I taught high school in the mid-Nineties. As with all schools, there was one teacher who expounded on how challenging her class was. She frequently mentioned that she had high expectations for her students and that most often she was disappointed by the children of this school. When talking with one of my administrator friends, he explained to me, this talk was simply code for the fact that 60-70% of her students got a "D" or "F" in her class. The administrator saw this as a problem. He explained to a young wet behind the ears (from swim practice) intern that our role was to help students learn the concepts. If many students weren't passing it was on us. Either we needed to be better in facilitating learning, our measurement had bad questions or a bad scale, or we needed a new measurement.
Recently, I have heard the word rigorous used when describing why students are doing poorly on a measure. The most recent incident was when two speakers at a conference I attended explained that the reason students were now doing more poorly on a new assessment of standards than previous assessments of the same standards is that the test was more rigorous. Perhaps Vizzini might call this "inconceivable." Lets look at the situation:
Same population being assessed, check.
Same standards, check.
New Assessment, check.
New Scoring Rubric, check.
One may look at the situation and ask, perhaps "rigorous" doesn't mean what you think it means. Perhaps we have a bad scale designed only to pass a few students. Perhaps we have some bad questions that only a few kids can get. Or perhaps, we have a bad assessment overall.
We are finding that more "rigorous" often is test maker jargon for not many kids are going to get this. I was a swimmer. Swimming the 200 fly was more rigorous than swimming the 50 fly. No matter how slow you tried to go, there was no way around it, you were more exhausted after 200 fly than 50 fly. Doing a Tough Mudder is more rigorous thank doing the mile run. Failing a lot of students on an assessment isn't about more rigor, rigor comes through the experience, it's about trying to set the bar so people will fail, just like the teacher who was "challenging" or having "high expectations." Code words are code words and we need to recognize the situation. The more I think about it, the more I find these actions "inconceivable."
The sun rose as I pulled into Caruso Middle School parking lot on Friday morning to drop my eldest at Cross Country practice. Mrs. Spies warmly greeted her 30 to 40 students and their requisite drivers as she welcomed them in for their morning run. Across the screen of my phone came a group text from our friend's daughter celebrating to with my sons, my wife, her sister, and her mom, "and just like that, it's my Bar Mitzvah weekend." What followed was congratulations from the adults and memes (funny videos and pictures) that she and the children were making instantaneously to celebrate the event. Yes, I said making. As adults mostly we share them, but children, they often create them. Here were shouts of joy from a child becoming religiously a woman, and due to her family dynamics and the tools in her hand she had the capacity to share them with the world.
The other day, I took my son and his friend out kayaking. They had met at camp and it seemed like a terrific adventure. They children brought their phones with them, in nice waterproof cases, and I brought the dog. There was great fun as they tried to tandem paddle down the river. Occasional tossing of algae at each other. Occasions when paddles collided. With their phones draped around their neck, they took the occasional picture. As we pulled past the river into a lake portion of the journey, my son's friend asks Siri to FaceTime her father. Simply, she wanted to share the view and moment with her dad. While she was having a blast with her friend, that moment, that time, just like that she was able to bring her dad into an event, talk with him, show him, share, and then return to tossing algae.
From time to time I see articles shared about how children's devices and screens are the problem. I remember my uncle raving about the "idiot box" television as he listened to the dronings on of the radio. I think it's easy for each generation to cast stones at what the youth of the day are doing. I think it's harder to boil it down to the essential values of what is driving youth to make those choices and understand how the children are doing that. Gary Larsen once drew for his Far Side comic strip, the following:
A satirical commentary that families once did something when they were bored that wasted time and that during the seventies and eighties, families chose television. When my children are bored, they sometimes watch screens. From my perspective dreadfully boring expository dialogues walking them through Minecraft, Pokemon, and the best Nerf guns (don't ask why, I don't get it either). When my children are bored, they also create movies. Filming themselves making silly songs, dancing, reenacting scenes, and making their own scenes. Most importantly, when I provide my children with an experience such as kayaking, seeing a cave, walking through a museum, they are there too. Often sharing the moments with their friends, our family, and with each other both orally and digitally.
Youth has always wanted their voice to be heard for her they are. In the 50's and 60's it was ham radios. In the 70's it was the high school and camp radio stations. In the 80's films such as Pump Up the Volume and Breakfast Club, the cartoon Jem and the Holograms celebrated this theme. In the 2000's with Raise Your Voice is one example of the continued theme. And now on the Internet all across youtube, youth creating their channels and sharing their stories. The theme is we want to interact and share our perspective of the world. The tools of today are our phones, our tablets, and our Chromebooks. Yes, we can long for times when kids played stickball in the street and spent time tossing rocks across the pond. We can also see our kids for who they are and create opportunities for them to embrace their world and maximize who they can be.
