Bad Days and Grumpy Moods – we all have them both Teachers and Students

A friend on Facebook recently posted a meme, published by Miramir.com, quoting author Rebecca Eanes.

“So often, children are punished for being human. They are not allowed to have grumpy moods, bad days, disrespectful tones, or bad attitudes.  Yet, we adults have them all the time. None of us are perfect. We must stop holding our children to a higher standard or perfection than we can attain ourselves.”

-Author, Rebecca Eanes, posted at Miramir.com

It is a terrific message and should be read by all. Having, “grumpy moods, bad days, . . .” is a universal human characteristic. We are all like that, even kids. When kids have that kind of day at school or at home, however, they usually get into trouble. This is especially true in school because the education process demands conformance, obedience, and “respectful tones.” Anything else disrupts the classroom and interferes with the work of teachers and classmates.

Because of the way our education process is structured, we leave no room for our students to do the very things we will likely do when we get home because the behavior of students led to a bad day, left us in a grumpy mood, and feeling short-tempered. Hopefully, at home, our families and friends will back off and give us space to work through the frustration we feel. Good friends and good families are like that. They are people who love us and have no expectation that we be perfect, in fact, they love us with all our “perfect imperfections,” as John Legend’s song describes them. And, at home, we typically have places where we can get away from everyone, even if only for a moment or two.

At school, even for good teachers, it is not so easy. Good teachers care but are not allotted enough time to help students work through the frustrations that flow from dealing, in some instances, with problems at home that we can hardly imagine. There are just too many kids, too much to do, and nowhere near enough time. So, we discipline students and even send them to the office if their frustrations and acting out cause too much disruption. It’s a last resort for teachers but their responsibility extends beyond the individual child, to a classroom full of other students.

The problem isn’t just that we give kids a reprimand, time out, or trip to the office—all of which brand the child as a discipline problem–the most significant consequences that flow from such actions are related to the fact that they lose time. They miss out on lessons that are being taught and practice time that is being given, and opportunities to get in-class assistance from their teacher. Most significantly, they fall ever further behind and this this only exacerbates their situation and fuels the frustration that got them in trouble to begin with.

The combination of their frustrations from the challenges at home, combined with the hopeless feeling of falling further behind, academically, and being viewed as “a problem student” or “bad kid” pile up until a student feels overwhelmed. When kids begin to feel hopeless and powerless to extricate themselves from bad situations, the risk is that they may choose to give up and stop trying.

Think about how you feel when you have had ”meltdown” incidents. For many of us, what we feel is helplessness and hopelessness. When the episode passes, as they always do, they may have created some inconveniences with which we must deal, but we are still able to get back in the game. For our students, in similar circumstances, the game clock is ticking away and there are no timeouts as in an athletic contest, where the whole game pauses to let participants catch their breath.

The academic standards that drive teachers and classrooms function like a conveyor belt. Once a child falls off, it is difficult for them to get back on the belt, even with our help. If they get back on, they can see how much further behind they have fallen, relative to their classmates.

Those academic standards are tied to an external, arbitrary timeline that may be totally out of sync with a child’s unique internal timetable. We all know how difficult it can be to get back in sync with all that is going on in our lives, but for many children, particularly disadvantaged kids, getting back in sync seems next to impossible. Their internal and external timetables are like an event horizon in which the child finds him or herself on the wrong side, with no way to get back on track.

What I have striven to do in the education model I have developed—The  Hawkins Model©—is  to eliminate external timetable so that students are never at a place in time that is out of sync with their unique developmental path. Even when schools must teach to a set of academic standards, these represent an outline of what policy makers have determined all children need to learn. We need to ask ourselves what is most important: that students learn these things, even if it takes some children longer than others, or that we strive to get them all from point to point in perfect cadence?

If we accept the premise that the two most essential variables in education are relationships and learning, what are arbitrary timetables? Are they not a “constant” that regulates relationships and learning? If we eliminate the constant variable of time, relationships and learning become independent variables that are not compromised by extraneous forces? We need an education model—education process—that ensures that such forces do not impede a child’s progress down their unique academic path.

We need a model in which the teacher is able give each student the time he or she needs to learn. Teachers often tell me, “this is not possible, there just isn’t enough time.”

