Sub Vision: School Closure 4: The Graduating Class

The graduating class, that I will probably not see before they graduate and before they leave school, includes a variety of students that I came to be attached to over the years at my favorite school, and I will miss them…

There is a whole group of students from the special education program, smart, nice, polite and friendly. I have known most of them since they were in 9^th grade and noticed how they grew up over the years… Eduardo, Randy, Samantha, Emmanuel, Nicole, Luis are only some of the faces I am going to miss.

There is a girl in that group that I can’t think of her name but can clearly see her face. She was quiet and reserved, and during her first few years was often absent from class, but projected a strong character. She became teachers’ favorite in her senior year; teachers bestowed responsibilities on her and granted her privileges.

Then there is a student who was in a science class that I taught, an artist, who kept drawing in every class, regardless of the subject. I saw him at a computer art class few weeks before closure, still drawing on paper, not using computer art tools…

Another bunch is a troop of mid-eastern students who are both annoying and charming at the same time, doing the most irritating things. When they are in my class they walk around and talk to each other, shake hands with friends, and find an excuse to leave the class. When I am in a different classroom they pop in their heads and disrupt the order... They call my name during break and pretend it didn’t happen. They recently discovered my phone number and call me with a fake ID… And yet they are charming, cool, and funny enough, they think that I am cool…

There is this student that I remembered from his middle school, and not for a good reason. He had long blond hair and was rude and disruptive. When I tried to show familiarity, he sarcastically rejected my friendliness. Then he started 11^th grade and he changed, working at a nearby supermarket, he became a mature, serious student. His manners became polite, and even his haircut turned short and civilized.

And then, there is this cute boy who was in a 9^th grade math class where I helped a new teacher. He kept appearing at my side as I walked the school holes, checking if I still remember his name, always carrying a big book, dreaming of a big career.

I hope to see some of them in the community college, where I, sometimes, take a class. I would probably not recognize them, but hopefully they would recognize me…

Sub Vision: School Closure 2

On the last week of school before closure, I was at one of my favorite special education classes. This school has the best special education program, with the most qualified and dedicated teachers, most of whom I had known for years, since I worked there.

This group of students I was teaching just before the closure, are 12^th graders now.  I had taught this same group, for several weeks, four years ago, when they were 9th graders, as the school lost their permanent teacher and before they hired a new one.

This was quite a difficult group of students, smart but resentful, especially because their previous substitute teacher was much more lenient…

Over the years, I had seen them in different classrooms and watched them growing up. Some of them gained a foot in height, boys added facial hair and deeper voices, and the girls became young, smart looking, ladies. Most of them are now thoughtful young adults, taking responsibilities and seriously planning for their future.

With time, even the students who resented me most, became more friendly and appreciative, and just on that same week, the assistant told me, to my surprise, that one of the boys, with whom I  had many discipline issues, said he likes that I am their substitute teacher.

If the closure continues until the end of the school year, as they predict, it means I would not see this group of students at the school any more. I was already feeling sad every time I saw them, knowing they will graduate this year. Now I may not even see them before graduation…

Of course, I feel for them too. They will miss the thrill that comes with being the graduating class, respected by the younger students, befriended by teachers and staff, as they absorb the last memories of school days, realizing they will be leaving soon. And what about graduation ceremony, prom, senior activities and pranks? all those memories that carry you throughout life…

All through the school year students, teachers and staff are waiting for few days off, and the more the better. Now that we have them in abundance we wish we didn’t…

Sub Vision: Would Money Solve Education Problems?

The education system is being criticized by everyone; the politicians, the educators, the ‘wannabe’ educators, parents, students and teachers themselves… the complaints are as varied as the complainers, with one common ground – they are all unhappy with the end results… The recommended solutions are just as divided, and may have some truth to all of them…

I have written in the past about some of my proposition, and will probably write again as new ideas emerge. One question, however, keeps occupying my mind - would money solve all, or at least most, of the educational problems?

My initial response to a family discussion few years ago was that money is not the problem. I have changed my mind since, encountering instances where money does make a difference.

It is painful to see how budget cuts change the scenery in public schools. In the relatively short time I have been in education I saw positions being dissolved, full time positions become part time, others being combined. Academic coaches, librarians, textbook room operators and testing coordinators are just few on that list. For most of school occupations, work load have been doubled or tripled.

One area that seems almost untouched by budget cuts is the Special Education. Teacher-students ratio is still low, a full time assistant is still there, and with one-on-one aides, sign language interpreters, and other personnel, classes, often, have nearly as many adults as students.

In does amounts to a waste of resources sometimes, mostly when the adults are not doing their job, which results in time misused and students being idle. But at schools where the special education program is solid, and teachers and aides are doing their job, the results are remarkable. Students are engaged in learning, have access to real knowledge, assisted to strive and show true and incredible results.

