“Thanksgiving Day comes, by statute, once a year; to the honest man it comes as frequently as the heart of gratitude will allow.”
Edward Sandford Martin
In the spirit of Thanksgiving I write this week about appreciation, especially for the teachers making a difference in the lives of the children.
In 1974 I received a credential that authorized me to teach history-social science with a teaching minor in psychology. The first full-time job I was offered that year was teaching history and English at Osborne School at Juvenile Hall. That incredibly enriching experience shaped who I became as a teacher and administrator for the remainder of my career. Thank you to Lou Canessa and Dr. Max Hawkins who gave me the first opportunity to teach.
There were many teachers in my life that contributed to my well-being and intellectual capability for which I am very thankful. Foremost among them were my parents, Louis and Frances, Father Seaquist, Sister Mary Michael, Mrs. Baker, Mr. Gilbert, Dr. Gliner, Dr. Bond, Father Seeber and many more. Some of them I had as teachers in elementary school, some in high school and others in college.
Those who are gutsy enough to take on the role of the education of America’s children, teenagers, and young adults are those who I will pay a special tribute of gratitude. As we have discussed during this past year the institution of public education is loathe to change and change it must. It is a broken system in so many ways, yet teachers who work tirelessly to make certain all children under their charge succeed in an environment of high expectations are heroes to me. I have no doubt that it is the vast preponderance of those who choose to teach.
It is to all those who teach to children as though they are all treasures of this earth who I offer a special note of gratitude during this Thanksgiving week. I give you thoughts to ponder from three people who contributed in vast ways to humanity: Einstein, Buck, and Yeats.
“It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” Albert Einstein.
“Only the brave should teach. Only those who love the young should teach. Teaching is a vocation. It is as sacred as priesthood; as innate a desire, as inescapable as the genius which compels a great artist. If he has not the concern for humanity, the love of living creatures, the vision of the priest and the artist, he must not teach.” Pearl S. Buck.
“Education is not the filling of a pail, but the lighting of a fire.”
William Butler Yeats.
To all the teachers: May your Thanksgiving be enriched with those expressing gratitude for the good work you do. May you always be the flint stone to ignite that conflagration of thought in the minds of your students.
The division and the rancor of the discourse bordering on the personal on SJI is very distressing to me, yet I am grateful for the opportunity to opine about the issues in public education for which I feel passionate. Thank you, Eric, for your hard work behind the scenes. Thank you to all the readers and those who take the time to write whether you agree or disagree on point.
Happy Thanksgiving.
Happy Thanksgiving to you as well. Your enthusiasm is appreciated and continues to inspire those who want to affect change.
A good hair day!
In my wife’s country of origin there is a national ‘Teacher’s Day’ where they give thanks to educators and educators alone in exactly the way you are doing here. Teacher’s Day happens to be in November as well.
Happy Thanksgiving and Teacher’s Day!
Education is not an end; it is a means to an end.
Competent teachers are essential for effective and productive education. But a great number of skills and competencies are necessary for the functioning of a complex society.
I admire the industry, dedication, and virtuosity of truly skilled and committed teachers.
But I resist the creation of a cult of personality around “teachers” or “educators”.
Just do the job that society asks you to do. Don’t tell society that it MUST aggrandize and mythologize teachers, and pay them and coddle them to the disadvantage of the many other invaluable contributors to society.
Here’s an interesting report for those who have more than a topical interest in this subject:
“How the World’s Best School Systems Come Out on Top
http://www.mckinsey.com/App_Media/Reports/SSO/Worlds_School_Systems_Final.pdf
Chris,
One of the 3 main conclusions of this report is that it is essential to attract the “right” people to teacher training programs. On page 21 we read:
“As the quality of the people in the courses (teacher training programs) begin to drop, so does the quality of the courses themselves, because the quality of any classroom experience is highly dependent on the quality of the people in the classroom”.
The authors of the report clearly acknowledge that the effectiveness of the teacher training classroom is greatly influenced by the “quality” of the students in the classroom. In fact, the report emphasizes that these programs are ineffective when “just anyone” is allowed to participate.
