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What I Wish I’d Known as a New Teacher

A veteran offers essential advice for new teachers and the colleagues who support them.
 It has been two decades since my first year in the classroom. I reflect on that time and wish I’d known a few things about myself, about teaching, and about my students. Some of what I wish I’d known could have been shared with me—some I just had to live and learn.

So I offer this reflection both for new teachers as well as for those who support them. If you work with a new teacher, I’m hoping you might stop by their room in the next few days and share some insights from your own experience. And if you’re a new teacher, I’m hoping these reflections might help you feel validated, hopeful, and resourceful.

1. This will get better. The first year of teaching is so, so hard. You don’t even know why it’s so hard—you can’t wrap your head around that because you’re in survival mode. It’s so hard because you’re being asked to push your heart and mind and body in ways you never have. You’re making thousands of decisions each day, and there are big parts of you that know you don’t know what you’re doing. So you question the decisions you’re making each day—and questioning is good, it is, but that questioning also makes you feel tired and insecure. It will get better. You’re just overloaded. You’re learning so much—I know you can’t even recognize this because you’re so tired, but it’ll sink in as the months pass. Nothing will ever be as hard as the first year.

2. Always work from the heart. If your actions and words emerge from the heart, you can’t make too many mistakes. Let yourself love your students; don’t be afraid of falling in love with them. That’s the path to take as a new teacher. Get to know them, indulge your curiosity, spend time learning about who they are as human beings—the rest will follow.

3. They will remember this about you. Your students will remember how you made them feel, whether they felt loved and cared for by you. I know this: I’m in touch with dozens of former students who were among the first groups of kids I taught. They remember my love for them in various ways; they don’t remember the lessons that I botched, or that I didn’t return their homework within a promised two days, or my disorganization. When I listen to what they remember, I hear that it was my love for them—and I did love them, deeply.

4. Be open to surprises. Students will surprise you—they will learn things you didn’t think they could learn, they will grow in ways you didn’t expect. You might think that a particular student will struggle later on (he’s already been retained in second grade, can’t spell his own name, and clearly has a learning disability). Then 10 years later you might find yourself at his high school graduation hearing that he’s been accepted to art college, and there’ll be tears ruining your makeup and you didn’t bring tissues and when he sees you he grins and gives you a huge hug and says, “Ms. Aguilar, I’m so glad you came.” You’ll still be crying and telling him how proud you are. It will truly be one of the most joyful days of your life. He was also in your classroom that first year, when you thought you’d ruined them all. “You were really nice to me and you encouraged me to draw,” he says, and you beam.

5. Find a coach. Find someone who can support your growth, someone who has training to be a coach, someone who will observe you and give you feedback and help you fulfill the vision you have for yourself as a teacher. You won’t be able to figure this all out on your own. You can’t see what you can’t see. You don’t know what you need to know. Ask for a coach, beg, search out all possible options—and find someone to help you grow.

6. And if you can’t find a coach… Move. Find another school. I’m serious. Find a place where someone will support you in your growth as a teacher. OK, if it can’t be a coach, settle for a mentor, perhaps an administrator who will commit to supporting you in a non-evaluative way, or find a partner-teacher who might be a mentor, or a professional learning community of teachers who observe each other. You won’t be able to guide your own development by yourself—the weekly (if you’re lucky) or annual professional development won’t be enough.

As a new teacher, you need a lot of feedback and support. Don’t stop searching out support until you get it. If you feel like you’re learning and increasingly meeting the needs of your students, you’ll feel good. You’ll stay. And kids need teachers who stay.

The first year (like a first love) has so many highs and lows, and I still get both dreamy-eyed and panicky when I remember the 1995–96 school year. Capture this year, share stories with people you trust, and then in 20 years, look back and write yourself a “What I Wish I’d Known” letter.

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Nick Pahl's picture

Nick Pahl

Business Education teacher with hopes of changing the world

I do not think that this is ONLY the case for first year teachers. Some years, no matter how long you have been in education, are more difficult than others. In my experience, it helps find your happiness again in the STUDENTS. Open up a conversation that is not necessarily school related. Let them be free in their conversation ( with limits lol ) and don’t be scared to open up to them… oh and prepare your self for a good laugh. Never fails!

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hejames1008's picture

hejames1008

A former educator who will always remain interested in the field and have an opinion.