Comparing the Special Education system to the General Education I can’t help imagining what could have been achieved with like resources; a teacher/student ratio of 1:10, or even 1:20, Instead of a 1 to 40, with an additional full time aide…

Looking back at my short career as a full time teacher, the difference could have been grand. Attracting the attention of 20 students rather than 40 could have been huge just for the fact that noise level would be cut in half. Applying and following up on discipline procedures, reaching all students and checking their understanding and progress, individualizing instruction when needed, could have been only part of the benefits. Help of an aide could have done wonders too - checking papers, tests… things that teachers wish they had more hours in the day to complete to their satisfaction…

Funds to accommodate smaller classes, presence of adult assistant, and additional out-of-class support, would make learning enjoyable for those who want to learn, would encourage those who don’t, and make learning feasible for the rest of the students, the majority,  in between…

Sub Vision: Special Education Made Right

At the beginning of my education career, I was lucky to land a job at a good school, close to my home. I started there as an observer, part of my teaching credentials program, stayed as a bi-lingual volunteer aide, then (minimally) paid aide. A year later, after passing the proficiency test, I was offered a math teaching position at the special education department. This was my first year teaching and I had a lot to learn about teaching math, special education and school organization in general. My aide was a great help with teaching, and fellow teachers with IEPs.

As my goal was to teach math in the general education, I left at the end of the year. The next ten years took me to charter and private institutes, adult education, and a variety of public schools. These experiences led me to the conclusion that a full time teaching job was just impossible, and thus I became a substitute teacher. I did hold several semester-long assignments, but was always careful not to commit to a contract employment. At times, regretting leaving special ed, I considered going back to school to add a credential, but when I learned of what it entails I gave it up.

During those ten years I learned that my special education students were not different from most other students, academically or behavior wise. With time, and repeated disappointments, I lowered my expectations and rigor of teaching, and became complicit to the lack of students’ progress. Long-term assignments kept me for a while at certain locations. Usually, however, I wandered between different schools, and being lower on the seniority ladder, was called to the lower-end ones.

Despite the realization that students in the special ed are very similar to those in the general ed, I was stunned to discover that most schools do not take the special education seriously. Unlike the earnestness with which we took our job at my first school, most special ed programs lacked integrity and real goal. When assigned to a special ed class, I was given no specific directions, students had no definite guidelines or work, and when asked about their daily routines, typical reply would be ‘none’. I would not believe it had there been anything to point to the contrary...

Ten years later, I returned to my first school as a substitute. I was delighted to see people I have not seen in years, most still there, teaching same subjects, and in the same classrooms. With renewed acquaintances and relationships, I received invitations to substitute, especially from my special education teachers, friends.

I then re-discover something amazing… special education teachers that do actually teach! During two weeks I spent at one classroom we read a book, discussed it and had a project. At another one-week assignment the teacher left specific instructions and orderly class work, with one high-quality movie to watch, following a guide-line and a worksheet. At my friend Maria’s class I enjoyed a very well-organized plan for both English and math, and I realized that her class’s math level is higher than many general ed’s. Similarly impressed I was with another math class where advanced work was completed and submitted. Even the last day of school was not idle; The Health teacher left several tasks, and – a qualified, difficult, final exam…

There is also a lot to say about the wonderful and dedicated assistants, many of whom had been there for years. They work closely with the teachers and are an integral part of the learning process. They don’t sit in the corner and exchange text messages. They are active, knowledgeable, authoritarian yet accommodating.

I wish I had known back then, what I know now, and not wasted ten years looking for the ideal job. This place is as close to ideal as I could find, with dedicated, great teachers, colleagues, friends, and with students whose life I could have affected...

Teacher Shortage II: Special Education

Some of the fields mentioned as having specific teacher shortage were Science and Special Education. One explanation for the shortage, according to the public radio article, was that teaching credentialing programs do not consult with the districts regarding their needs and thus not preparing teachers for areas in demand.

It might be true. I don’t know what kind of communication these institutions have, but facts that I observe are not matching the picture they are trying to paint.

Over the years that I have been in substitute teaching, waiting to come across the big demand for math teachers, I kept hearing about a shortage in science and special education. I even considered going back to school to get special education credentials (meaning starting all over again…). Then I was advised not to do it since others did take this route and still could not find a job. A colleague had suggested taking qualifying tests to become a science teacher, which I did, yet I meet science teachers working as substitutes because they cannot find a position.

Situation may have changed in science, but I don’t think there is a real shortage in special education that is not due to incredible inefficiency in the system.

It is a very sensitive issue, loaded with claims of injustice and lawsuits threats, yet, I would like to hear a good explanation to why a class of general education students should suffer overcrowding of 45 students, while a class of 5-10 special education students may have two full time teachers, and three full time assistants! I am not exaggerating! Many of my assignments are in special education classes, that are usually overstaffed even without me sitting there doing nothing.

In the ‘Mild to Moderate’ Special Day Classes (SDC), there is a known, but an unspoken, agreed lie. These classes are homerooms for a random collection of students, with completely different problems. Since it is impossible to find a common ground for students with behavior problems, learning disabilities, autism, ADD, ADHD and others, the class is just a shell for these individuals. It pretends to teach all the subjects, to do assignments and take tests, but in most cases SDC means permission to do nothing. However, since schools and district are sued for not providing adequate education, they have to play the game and pretend they do.

I was recently called to substitute at a school with block scheduling, two hours a block! It was a special education class with 5 students and two (unhelpful) aids. Teacher’s instruction were scribbled on the board in an untidy manner, with instructions to have students solve problems in a science book that they did not have, from a chapter that they did not read, that included experiments that they have not done, and probably will never do!

As it happens quite often in special education classes, it was a very long day, with very unmotivated students, no clear instruction or lesson plans, yet occupying three adults doing nothing, watching five students doing nothing… sorry… but I don’t call it ‘teacher shortage…’