Yet nowhere in this report nor in the writings of DiSalvo or his nearly unanimously like-minded disciples, is there ever any hint that the same common sense principles that apply in teacher training programs and make so much sense THERE, are of the slightest importance in the general public schoolroom. In the public classrooms, according to them, it doesn’t matter what the kids are like. Each and every child is a gem, no matter how rough, that is just waiting for the precise application of an expertly calculated prescription of praise, coercion, empathy, tutoring, mentoring, and mollycoddling, delivered by a highly skilled and infallible trainee of the State Government, to polish the facets and allow their full human potential to shine as a beacon to all the peoples of the world. It’s very contradictory. On the one hand, machinelike efficiency is what’s best, and on the other hand, an organic, almost spiritual approach is called for. Which is it, guys? Which of your two faces am I to listen to?
You’ve done a pretty good job of identifying the theoretical basics of an effective teacher training program-(one that I could have easily laid out to you myself if you’d just asked). Unfortunately, history has shown that all you idealists’ best intentions crumble the instant you are asked to defend them against the harsh realities and pressures of the real world. You’d have to stand up to the power of the NEA and to the unions. You might have to actually campaign for conservatives ferchrissake. Could you stomach that? I doubt it.
In order to affect any positive change, the advocates for this program would have to decide which master they serve, and I don’t think the feeble lefties of California are up to the task.
PS- Go ahead. Dismiss my comments as nothing but ignorant hate speech.
John Galt writes:
“You’ve done a pretty good job of identifying the theoretical basics of an effective teacher training program”.
Thanks. I appreciate your positive response to my post!
The Grateful Ed, I loved those guys!
I’ve noticed that Dr. DiSalvo has not mentioned “dispositions,” an innovative and progressive teaching tool at the College of Education at SJSU.
Most readers will not have heard about this, so here is a link to a one-page description of Instructional Technology which mentions “dispositions” no fewer than seven times:
http://www.sjsu.edu/ugs/assessment/programs/education/inst_technology/
One student insultingly objected to “dispositions” and sued SJSU in federal court. The federal judge described the facts underlying the complaint at:
http://www.thefire.org/public/pdfs/bc1c23f599b0e4231435e56f1033ad7f.pdf
The judge ruled against the plaintiff, but didn’t criticize the facts. Some students just don’t fit in at SJSU.
Funny, it appears some guy named Don Miller (he left his name for e-mail responses), publicly wrote about this same article on yet another one of the many Pro-European American sites that seems to be encouraging people to come here and take shots at Mr. DiSalvo.
http://www.amren.com/mtnews/archives/2009/11/at_u_future_tea.php
10 — Donald wrote at 8:14 PM on November 24:
The process described in the article above is called “dispositions” in California.
See this web site to learn how dispositions appears everywhere in the San Jose State University course descriptions:
http://www.sjsu.edu/ugs/assessment/programs/education/inst_technology/
See this web site to read the comments of a federal judge about the facts of a law suit by a student who ran into dispositions face on. The law suit was dismissed for lack of an appropriate statute, but the facts are unquestioned:
http://www.thefire.org/public/pdfs/bc1c23f599b0e4231435e56f1033ad7f.pdf
——————————————————————-
I wonder if its the same gent who posted this on SJI earlier?
——————————————————————-
Donald Miller Fri, Apr 17, 2009 – 9:50 pm
Don’t equate Diane Solomon’s little essay about a one-sided, slender slice of the taxpayer’s commemorations on April 15 with an in-depth report about the entire event. When readers take the time to decode her incendiary language, her racially-charged propaganda agenda becomes evident.
For example, when I read this, “the 1,000 mostly middle aged and white demonstrators wearing American flag regalia,” I saw “flag-waving honkies.”
And when Solomon resurrected the old “white shoe” slur by writing, “Ashley’s girlfriend’s blond haired nine year old sister Amanda was pretty in pink with white patent leather party shoes,” I saw “blonde honky.”
