by OECD. We are the most powerful nation on earth, we have the most productive workers, we lead the world in technology, in scientific research, we have the best universities, the most democratic system among the most important nations, our military has no equal, we invented Facebook, Microsoft, Apple, HP, Twitter, the light bulb, the radio, the transistor, we walked on the moon and we give more money to poor developing nations than anybody else.

All of this was done with a "mediocre" public education??