Elena, thank you for saying what should be said to every new teacher, and what I wish someone had said to me when I was getting ready to start my first year of teaching: if you can’t find support among your colleagues, you need to find different (better?) colleagues. I think this can be taken further and applied to someone’s first year at a school, not just a first-year teacher.

 

teachers_will_teach's picture

I wish I’d known about more free resources (like Edutopia!) out there for us.

There’s this amazing (and free!) program I’ve been using to encourage my students to start thinking about college early. They love it because they see the scholarships right there. Thought I’d pass it along- https://www.raise.me/educators.

 

JohnK Wright V's picture

JohnK Wright V

Certified Math Teacher 8-12 and Technology Applications EC-12, Plano,TX

I agree that if you are in a school, with no support for 1st year (or even new teachers to your school), look at other schools. I learned a long time ago in the Army that you don’t have to train to be miserable. I have been teaching for 14 years and in my 5th school. It does get better. In my first year of teaching, I was basically thrown in the classroom. Principal said here are my books. I was brand new to the profession. No Alternative Certification Program. I quit my Project Manager Job at AT&T on July 3rd and I was a teacher 30 days later at a small private Catholic School. I was NOT given a mentor or peer. Once I talked with a fellow teacher about issues I had, and I found out later he told them all to the Principal. In my 2nd year of teaching at another private school, I had a mentor, but he was only interested in his stipend for being my mentor. Would basically say, “hi, how are you” and that was it. Once he wanted for me to sign something in Jan about an Oct Meet the Parents Night that he went over it,expectations, etc. I refused to sign because he did not. I was thrown under the bus. It was not until my 3rd and 4th schools that I taught at for 4 years and 6 years respectively that I was able to work with other peer teaches who gave insight, suggestions, lent an ear, etc. It does get better. Life is too short. At my last school, my Principal picked me for Campus Teacher of the Year. I think about that and how my first 3 schools missed that opportunity. Sometimes you just have to be in those “low” points in your life to learn from those experiences and move on . It really does get better. If your focus is on the kids and you don’t like the management, politics, school climate, than I agree it is time to move on. If it is not liking the kids, you need to find out about why and is it something you can improve upon like; classroom management, getting the kids involved in your lessons, making effective lessons, questioning techniques, making effective tests, etc. If your heart is in the kids, then please don’t leave the teaching profession. Just find that right school. They do exist!

 

Jennifer Vallot's picture

Thanks JohnK Wright V. I had a horrible experience in my first year as a new teacher and new to Special Education. It honestly broke my heart and spirit to the point where I was afraid to try again. I did apply again at a different district and got the job. I have spent the summer reading and learning what I should have been taught to do last year. (For details, see previous posts above). My new district is aware of my concerns about being supported in my professional growth and development as a novice teacher, but I am going in better prepared due to my prior experiences. I am praying this is the one. I will at least have support and resources in the building this time and a director who love to teach and not just direct. So far, everyone has been much more personable and welcoming. Here is to a better year and a new start.

 

Ellen's picture

Elena, Your letter is absolutely perfect. You can’t say much more, because as you indicate, they just don’t know what they don’t know. Your advice to get out of any school that is not giving you support in this first year, or has no plan in place, is dead on. It is further indicative of the school culture, Everyone may be really nice, but if there is something that they can blame you for as a new teacher. It many be easier to blame your inexperience than admitting it was another professional’s human mistake. I am speaking generally from experience, And even in discussing my experience with colleagues who were new as well,
Schools can have a strange cultural and social dynamic. It can be hard to penetrate. Only time will tell and make you part of the team. anyway. Like anything else in life, people have their friends and common interests.

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Kyle's picture

As I’m rounding out the half-way point in my Master’s program, reading letters such as this are immensely powerful and reaffirming. Thanks for sharing this.

 

 

kmart123's picture

Hello I just wanted to start off and say that this article was very helpful. I will be graduating with my bachelor’s degree in hopefully a year and a half from now. Throughout this process, I have felt mixed emotions on whether I will be a great teacher or not. I have also grown the fear that maybe I will make a fool of myself my first year of teaching. I get excited to know that I will have my own classroom and will have the opportunity to work and to get to know a group of students. I also get excited knowing that these students will teach me how to be a better teacher each year. When I read this article I felt like I will be able to look back through my first year of teaching and know that it is normal to have challenges and if I hang on then things will slowly take place.