Happens every day in the Mercury News, might as well happen here, too.
http://www.sanjoseinside.com/sji/blog/entries/tea_party_draws_red_baiters/
———————————————————-
Dispositions?
> The policies and practices of the Instructional Technology Department in the College of Education at San José State University are based on the belief that teaching or training in a democracy requires and must ensure that:
> Learners have access to an excellent and equitable education;
> Educators at every level have knowledge of their subject matter and their students, value and engage in ethical practice and excellent pedagogy, and develop dispositions and habits of the mind that ensure that all learners have equitable access to an excellent education;
> Stakeholders and partners in the community be involved in the collegial community engaged in the professional conversation and decision making that delineate standards, assign resources, guide program design, and reward accomplishment in the Department and College.
Sounds like another load of incomprehensible edu-babble, trying to hide what they’re really up to.
“Stakeholders” is usually a clue that they are trying to give a say to someone who does not pay into the system but is trying to suck off of it anyway.
Student Plaintiff lost on appeal as well. He simply refused to follow the class instructions and failed the class. So what?
http://archive.ca9.uscourts.gov/coa/memdispo.nsf/pdfview/040208/$File/06-16668.PDF
On the topic of Thanksgiving, last week I was substituting in a 1st grade class. We read a Thanksgiving story, then discussed what we were thankful for. Many students shared sweet and endearing responses, and most were thankful for their moms, dads, siblings, and teacher. One student strayed from the norm, and told me that she was thankful for “air.” I said, “Air?,” to which she quite matter-of-factly replied, “Yes, Ms. Mulvaney. Without it I’d be dead. So would you.” Children are so funny and wonderful! Happy Thanksgiving!
Silly me! I wasn’t paying attention.
Here is the “education” that Grateful Educator Joseph DiSalvo wants us to be thankful for:
– – – – – – – – –
STEPHEN M. HEAD,
Plaintiff,
v.
BOARD OF TRUSTEES OF THE CALIFORNIA STATE UNIVERSITY;
CHARLES B. REED, Chancellor, California State University;
DON W. KASSING, Interim President, San Jose State University;
SUSAN MEYERS, Dean, San Jose State University School of Education;
CATHY M. BUELL, Department Chair, San Jose State University School of Education, Secondary Education Department and Associate Professor, San Jose University School of Education;
HELEN MARY KRESS, Assistant Professor, San Jose State University School of Education;
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION and DOES 1–100,
Defendants.
Mr. Head attended all class sessions. He turned in all work on time and “in good faith.” Professor Kress, however, initially refused to grade most of his work because she allegedly “disagreed with the views, opinions, analysis or conclusions contained therein.” She required him to revise his work to conform with here allegedly “radical political preferences, opinions, and points of view.” He got grades of D or F on these assignments “ecause the resubmitted work still did not conform to Defendant Kress’s worldview.” He got a D on the final examination and an F for the course, although, again, this lawsuit does not challenge these grades. Professor Buell informed him that he failed. Dean Susan Meyers also informed him of it, via email. In December 2004, the university’s Student Fairness Committee denied Mr. Head’s appeal of his grade. He has a pending state-court case challenging the grade
In 2002, Mr. Head matriculated in the Secondary Education Department’s Teacher Credential Program. In September 2003, he began taking a required course entitled Social, Philosophical [and] Multicultural Foundations of Secondary Education. It was taught by defendant Kress, an assistant professor (Compl. ¶¶ 28, 31, 33).
Her syllabus, distributed during the first class, included the “College of Education Vision,” which stated that “the faculty is committed to preparing teachers . . . who are prepared to . . . promote equity, respect for person and social justice.” The syllabus also included the Secondary Education Department Dispositions For Students, a set of professional behaviors and attitudes that the school expected students to achieve. These dispositions stated that “candidates are expected to demonstrate the following professional dispositions as they progress through course work . . . : s intolerant of all forms of harassment, discrimination, and exploitation[.]” The syllabus also stated that “y the end of the semester, students should be able to: . . . discuss how to and why it is crucial to correct the current inequities in access to educational resources [and] . . . articulate rationales for and demonstrate excellence in integrating multicultural . . . education throughout the secondary education curriculum . . .”
