The wrong standard for “wrong doing” when it comes to student safety

 

“A Brooklyn teen who drowned on a class trip upstate was warned four times to leave the lake before he drowned..”… “……the report – which found no wrongdoing by a Department of Education employee…”

 

First I am amazed that these (almost identical) and very preventable incidents continue year after year during my 30 year experience in public education. Professional ethics should compel us to expand the definitions of Right and Wrong doings. Parents send their children to school with the correct assumption that the professionals are properly trained to protect the wellbeing of students in their charge. Why were these students so far away from the group? Why this teacher was not aware, made aware, or ignored some very fundamental principles of the psychological workings of the teenage mind? I understand that we have entered the age of professional education training (the study of developmental psychology)not being important; and that anyone, who wishes to do so can teach, after having a crash course in educational theory; but these tragedies consistently occurred even during the historical periods when formal educational training was required. And so this falls on school administration to make sure that staff is well versed in school and district policies and procedures. This means that Principals and AP’s must risk and accept being called: “too strict”; “not wanting the children to have fun”; “not letting students make decisions for themselves”; etc., if students are to remain safe. If a school administrator can’t take that “push-back”; then they should consider that perhaps school leadership is not their calling. Allowing a student to “decided”, to be “happy”, by placing themselves in a dangerous, or deadly situation is very much an example of wrong doing. And so my questions: What part of the number “4” did the teacher not understand has no meaning for a teenager; the power of compliance is measured in the power associated and demonstrated in a single request; multiple request signal to a teenager that they have a “choice” outside of your decision. Further, psycho-linguistics informs us that a teenager voicing the phrase “OK”, simply translates into: “I (‘auditorily’) hear you”; not that I understand or will even comply with your directive. Field trip management begins before the trip (pre-trip briefing) when students ( and particularly the usual “hard-head” suspects) are informed that any failure  to follow  a safety rule (even of the slightest kind) on a trip, will lead to: (a) that person will be “tethered” to a staff member for the duration of the trip. (b) A meeting with the dean or school administrator once students return to the school. (c) The possible removal from further trips and similar activities, until it can be proven that the student can follow the rules of the school (everyone must see them lose the right to at least the next trip). (d) Just the threat to a high school student, that: “you can only go on a field trip if one of your parents serves as a chaperone”; is very often enough to influence good behavior on the part of that student. Finally, the teacher in this tragedy should have physically (not verbally) escorted this particular student to a safe area. The other tragedy will be that schools will simply put a halt on trips; until this latest tragedy passes from public memory. But this will only hurt students; I believe in the purpose and power of out of school experiences. These very  important educational experiences are of great benefit to those students whose parents for whatever reason; don’t engage their children in the rich cultural, scientific, historical and arts experiences found in the “informal- educational” school system; but “do no harm”, must be the schools primary directive.

“A Brooklyn teen who drowned on a class trip upstate was warned four times to leave the lake before he drowned – and even cursed at fellow students who told him swimming wasn’t allowed, according to a report released Tuesday by the special commissioner of investigation. But the report – which found no wrongdoing by a Department of Education employee – also revealed that a teacher and a park employee who told Jean Fritz Pierre, 16, to get out of the lake, left the area without making sure the teen stayed on dry land. International High School teacher Randy Calderone told Pierre and another teen to get out of the water after he spotted them splashing each other about three feet from shore. “Calderone told the boys that no one was allowed in the lake and they responded, ‘OK’ … Calderone instructed them to get their stuff and come down the path because they had to board the bus,” the report states. “Calderone and his group continued down the path and he thought that Pierre and Student B were with them,” according to the report. And earlier that afternoon a Bear Mountain State Park employee in a motorboat told Pierre to get out of the water – but like Calderone, he did not remain to ensure Pierre stayed out. “Pierre started to come out of the water, but when the boat left, Pierre entered the lake again,” the report states. Pierre drowned June 24 while on a trip to the Rockland County park with his class from his Prospect Heights high school.”– NY POST