 

Dee Jay's picture

Hi, I’m going into my second year of teaching and I feel that this is so applicable even for second year teachers. The idea of loving and giving to your students is so true and so important I wish I would’ve known my first year. Thank you it is very powerful and insightful

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posted by lgilliam in Uncategorized and have No Comments

WHAT IS GRIT? PASSION AND PERSERVERANCE! BY ANGELA DUCKWORTH

  • What is grit?

    Grit is passion and perseverance for long-term goals.

    One way to think about grit is to consider what grit isn’t.

    Grit isn’t talent. Grit isn’t luck. Grit isn’t how intensely, for the moment, you want something.

    Instead, grit is about having what some researchers call an”ultimate concern”–a goal you care about so much that it organizes and gives meaning to almost everything you do. And grit is holding steadfast to that goal. Even when you fall down. Even when you screw up. Even when progress toward that goal is halting or slow.

    Talent and luck matter to success. But talent and luck are no guarantee of grit. And in the very long run, I think grit may matter as least as much, if not more.

  • What can I use the Grit Scale for?

    I created the Grit Scale so that I could to study grit as a scientist.  Why? Because you cannot study what you cannot measure.

    I also think this questionnaire is useful as a prompt for self-reflection. For example, some of the most effective coaches and teachers I know give this questionnaire to their players and students in order to prompt a conversation about their evolving passion and perseverance.

    However, I hasten to point out that all psychological measures, including the Grit Scale, have limitations. You can fake a higher grit score without much effort, for example. Another very serious but not-so-obvious limitation of questionnaires is called “reference bias.” This distortion of scores comes from people holding difference standards by which they judge behavior. So, your score not only reflects how gritty you are but also the standards to which you hold yourself. I talk about this limitation, among others, in this article on measurement which I co-authored with my friend and colleague David Yeager.

    In sum, I think the Grit Scale can be used for research and for self-reflection, but its limitations make it inappropriate for many other uses, including selecting employees, admitting students to college, gauging the performance of teachers, or comparing schools or countries to each other.

  • When does grit matter most?

    I study grit because it predicts achieving goals, but I want to point out that grit is more relevant to some goals than others. In particular, grit predicts achievement in really challenging and personally meaningful contexts. Graduating from high school or college rather than dropping out is one example. Returning to the National Spelling Bee with hopes of doing better than you did last year is another.  But there are other goals for which enduring passion and perseverance are less relevant. Getting started on your taxes before April 15 takes self-control more than grit, for instance. Ditto for studying for a history test on Friday when you’d rather be on Instagram.

    Here is an article that describes in more detail how grit and self-control differ, and here is another explaining how grit is really about sticking with what are called “superordinate goals.”

    Finally, here is an article about how standardized test scores are not the only way to assess what a student knows and can do. For the record, I believe grit will for many adolescents be more evident in activities pursued outside of the classroom–in the school play, on the football field, in the school orchestra, in community service, and so on. This is what educational psychologist Warren Willingham found in 1985, and it is also what I find in my more recentresearch.

  • Can you be too gritty?

    I don’t have any data that suggests there are drawbacks to being extremely gritty. Indeed, at the very top of the Grit Scale, I typically find individuals who are tremendously successful and also satisfied with their lives.  However, as I mention in the concluding chapter of the book, this doesn’t mean we should entirely dismiss the possibility of “too much grit.” In particular, I think you can be too stubborn about mid-level and low-level goals. You can throw good money after bad on particular projects that will never make sense. You can be blind to possibilities that you hadn’t originally anticipated. Still, I think these problems are mostly about lower-level goals that are in service of your high-level goals—those abstract and enduring concerns that I discuss in Chapter Four. For me, my very highest-level goal is to use psychological science to help kids thrive. That’s my mission statement, and I can’t think of anything that would make me give up on it.

  • Are women grittier than men? Or are men grittier than women?

    In some samples, I’ve found that women score slightly higher on the Grit Scale than men. However, it’s not always the case. In sum, the data aren’t solid enough to claim that there is a reliable difference in grit between men and women.

  • Does the message of grit imply that poverty and inequality don’t matter?

    At a recent conference, I sat down next to a sociologist. She knew my work, and it didn’t take long for her to express extreme disdain—even anger—for what she called the grit message. “What’s that,” I asked? “Well, put it this way,” she said. “I happen to think that poverty and inequality matter a heck of a lot more than grit.” I thought for a moment. Then I said, “I see your point.”

    If you pit grit against structural barriers to achievement, you may well decide that grit is less worthy of our attention. But I think that’s the right answer to the wrong question.