Another handout included the following: “Societal Goals: Promote social structural equality and cultural pluralism (the United States as a ‘tossed salad’) . . . School Goals: Promote . . . cultural pluralism and alternative life styles . . . and support for power equity among groups.” Professor Kress stated that the curriculum was required by defendant National Council for Accreditation of Teacher Education (“NCATE”).
During a break in the first class, Mr. Head stated that multiculturalism was “contested by many scholars and experts,” and named some of them. Professor Kress allegedly responded by forbidding Mr. Head from citing those critics in class or classwork. Later, Mr. Head suggested to her that the rules governing classroom discussions should acknowledge students’ right to disagree. Professor Kress did not write this suggestion onto the list of rules.
In another class, Professor Kress allegedly stated: “Vote no on Proposition 54,” a California initiative that would have barred the state from using race, ethnicity, color or national origin to classify current or prospective students, contractors or employees. Later in that class, students discussed a video they had watched. The video showed “a group of racially differentiated men with differing viewpoints on discrimination discussing discrimination in . . . California.” Mr. Head responded to the video by stating that immigrants to the United States are better off here than in other countries, due to a “comparatively better form of government.” (It is unclear what connection, if any, this comment had with the video.) Professor Kress stated, “When I hear such opinions coming from someone, it makes me think that that person is unfit to teach” and that “all [her] colleagues in the Ed School would agree . . . .” In a later class session, Professor Kress allegedly told Mr. Head that it was “inadvisable” for him to write an assignment about a girl prevented from forming a “Caucasian Club” at her high school. Professor Kress told Mr. Head that she based her decision on the fact that “non-Hispanic White Europeans comprise [ ] the ‘dominant power structure’ in U.S. society”.
( other politically correct “education” travesties deleted )
At a later class meeting, defendant Cathy M. Buell, the chair of the department, told Mr. Head that local teachers unions would require teachers to adhere to the view of multiculturalism taught in the San Jose State class. Professors Buell and Kress told him that membership in teachers unions was mandatory in California. Professor Kress also told Mr. Head that students would be graded on their moral views.
( other politically correct “education” travesties deleted )
– – – – – – – – –
This is not education; it’s political racketeering.
Let’s not ascribe this court case post to Mr. DiSalvo. It was apparently posted by Donald Miller, perhaps another poster that might have felt called upon by Bo Sears of resistingdefamation.org to continue their sordid attacks on his blog.
Here is Bo Sears call to “attack”.
“We ask everyone who receives this message to post a short, pointed attack back on the original poster…”
http://www.wvwnews.net/story.php?id=8070
Why is resistingdefamation.org a selected link on this site?
http://www.whitespeech.blogspot.com/
It appears as though someone named Don from resisitngdefamation.org actively contributed to the site on a blog post dated Tuesday, May 08, 2007. Do you condone this?
At the bottom of the blog the author writes in what I consider to be a very hateful manner. Do you feel comfortable that your site is linked to this kind of speech?
Is this not a direct contradiction to your group’s call for the elimination of racial slurs?
HAPPY THANKSGIVING Joseph! Thank you for teaching us all differing ways to view the educational system. Whether I agree or disagree with you, I for one have learned a lot from you. I look forward to your next post.
Thank you Eric. You do a great job. Have a blessed holiday!
> HAPPY THANKSGIVING Joseph! Thank you for teaching us all differing ways to view the educational system. Whether I agree or disagree with you, I for one have learned a lot from you. I look forward to your next post.
How about me Kathleen? Haven’t I taught you differing ways to view the educational system. Haven’t you learned a lot from ME?
Surely you most look forward to MY next post.
You’re not treating me fairly.
You’re not one of DiSalvo’s students just sucking up for a better grade, are you?