Rejection can be a good thing, if……

Mr. de Blasio mayoral bid was rejected (for another candidate) by the NYC Teacher’s Union (UFT); he is now their fall back anti-Lhota candidate( http://gothamschools.org/2013/09/16/after-thompson-concedes-nomination-uft-to-back-de-blasio/ ). And clearly, he is not on the short, or long list of the corporate “new reform” right wing raiders; who would continue to make the NYC public schools safe for profiteers. The question of course is: what happens if he is successful in his campaign and becomes mayor? Rejection is not designed to make the rejected feel good; but this is a situation where rejection may be a blessing in the open. Mr. de Blasio should think hard about why the UFT preferred the very decent and nice Bill Thompson, over himself. And it has nothing to do with what I am sure is a decent and nice personality that seems to also dwell very bright in the heart of Mr. de Blasio. But it does have everything to do with the possibility that a mayor de Blasio may be tempted to give all children in NYC public schools a chance at what is apparently a quality education his children have enjoyed; as demonstrated by their intelligent, commanding and confident presence.  Who will a mayor de Blasio fight for;  the children or adults. When the choice being offered him, is between the “rubber room” and the cooperate board room; he should give some thought to a bold third way, that places the interest of children first, second and third. A path that champions knowledge and experience, but rejects the tyranny of tenure when it is used to defend mediocrity and incompetence. Don’t just close schools (custodian do that every night), because you don’t know how to improve them; rather open them up to new innovative possibilities that could serve as excellent vehicles for student academic empowerment. Maybe rejection ain’t so bad; if you have the courage to stay rejected.

ON LONG TERM DOUBLE-DIGIT UNEMPLOYMENT AND EDUCATIONAL INEQUALITY : “BIGGER RISK IS NOT TAKING ACTION”

“Syria conflict: Kerry says bigger risk not taking action”-BBC

Perhaps the biggest risk is, to just to do “anything”, no matter how well intoned. There is a “cagey” straw man strategy in play here, and I can’t help but  believe that both Secy. Kerry and the POTUS are smart enough to know that they are using it. The public’s resistance is attributed to fears of: Repeating the mistakes of the Iraq experience, and “war wariness”.  No doubt both of these issues are valid reasons to be reluctant to engage young people in the only long term jobs the administration and congress can successfully create for our young people. A job fighting in a war.  But this approach by the administration also ignores the smart learning curve of the public when it comes to the value and benefits of these wars to affirm US “power” in the world. Why not affirm our power through a comprehensive jobs bill that could address our dangerously crumbling infrastructure, and bring dignity and better living conditions to members of our society who have lived under double digit unemployment through bad,  “getting better” and good economic environments. The Congressional Black Caucus (CBC) is no help here, as they emerge from a  “do nothing” congress, only to become a “say nothing” caucus, by orders of their chairperson Rep. Marcia Fudge (http://www.huffingtonpost.com/2013/09/05/congressional-black-caucus-syria-_n_3873795.html?utm_hp_ref=politics). They now see their primary role and responsibility not to protect and defend their suffering constituents; but rather as protectors and defenders of the POTUS’s image (Charlie Rangel-D-NY is not being silent in his opposition to this “face saving” tragedy and clearly did not receive, or just simply ignored the memo). In fairness to the CBC, a great deal of opposition from the Republicans is born, and nurtured in his embodiment and reminder of how America is in an irreversible demographic change. The POTUS could voice support for motherhood and apple pie; and there is a block of Republicans who would oppose and reject both. But the CBC should fight for their constituent’s interest, and ignore the dismissive rhetoric and hyperbole of those who will hate  Mr. Obama whether he takes military action, or takes no action. This (in agreement with Mr. Kerry) is surely a time for action. I wish we could see a bold action in gathering educational resources that would allow large numbers of children in our nation to pursue the only viable path that will break the cycle of poverty that plagues their lives. If we could lift the state of siege that violently reduces many of our neighborhoods into war zones. I would like us to do something about the plight of our senior citizens who find their fixed incomes “fixed”, as prices and the cost of living continues to rise. And maybe take action in support of the civil servants of Detroit, who had no part in destroying that city’s economy, and now find that their thought to be “safe” retirement living befits are: “ not too big to be reduced”. Can we do something that would allow the Philadelphia school system to open fully equipped, fully staffed and fully ready to seriously educate that city’s children. I wish we could do something for the homeless, jobless, and the hopeless of our nation; and to borrow the words of Mr. Kerry and Mr. Obama: “To do nothing, is not an option”

 

When Shall We Overcome Our Fear of Educating Black and Latino Students?