Within the context of the existing education process, they are correct. This does not mean that creating time is impossible, only that the existing process and structure does not provide for it. If we are willing to alter the process and structure, we can design it to produce the outcomes we want based on the unique needs of each of our students. It all depends on how we sort our priorities and whether we are willing to question the validity of our structure and process.

In The  Hawkins Model© giving students time they need to learn and work through their frustrations, bad days, and grumpy moods is more important than keeping all students moving at the same pace down the arbitrary timelines that complicate academic standards. The fact that they may need to be separated from the class so as not to disrupt, need not impede their progress, it just delays things a bit.

The Primacy of Relationships and the Challenge of Peer Pressure – Part 2

Part of the focus on relationships that is central to The Hawkins Model©, is to ensure that, not only do  students have close and enduring relationships with their teachers, but also that they develop and sustain healthy bonds with their classmates. Such relationships play an important part of healthy development and can ensure that peer pressure can be a positive influence on kids, of any age, and not just a negative force that distracts and diverts young people from their values and purpose. Positive peer influence can be a powerful force that can strengthen relationships, minimize the incidence of bullying, and provide positive role models for kids.

When my family moved to Indiana during the middle of my junior year in high school, I had an opportunity to witness the positive power of peer influence alter the behavior of many of my classmates. In this case, it was a small thing, but it demonstrated the ability of a popular student to influence the behavior  of his peers as a positive role model.

As a new student who didn’t make friends easily, I was thrilled to be invited to hang out with one of the nicest and most popular juniors in the school. His name was John and he was a trend setter; not only in fashion but also in other ways. He was the first guy to reach out to me with an offer of friendship.

One day, we all arrived at school in a driving downpour and, as was the case in my prior high school, there were no raincoats, boots, or umbrellas to be seen on any of my male classmates. Guys were willing to arrive drenched rather than appear uncool. Then, along came my friend John, using an umbrella. He was the only guy who left a dry path, that day, as he passed through the halls and classrooms.

The very next time it rained, a few days later, there must have been a dozen or more guys, myself included, who arrived at school using an umbrella. By the end of the school year, seeing a guy in the rain without an umbrella was the exception, not the rule.

Our friend John, with his powerful self-esteem demonstrated how much of a difference one person can make just by setting a good example. To his credit, this was not the only way John exerted a positive influence on his peers. He was a genuinely good person who treated all other students–no matter who they were–and teachers with kindness and respect. He would have been a perfect candidate for membership in a 1960s version of @melanie_korach’s #starfishclub.

As I thought back about the other students with whom I shared a classroom over thirteen years of school, I began to recall others boys and girls who contributed, quietly but meaningfully, to help create of a positive peer environment.

It was a sad day, more than twenty years later, when  I searched for and found John’s name etched on the black walls of the Vietnam Veterans Memorial, I felt a keen sense of loss and was unembarrassed to shed a tear for a guy who befriended me when I was the new kid in school; a young man who made a difference with his positive values, commitment to his community–whether a high school class or his country–and by being both confident and kind.

How many schools and classrooms, of which you are aware, make it a point to create a positive culture for all students, not just the most popular kids. It is my assertion that we can create a classroom environment that fosters this kind of positive peer influence, intentionally. It is one of the subtle but powerful things The Hawkins Model© can help create just by changing the way we structure the education process. Why not check it out?

Understanding Education as a Process and Our Schools as Organizations: and a Shout Out to Ted Dintersmith

There are many new and exciting things happening in some schools: innovative education methodologies, ever more sophisticated technologies, and curricula that are being challenged and re-examined.

Recently, our friend @tracyscottkelly shared a teacher’s ( @HJL_Greenberg ) enthusiastic Tweet about Ted Dintersmith’s book, What School Could Be. Kelly acknowledged, as have many of us, that @dintersmith has provided a wonderful compilation of innovative education programs in real American schools.  It is a great read and if you haven’t done so, put it at the top of your reading list.

Let us not lose sight of Dintersmith’s title, What School Could Be, however.The book is not about “what all schools are.”

Dintersmith’s book offers  examples of public schools and school districts that are producing exciting results for their students. These schools and their programs provide shining examples that give hope to teachers and other educators who are feeling overwhelmed by their own challenges and those of their students.  