    Caring about how to grow grit in our young people—no matter their socioeconomic background—doesn’t preclude concern for things other than grit. For example, I’ve spent a lot of my life in urban classrooms, both as a teacher and as a researcher. I know how much the expertise and care of the adult at the front of the room matter. And I know that a child who comes to school hungry, or scared, or without glasses to see the chalkboard, is not ready to learn. Grit alone is not going to save anyone.

    But the importance of the environment is two-fold. It’s not just that you need opportunity in order to benefit from grit. It’s also that the environments our children grow up in profoundly influence their grit and every other aspect of their character.

    This is the grit message in my words: Grit may not be sufficient for success, but it sure is necessary. If we want our children to have a shot at a productive and satisfying life, we adults should make it our concern to provide them with the two things all children deserve: challenges to exceed what they were able to do yesterday and the support that makes that growth possible.

    So, the question is not whether we should concern ourselves with grit or structural barriers to achievement. In the most profound sense, both are important, and more than that, they are intertwined.

  • I don’t understand what you mean by “talent”?

    I was reading Warren Buffett’s annual shareholder letter the other day. He uses the word “talent” differently than I do, and indeed, I think he uses it in a way that a lot of people do: to mean the sum of a person’s capabilities, including their current skills. When I say “talent,” I mean specifically the rate at which a person improves in skill. So, if you’re a really talented basketball player, you improve very quickly when compared to less talented players with equivalent practice and opportunity. Like the award-winning actor and musician Will Smith, I think it’s useful to distinguish between skill and talent. See Chapter Two and Three in the book for a longer discussion.

  • Is grit more important than honesty and kindness?

    If I had to choose between my daughters growing up honest or gritty, I’d choose honest. If I had to choose between kindness and grit, I’d choose kindness. Grit is only one aspect of character, and for me, personally, it’s not the most important aspect. Fortunately, I don’t see any necessary trade-off between goodness and greatness. I am encouraging my girls to cultivate their interests and a sense of purpose, because I want them to have a passion that guides them for their entire lives. I am also helping them learn perseverance. With guidance, they are learning to practice hard things every day, and to interpret failure and adversity as necessities of learning. My ultimate hope is that they lead honest, kind—and yes, gritty—lives.

  • Isn’t grit, like everything else, in your genes? So why write a book about how to grow grit?

    The nature versus nurture question is as old as time. Here’s the answer from contemporary science: Yes, grit and everything else is influenced by genes. But grit and everything else is also influenced by experience. In Chapter 5, I lay out a simple argument for believing that grit can grow.

  • Isn’t it more important to be happy than successful?

    I can’t tell you whether happiness or achievement is more important. That’s a question of values, not science. I cansay that when you measure both, you find they tend to go together more than they split apart. In other words, while we can all think of someone we know who is happy but not successful, or successful but unhappy, these are exceptions. The grit paragons I’ve interviewed over the years are on the whole quite happy and successful. While I would not call them “carefree” or “laid back,” I would say that they are tremendously satisfied with their lives—even if that includes never being satisfied with their level of skill or achievement. I myself think, daily, about what I could do better. And yet I’m happy.

  • There is a chapter in Grit on parenting. Where is the chapter on teaching grit?

    The entire book is about teaching grit. Before I became a psychologist, I was a classroom teacher. It was as a teacher that I discovered how important psychology was to a child’s achievement. It’s not an exaggeration to say that every chapter in this book has special relevance to teachers. Chapters Two and Three might be especially useful when explaining the importance of effort (versus talent) to students. Chapters Six, Seven, Eight, and Nine on interest, practice, purpose, and hope are where I define the four psychological assets that lead to grit. In Chapter Nine, I talk about parenting for grit—but the same dynamics play out in the classroom. In Chapter Ten, I explain why Harvard and other colleges are eager to see students cultivate their grit in extracurricular activities. Finally, a teacher who wants the classroom culture to support grit will find Chapter Twelve full of examples of how to do that.

posted by lgilliam in "SOS" SAVE OUR STUDENTS!,Coaching,GRIT IS PASSION AND PERSERVERANCE,Parent,PTA,Uncategorized and have No Comments

Labeling Our Children..?

Learning Disabilities

by nicholasmeier

Learning Disabilities

The topic of learning disabilities is highly controversial. What are they? How do we know? Are such labels useful? How to “treat” them?