The “Marching Orders” of this generation was to integrate and institutionalize educational excellence and opportunity. The emphasis (in the 1960’s)was on physical school Integration; which is actually rapidly deteriorating; or quietly morphing into segregated (superior/inferior) educational experiences inside of school buildings. Unfortunately , and I suspect not by accident, there has not been a “movement” for  the integration of a high quality, rigorous, high expectations educational experience for children of color, post 60’s. When the term “school-improvement” comes up; some people are “blocked” at the failing schools doors. Real educational reformers like: Edmonds, Escalante, Harris, Hilliard, Mickens, Monroe , Sanford, Sizemore and Steele*; are missing perhaps because of their clear understanding of the role of building on, and with the cultural strengths of the student; but also because  of their view of education; as a “called” commitment to fighting for the disenfranchised and disinherited children of our nation.  Alas, Black and Latino student “failure” and “underachievement”, has become a financially lucrative and long-term growth industry. Back (to the future?) in the 60’s, the children who were bused to integrate a schools (like me) were not sent by their parents to serve as foot soldiers on a civil rights theater of battle. The truth (always both complex and fundamental), was that the primary concern of these parents was to get their children into a learning environment that was committed to effectively educating children; or as my mother (who was frightened at having a high school bound Black male; above grade level, and, “in love with books and reading”) later said: “I thought that when they taught the other kids in the class, they would also have to teach you; all you had to do was pay attention and study”. I have, overtime come to have a great deal of respect for the parents of my Black and Latino high school  integration classmates; as these folks were very clear as to the who, and what were the objectives of the enemy: He was a “separate and inferior” educational system. And they wisely had a plan, appropriate for their time to defeat it. They placed their children into schools and classrooms where the teaching of children actually mattered; and (they thought),at the very least their child would have a fighting  chance at achieving academic success. Central to the storyline of that era was: “just get into the “position”, to have a fighting chance to succeed”. And my non-college trained mother was right, it was impossible (and in fairness to my high school teachers, there was no attempt that I perceived) to offer a separate and unequal lesson in a single classroom. And although this year’s march on Washington seem to be very nice; it also seem to be missing the sense of purpose and focus of the original 1963 march. The original march was driven by a sense of urgency, and was calibrated to achieve specific goals,  as opposed to merely being celebratory.   My fear is that the clear villains of the 1960’s (who ignorantly and evilly cooperated for the national and international media), are missing. The level of brutality, the extent of denial, and the open opposition to the most basic of human rights drew very clear, and distinct battle lines.  We (who sat where we wanted on NYC public buses, and who always went to school with White kids) watched, as did the entire world on TV, the horrible behavior of people in places like Florida, Mississippi and Alabama and wondered: “Is this part of  America”? This year’s march passes under the shadow of a more insidious and hard to detect enemy. The non-violent “acts” of denial are as seriously deadly as they are subtle (who could imagine that the philosophical descendants of the resistors of civil rights, would assume non-violent tactics, like adopting restrictive voting rights laws). The modern day dream  crushing cycle of poor education, black male unemployment , Black on Black crime, Incarceration, and then those young men parenting the next cohort of poorly educated young  Black and Brown men, is every-much a form of a lynch mob moving nationally, effectively, and deceivingly in a consistent, yet undetected motion. The push back against educational high standards and high expectations for students of color has been adopted by the old educational ‘deformers’ as well as the new educational ‘reformers’. Poor students have been reduced to instruments of testing removed from a real learning experience. (isn’t  it interesting where many of these “testing advocate’s“ send their children, or where they themselves attended school?) These “poor” schools  have also become “play-pens” for vacationing “drive-by” college graduates looking to wait out a bad economy, exercising their inner liberal, and creating a resume place holder. But all of this is taking place in cooperation with Black complacency. We are still in a battle for our civil and human lives; but the battle field has become obscured by the presence of people of color wielding the power of the attack dogs and water hoses of educational neglect and denial. Black people are now very often cast as: The Spook Who Sat By The (school-house)  Door, of opportunity; and they are more than happy to keep Black and Brown children out. Too many majority Black School boards, are vision-less, and clue-less as to how to even obtain a vision. They misbehave, act-out, perform, and engage in their own versions of a “friends and family” enrichment plan; they focus on everything except student academic achievement. We have seen outstanding Black high schools in many urban communities in this nation, purposely destroyed, deteriorated and downgraded into mediocrity (a form of generational “back-peddling”).  A bad and ineffective policy of  “all-test prep all of the time”, has left many of our majority Black and Latino schools, without the full and necessary rainbow of enriching educational experiences; that would include the graphic and performing arts; dynamic Science Technology, Engineering and Mathematics (STEM) related programs; Literature, creative  explorative,  and experimental activities; the  ‘extracurricular” and ‘informal  learning’ activities that inspire, excite, challenge and stretch  the minds of young people, are absent. And  here we find another example; for as some districts are preparing their students to be culturally illiterate (Ex.: A 2- year world language requirement for high school graduation). Others are preparing their students for world communication, global opportunities, international entrepreneurship and  leadership. Fairfax school board member seeks to ‘internationalize’ curriculum…… http://www.washingtonpost.com/local/education/fairfax-school-board-member-seeks-to-internationalize-curriculum/2013/08/31/d693033e-10d7-11e3-b4cb-fd7ce041d814_story.html