Let us, also, not forget that Ted Dintersmith traveled through all fifty states to find these innovative education programs, approaches, and methodologies.It is vital that we acknowledge theses schools are the exceptions and do not represent the reality that is public education in many of the other schools in those same fifty states.

Think about how we arrived at present day with respect to public education.At some point in the distant past, schools may have been established to enable teachers to meet the unique needs of children, but over the decades, schools have devolved into one-size-fits-all service delivery providers.  Schools in the U.S. are organized for operational efficiency, based on financial constraints. That the unique needs of our nation’s children have never been as complex as they are now, creates a recipe for failure for millions of kids.

No matter how hard they work or how deep their commitment, teachers cannot alter the aggregate reality that is public education in America and they must not be blamed.

Each of the noteworthy programs from around the nation exists because of the extraordinary efforts of educators willing to step outside the boundaries of education tradition; often against the forces of doubt.  Sadly, these schools are not the norm and millions of American children do not enjoy the benefits of such programs nor are they likely to benefit, any time soon.  We can only hope that as more educators and school administrators are inspired by the examples of “what could be,” they will step out of their comfort zones and take a paradigm leap.

In my education model, my 2013 book, Reinventing Education, Hope, and the American Dream, and my upcoming book with a working title, Reinventing Education One Success at a Time: The Hawkins Model, I have examined our schools from the perspective of an organizational leadership consultant asking the question, “are schools structured to produce the outcomes we so desperately need?” Most often, the answer is that they are not.

The paradigm leap that is needed, if we are to transform public education in America and restore the American dream, is a willingness to remind ourselves that schools are human organizations incorporating an “education process” designed to deliver a service.

If we are dissatisfied with the quality of the service our education process is producing, we must take a giant step back to a point from which we can examine the education system as an integral whole.We must, then, stop looking for someone to blame and, instead, challenge every single one of our assumptions. Only then can we start from scratch and reconstruct an education system—both structure and process—to produce the outcomes we want and need.

What is it that we want and need from America’s public schools? We need an education model or process in which our dedicated teachers can help every child have more than just equal opportunities—they must have the wherewithal to develop their own dream, envision their futures, chart their own paths, and seize those “equal opportunities.”

At the root of every problem facing American society—whether social, political, economic, technological, ecological, or criminal justice—is the fact that far too many young Americans are not equipped with the understanding, knowledge, skills, self-esteem, and self-discipline to seize the opportunities to which they are entitled, constitutionally.It all comes down to the efficacy of our education process as a whole and not whether a few schools might be succeeding.

What the Data Tells Us

The following graphic speaks eloquently about the problems in public education in America; problems that exist in spite of the heroic efforts of teachers.

Fort Wayne  and South Bend are two of Indiana’s greatest cities and both have many cultural, educational, business, and recreational resources to offer to their citizens. As is true in so many medium- to intermediate-sized communities (populations of 100,000 to 300,000), both communities have diverse populations. What is also characteristic of such communities is the existence of  urban, suburban, and rural public-school districts. Both Fort Wayne Community Schools and the South Bend Community School Corporation, within their district boundaries, have a high proportion of children of color; children from families that are on the lower end of the income continuum, regardless of color; and, the largest percentage children for whom English is a second language. By virtually any criteria, in diverse communities, both have the highest percentage of kids that could be thought of as disadvantaged students.

Both school districts are led by some of the most highly educated and experienced administrators in the State of Indiana. They are staffed by a diverse faculty of teachers who have been educated in the nation’s finest colleges and universities and who are represented by the same unions and associations as their colleagues from Indiana and around the nation. Teacher salaries are within the same range as other area school districts that compete for qualified teachers and typically exceed teacher salaries the community’s parochial schools offer.

These school districts also offer a variety of programs for students with a broad range of special needs. And, so there are no misunderstandings, they teach to the same academic standards as must teachers in every other school in their state. They also continue to make the best investments in their school buildings and equipment as their constituents will permit.

Both cities have been my hometowns in major parts of my life, and I am proud to have lived in South Bend and Fort Wayne, Indiana. I graduated from one of the two districts, as did all three of my younger siblings, and I spent the greater part of my life and career in the other. All three of my children attended and graduated from Fort Wayne Community Schools and went on to earn both undergraduate and graduate degrees in their chosen fields of interest. There, I also spent ten years as a substitute teacher.  Although my wife and I are in the process of moving from Fort Wayne, that decision had nothing to do with the quality of life offered by the community. We will always love Fort Wayne.