On the down side of the learning disability label is just that—that it is a label. The problem with labeling is that it creates an identity. When students are given the label of learning disabled it can mean they then think of themselves as disabled, and create a self-fulfilling prophesy of helplessness. It also shapes how others see them—as damaged.

diability cartoon

On the other hand, I know many adults that tell me that having been identified as having a specific learning disability helped them understand that maybe they were not “stupid” for having so much trouble in school, and that in some cases it allowed them to get help to manage that difficulty. One suggestion in the literature on disabilities is to name the behavior or issue rather than the person, as in a student with a learning disability, rather than a learning disabled student, having dyslexia rather than dyslexic. This may mitigate the harmful aspects of labeling.

One of my problems specifically with the term learning disabilities is the lack of a good measure and lack of strong evidence that it is actually a physical problem. To test for blindness we have a eye test, and there is no controversy over the basic validity and reliability of such tests. However, there is a strong lack of consistency about who gets labeled with learning disabilities versus who is just considered a “slow learner.” To get the label of learning disabled one criterion is a discrepancy between achievement and potential. However, since I find tests for either highly problematic in terms of validity and reliability, I do not trust the results of either. (I am unsure how one measures “potential”). Another criterion is whether a person seems to learn fine in one area, but not in another. But we all have different strengths and weaknesses. And in fact, it has been shown that students who in one school system get labeled one way, would be labeled differently in another school. In research I did a while back, the chance of low achieving students being labeled as learning disabled was almost completely arbitrary—in other words if they were assessed by different people, they were just as likely to be labeled learning disabled as not, with almost no consistency among assessors.

Some researchers point to differences in brain scans of those considered “normal” learners in the specific area of the brain that is related to ability as demonstrating the validity of such labels. However correlation does not mean causation. An alternate hypothesis is that the brain difference and the learning problem are both caused by poor teaching/learning. In other words, if you learned it the wrong way, it might end up looking different in your brain when no prior difference may have existed. I was recently reading how the brain of someone called “dyslexic” looks similar to someone who just has not learned how to read, rather than as damaged in some way.

Some have talked about a sign of a learning disability as when students have trouble hanging on to or retrieving information or facts even after multiple exposures. However, another hypothesis is lack of conceptual understanding. If you do not understand a subject well conceptually, than retrieving information is harder. I find that a more plausible explanation than a theorized brain abnormality.

The sheer number of children we now label as disabled is troubling in itself. Most sources put estimates of the number of students with learning disabilities at about 10% (and given the disagreement about who should be labeled as such, there is a wide range in estimates of how many “really” have learning disabilities). If that many children are seen as not “normal” learners, then maybe there is something wrong with our definition of “normal.

Another issue is that much (though not all) of what we call learning disabilities only show up as problems in school contexts—so maybe the problem is with the school context or expectations. We are all different, but schools favor some learning styles and behaviors and ignore or even discourage others. In part, I am arguing that learning disabilities are at least in part culturally constructed.

Rather than label some children as learning disabled and others as normal, I would rather see schools where teachers (and everyone really) pays attention to individual differences and creates an environment that makes room for all of these differences then provides the supports needed for all to flourish. These are called full inclusion schools or classrooms, and there are many successful examples of them out there. The teacher as lecturer and textbook based model will not work well for that to happen, and probably more training and supports are needed than we currently provide to must schools. However, since the schools that I know that have full inclusion, do it on basically the same budgets as other schools, it is less a question of total resources than how they are allocated.

A difficulty of my approach is how do you allocate resources fairly. The labels help us legally justify giving expensive equipment or more one on one time to certain students, and these can be expensive. Of course, even with the laws and labels, what I have seen and heard is that those who are more advantaged are better able to use the system and laws to get whatever resources they think their child should have, and those who are less savvy and from more disadvantaged groups, are less able to successfully advocate for those same things, or just unaware of what their child might be entitled to.

My approach is based on trust—trust that those in charge will allocate the resources fairly. Without such labels and laws some argue that schools will be reluctant (or unable) to give expensive resources to students with those needs. Or that others will argue, why should that kid get all that extra stuff, without the weight of law behind it. These are valid points without easy answers. And even full inclusion schools use the labels to provide the resources.

nicholasmeier | May 4, 2015 at 2:12 pm | Categories: 2015 | URL: http://wp.me/p2xpgq-
posted by lgilliam in "SOS" SAVE OUR STUDENTS!,Brain Study in Girls and Boys,Coaching,Concern for boys learning,Educational Frustrations,Head Start,labeling our children,Learning disability?,No MORE Recess???,Uncategorized and have Comments (6)

Reasons for Concern Regarding Boys and School!

