Home > Work > Getting Schooled: The Reeducation of an American Teacher
1 " I try to remember what I have too often forgotten to my peril: as far as teaching goes, when all you are is right, what you really are is in trouble. "
― , Getting Schooled: The Reeducation of an American Teacher
2 " Teachers who complain 'These kids have no work ethic' couldn't be farther off the mark. The problem is not that these kids lack a work ethic; the problem is that some of them see no connection between a work ethic and school. None of them would think, for example, to say to a customer at the MacDonald's drive-up window, 'Do you think I could get you those Chicken McNuggets some time tomorrow?' Yet we give sanction to that sort of request when it comes to school assignments. "
3 " We inculcate in our children the sensibilities of raccoons, a fascination with shiny objects and an appetite for garbage, and then carp about 'the texting generation' as if thirteen- and fourteen-year-olds who couldn't boil an egg are capable of creating a culture. They grow on what we feed them. It has never been otherwise. The only thing that changes is the food. "
4 " As we're told that 10 percent of all high school education will be computer-based by 2014 and rise to 50 percent by 2019, and as the PowerPoint throws up aphoristic bromides by the corporate heroes of the digitally driven 'global economy' -- the implication being that 'great companies' know what they're doing, while most schools don't -- and as we're goaded mercilessly to the conclusion that everything we are, know, and do is bound for the dustbin of history, I want to ask what kind of schooling Bill Gates and Steve Jobs had. Wasn't it at bottom the very sort of book-based, content-driven education that we declare obsolete in the name of their achievements? "
5 " Going to school is like going to prison...you have about two weeks to establish your credibility, failing which you're either a punk or as good as dead. Depending on the school, some students can manage ot avoid those stark alternatives, but even at the best school, no teacher does. "
6 " The bottom line here -- and I use the phrase with an eye to the mind-set that promotes these 'systems' -- is that I am increasingly devoting more time to the generation and recording of data and less time to the educational substance of what the data is supposed to measure. Think of it as a man who develops ever more elaborate schemes for counting his money, even as he forfeits more and more of his time for earning the money he counts. "