The Respected Doofinator,
I’m 53 years old. I’m a bit old to be in Joseph’s class, but wouldn’t mind him as a teacher. He strikes me as someone I could take a class from, challenge him on his position, and have a pretty good intellectual debate with without it becoming personal.
Secondly, it takes a lot of courage to be a person of your convictions. Writing for a highly read blog and putting your true name to it, while taking a lot of heat for it deserves some respect. Never mind coming up with topics weekly!
I HAVE taken a class with Joe and he DOES challenge his students and through a give-and-take style discussion, helped me to re-think my views on various current education topics such as merit pay or charter schools. His was one of the more enjoyable and memorable classes in my graduate program. Thanks Joe.
> HAVE taken a class with Joe and he DOES challenge his students and through a give-and-take style discussion, helped me to re-think my views on various current education topics such as merit pay or charter schools.
Were you in Joe’s class when a student described “white culture/values” as a “problem”?
Do you agree that “white culture/values” are a “problem”?
Were you the student that described “white culture/values” as a “problem”?
Did Joe recognize that his student’s characterization of “white culture/values” as a “problem” was a “teachable moment”?
What lessons about the “problem” of “white culture/values” did Joe impart to his class as a consequence of this “teachable moment”?
…would be a few sessions here:
http://www.youtube.com/watch?v=teMlv3ripSM
Kathleen,
Thank you for your kind words. In addition, thank you for responding, whether you disagree or agree with my educational ramblings, always on point/topic. It is through these varied electronic conversations about controversial issues that we refine our thoughts and rethink some of our assumptions. I for one have done so many times during this past year of writing for SJI.
Joseph Di Salvo
Joseph,
I agree. Intellectual debate is a very good way to grow and learn not only about the topic at hand, but about one’s self. Too bad more folks on here can’t use their intellect instead of their brawn when commenting on such vital issues.
One of the things I find most disappointing is that the Internet provides a huge opportunity for anonymous folks to feel free to say things that they can’t be held accountable for. I think there are times when they say things just to get a rise out of people, even when they don’t really feel that way. I see a lot of cyber bulling, Hate Speech, you name it in my work. People’s reputations are harmed by gossip, or youth are cyber stalked and bullied. It is really a shame to see this kind of behavior. Oh well, welcome to new technology.
This case is new to me, but there is a useful pedagogical purpose in exposing its line of argument to the public as “Thanks for the Dispositions” did.
The most interesting thing is the court’s complete support for a line of reasoning about how students must speak on specific issues in classes at SJSU. Then the court tops off its reasoning by drawing a line between talking in class and believing.
Page 10: “Learning the premises does not necessarily include believing in them. Learning the course material in no way compromises one’s personal right to believe as he wishes.”
If this is an articulation lying at the heart of the College of Education at SJSU, that’s news. And here I thought Galileo’s trials settled this issue for our civilization—I guess I was wrong. The inquisition is back.
> Page 10: “Learning the premises does not necessarily include believing in them. Learning the course material in no way compromises one’s personal right to believe as he wishes.”
> If this is an articulation lying at the heart of the College of Education at SJSU, that’s news. And here I thought Galileo’s trials settled this issue for our civilization—I guess I was wrong. The inquisition is back.
A brilliant observation!
What a wonderfully rational education system the educrats have constructed for us.
Teachers are nothing more then wooden headed ventriloquist dummies paid by taxpayers to mouth the stanzas of the education syllabus constructed and imposed by nihilists like William Ayers.
Teachers are not required to believe Ayers’ crackpot notions; they are only required to recite them to children, presumably while looking sincere.
The narcissist is an actor in a monodrama, yet forced to remain behind the scenes. The scenes take center stage, instead. The Narcissist does not cater at all to his own needs. Contrary to his reputation, the Narcissist does not “love” himself in any true sense of the word. He feeds off other people, who hurl back at him an image that he projects to them. This is their sole function in his world: to reflect, to admire, to applaud, to detest – in a word, to assure him that he exists. Otherwise, the narcissist feels, they have no right to tax his time, energy, or emotions.
Happy Belated Thanksgiving! Aw… this was very inspirational.