Untitled-1 Hello!

My name is Linda Marie Gilliam, and this is my first attempt at blogging on my own website that I feel so passionate about!  I am not exactly “tech savy”, but with help from my partner, now this site http://www.teacheradvocate.com  is up and running! Yahooooo….

In addition, if you click on the above “SOS Save Our Students”, you will read more of my concerns and suggestions!

Soon I will have my book available in bookstores, libraries and online in many countries called , “The 7 Steps to Help Boys Love School:  Teaching to their Passion for Less Frustration!”  My book will be published by Rowman & Littlefield Educational Department this spring, and I can hardly contain my excitement! Pre-ordering is available now!   http://www.roman.com  Also available all over the world at “WOW HD BOOKS”… Barnes & Noble and Amazon. You can also order from Target and Walmart.

Please watch for it around April 28TH, 2015.

In my wildest dreams I never thought I would write a book, but after seeing what was happening in our educational system year after year…the book evolved. Hopefully many teachers, parents, caregivers, principals, coaches, librarians, and administrators will read my book and pass it along to others. Over the course of my 40 years in the field of education, teaching children, helping teachers, counseling parents, and giving presentations at various workshops, my concern became larger and larger. In addition, by teaching as the Literacy Specialist, I learned many new strategies with struggling boys, and girls. Exceptional children benefit as well!

I’ve discovered that the most significant reason for children not liking school….boys in particular….is the lack of the Educational System finding a successful template. Secondly, boys learn differently than girls and develop slower when it comes to Literacy. Brain studies and so much research has been done over many years, showing that girls and boys learn at different rates and in different ways.  If our policy makers do not heed the warning that boys need more activity in their learning, and all children must have lessons presented at their developmental level….and not just presented to them according to their current age…we will lose more and more students who have the potential to succeed. These children need to be reached in their earliest years of schooling, before the lack of interest in coming to school, “snowballs” out of control.

Numerous studies have proven this fact over and over, yet classes and learning are taught the same way to all. Girls like sitting and listening for long periods of time; while many boys feel tortured. Boys need more “hands on activities”, with movement and exploration, for their learning to flourish. Medication may be necessary for some with ADHD, but it is not the answer for boys who are just “acting like boys.” Far too many boys are “labeled” early, if they cannot conform to a structured classroom.

In my opinion, we as educators and parents need to encourage children to discover their own strengths through finding a child’s true passion, or interest; no matter what it might be and early on. Those interests will change, but then so must our teaching My heart goes out to those children “lost” in the shuffle of so many schools trying to “shove children through the educational mill” of reading, writing, and math, only hoping they will do well on an upcoming mandated test. “One Size Will NEVER Fit All”, and our currently crowded curriculum leaves little time for much creativity by teachers or students.

There is no time for learning foreign languages, or any other subject not directly tied to the Common Core Standards… or required tests given. It is obvious that little has changed over the century to solve so many problems prevalent in our schools today. To further substantiate this, we have heard of how a number of our best known Nobel Prize Winners and other well known men, truly hated school. Many of them even thought school was boring, confining, prison-like, and frustrating, at very best! Consequently, a large number of brilliant men dropped out of school, choosing home schooling and learning on their own.

The time is now, if we want to close the widening educational gap between boys and girls, as well as the increasing gap when compared to other countries in the areas of reading, writing, math and science. My theory is that if we do not change our “Antiquated School System” soon, children’s frustration will lead to the serious epidemic of aggressive behaviors and a general feeling of failure found mainly in boys. We may be doomed to the mediocrity our country will accomplish in the future, not to mention what it is doing to our society as a whole. School shootings and stabbings, bullying, fighting, gang activities, bomb threats, and even suicides are constantly in the news, much to our dismay. To even think so many schools are now eliminating RECESS, to give more time for “teaching” Common Core Standards is truly ludicrous! 

Please Contact me: lgilliam@teacheradvocate.com  if you believe as I do, or have a comment.

posted by lgilliam in "SOS" SAVE OUR STUDENTS!,Brain Study in Girls and Boys,Coaching,Concern for boys learning,Educational Frustrations,Head Start,labeling our children,Learning disability?,No MORE Recess???,Uncategorized and have Comments (14)