We have the greatest possible respect for the dedicated teachers and administrators of both school districts. We also have a family member who is a principal in one of the school districts and who strives, every day, to make a difference in the lives of his students.

The graphic is offered to illustrate how the combined student bodies from these fine school districts struggle, academically, despite the heroic efforts of public school teachers, not because of them. In this post, I will provide only a few highlights of the data and what I believe they tell us . My new book will allow readers to delve more deeply in the data.

These two school districts are like a thousand other school districts of comparable size and demographics and this just begins to reveal the sheer size of the crisis in public education in America. If we take the total number of students that are struggling in these two districts, divide that number by two, and then multiply it by the estimated one thousand school districts in America of comparable size and demographics, we are talking about eight million school children. Let me repeat that number: approximately 8,000,000 kids.

Add numbers from the roughly fifteen thousand other school districts in the U.S. that are smaller, larger, richer, poorer, and more segregated and the numbers are both staggering and compelling. Anyone who denies that we have a crisis in public education in America must be challenged to take another look and, yes, the degree to which the validity of state competency exams is questioned, is understood.

            The only reason to question the validity of state competency exams is that they are utilized to evaluate the quality and effectiveness of teachers and public schools and this author shares the conviction that their use for that purpose be categorically rejected.

            What educators dare not reject, however, is that, with all the imperfections of standardized competency exams, they are still a measure of the ability of children to demonstrate their mastery of the subject matter set out for them by academic standards of their state.

            MOST IMPORTANT OF ALL, THESE RESULTS ARE A MEASURE OF THE EFFECTIVENESS OF THE EDUCATION PROCESS WITH WHICH TEACHERS AND SCHOOLS ARE EXPECTED TO EDUCATE OUR NATION’S DIVERSE POPULATION OF STUDENTS. I CHALLENGE ANY PROFESSIONAL EDUCATOR, WHO DISPUTES THESE DATA TO LOOK INTO THEIR OWN EYES IN THE NEAREST MIRROR AND TELL, FIRST THEMSELVES, AND THEN THE AMERICAN PEOPLE, THIS IS THE BEST WE CAN DO.

            The essential purposes of this work is to show that this is nowhere near the best we can do for our nation’s children, and to offer a solution. It is a solution engineered to give every child a quality education to develop the knowledge and skills they will need to identify and then pursue their dreams and aspirations. Equality in education is the categorical imperative of our time.

            The other essential purpose of this work is to give the millions of men and women who have chosen to serve our nation and its children as educators, an education model that will allow them to become the teachers they envisioned when they chose to enter this demanding profession. They chose teaching because of their desire to make a difference in the lives of kids and in their communities and we must enable, not just allow, them to do their jobs to the absolute best of their ability.

It is this author’s sincere belief that there is nothing we can do as a society that will have a greater impact on the quality of life of the American people, both individually and collectively, than creating an education process that will prepare all our young people to meet the unprecedented and unimaginable challenges the balance of this 21st Century will present.

Work on my new book is well underway and it will lay out the education model I have created in great detail. In the interim, the reader is invited to view the latest version of my education model at https://melhawkinsandassociates.com/education-model-white-paper/

You will also find a copy of the white paper written to lay the logical foundation for the model. Please read not in search of reasons to reject rather so you might envision what it would be like to teach in such and environment. Please share it with your friends and colleagues.

Is The Reverend Dr. Martin Luther King, Jr.’s Dream Complete?

In advance of an appearance by his son, Martin Luther King III, an editorial about the Reverend Martin Luther King, Jr., appeared in Sunday, June 2nd’s, Fort Wayne Journal Gazette. The headline: “A dream left incomplete.” In addition to asking the son to provide personal insights about his father, the column pondered, “But what did King really accomplish? What would MLK Jr say is still left undone?”

 Although MLK, Jr. is the acknowledged leader of the civil rights movement he was only one of the many heroes who labored to bring an end to discrimination in America. Had it not been for their courage and sacrifices,  the Civil Rights Act of 1964 and 1968, the Voting Rights Act of 1965, and other civil rights legislation might have been long in coming.