 

*Ronald Edmonds; Jaime Escalante; J. Jerome Harris; Asa G. Hilliard; Frank Mickens; Lorraine Monroe; Adelaide Sanford; Barbara Sizemore; Claude Steele. They should be on  every serious educators study guide to effective practice. Two other important authors are often quoted but are never really taken seriously(or to heart) for their analysis of the damage done ; by ignoring and dismissing the culture of the learner; and the role of  cultural aggression in causing learners to defensively disconnect from the learning experience: Lisa Delpit and Paulo Freire.

Annual Senseless and Preventable High School Deaths

 

“Staten Island teen was forced to practice until he died, family claims…” http://www.nypost.com/p/news/local/staten_island/take_me_out_coach_7eswEjJi5CXPxtCIYh29bJ

 

      This is just one (albeit, the most tragic) of the many problems in high school varsity sports. And sadly, this takes place multiple times every year, in different parts of the nation(this includes a huge number of non-press reported hospitalizations that don’t lead to death). In almost every case the young people expressed some form of “distress”, and are then told  some form of : “Man-UP”!  Parents are often afraid to voice their well-founded concerns out of fear of their child’s playing time being restricted or reduced; or in fear of  having their child face group humiliation (a coach once said in a speech in the locker room: “some parents are complaining to the Principal about study time, this is making you guys “soft”, as he glanced at the student (child) of the parent; the team got it.) And yet these tragic deaths are very much  preventable. Principals must “Man” and/or “Woman” up; they must take control of their athletic departments and properly supervise their Athletic Directors (AD) and  their coaches. The AD and coaches may “back-door” you, and rally  the parents, school board members, community leaders, politically driven (frightened) central district administrators; and maybe even well-meaning but, terribly misguided student team members. But the Principal must be strong and resolute. My annual speech as a principal was simple: “Wining games is nice, but that is not the focus here; we are in the business of creating winning human beings; under no condition will you do any harm to a child”. The principal must then physically show up at practices unannounced at different times and monitor if her “safety-first” directive is being followed, to the letter. The role of varsity sports is to teach the values of sportsmanship, health-fitness, good behavior, goal setting, team work and encouraging the pursuit of academic excellence. It is not to feed the sometimes obsessive appetites of adults (including parents); many of whom are full of a false sense of “machismo;” and are often pathologically playing out their own failed teenage-sports experience through the children. And under no circumstance is a child’s health and safety to be compromised to win even a single game! This is the worst nightmare moment for an educator, when you are forced to tell a parent that their child is dead; and it is horrifically painful when that situation was preventable.