MLK III, is quoted as saying, “No one possibly could have projected that we would be going backward instead of forward,” referencing “the turmoil over immigration and political discourse that encourages hostility and racism and distorts the truth.”

The challenge for America, today, is to address the question, “why has so little progress been made to make black Americans and other minorities full and equal partners in American society, whether economically or politically?” The question demands  a frank an unapologetic examination.

The answer, this author believes, is that the protests and sacrifices of the civil rights movement and the subsequent civil rights legislation over the past 55 years have given black and other minority Americans the right to equal opportunity but not the means to take full advantage of those opportunities.

How does one acquire the means to take advantage of opportunities? The answer is education.

It is time to stop playing the blame game and acknowledge, once and for all, that the education process that has been in place in our schools has failed to serve the interests of disadvantaged children for as long as any of us can remember.  Over the generations, we have become inured to the failure of black and other minority children and have been willing to take the easy path by blaming poverty, segregation, public schools, and teachers. When are we going to acknowledge the obvious, that what we are asking our teachers and schools to do does not work for all?

We must also acknowledge that there are some Americans who are content to believe that the documented performance of the disadvantaged is the best that we can expect from these whole populations of children. This is an outrageous assertion that must be put behind us, permanently.

Similarly, we must stop blaming teachers and our public schools. Teachers cannot make an obsolete education process work for every child any more than you or I can quickly and efficiently mow an acre of overgrown grass with an unmotorized push mower from the early 1950s. That so many children have received a good education, notwithstanding the flawed education process within which our teachers have had to work, is an extraordinary accomplishment.

That our education leaders, policy makers, and elected officials have allowed so many children to languish  over multiple generations cannot be undone. Neither can we turn back the clock and absolve millions of teachers of the blame we have been so willing to heap on their shoulders and reputations. What we can and must do is bring this tragedy to a halt, now!

Continuing to rely on a brittle and antiquated education process that does not work for millions of our nation’s children—our most precious assets—is as irresponsible as it would have been to allow hundreds of Boeing 737s to continue flying after we discovered the existence of a fatal flaw in their systems. Unlike those Boeing737s, however, we can not change out a software application to correct the problems of education in America.

Can you think of any other venue where we have been so willing to endure products and services of such unacceptable quality? If an automaker produced vehicles that broke down as often as students fail in our schools would we keep buying their cars? If a restaurant in our neighborhood consistently produced bad breakfasts, lunches, and, dinners would we keep going back?

To fix the fatal flaws of America’s schools and give teachers an  education process that will provide every single one of our nation’s children with the means to take advantage of the opportunities to which they have an equal right, we must be willing to reinvent the education process from scratch. It must be reconstructed to serve its essential purpose, not in a few special schools but in every school, serving every community in America.

We must begin by changing the question we ask ourselves. Rather than ask “Why do so many children fail?” the question we must begin to ask is “Why do some children excel despite the disadvantages they face?”

What are the lessons to be learned from the exceptions to the norm? Could it be that, given the right circumstances, even disadvantaged kids can achieve at a high academic level? The challenge is to figure out how to replicate those “right circumstances” in every classroom, for every student.

The dream of which Dr, Martin Luther King, Jr, spoke with such eloquence is not complete and will not be complete until every child receives the quality education to which they are entitled.  Giving them that education requires that we abandon our obsolete education process and go back to the drawing board to create a process that works for all.

Creating such a process is what I have labored to do since I had the opportunity to see, first-hand, the challenges with which our teachers and students must deal. I witnessed those challenges while walking in the shoes of public school teachers as a substitute teacher. The outcome of my efforts is an education model designed to focus on its essential purpose, which is to insure that every student receives the unique time and attention they need to learn as much as they are able at their own best speed. This is the what teachers must be tasked to do and my model is crafted to support teachers and students in fulfillment of that essential purpose. Please check out my model at https://melhawkinsandassociates.com/education-model-white-paper/

It is on the public education that the future of our nation’s children depends, and it is on our children that the future of America depends.

Do Alternate Pathways to Graduation Lower the Bar?

In case you’ve been wondering why my presence on Twitter has diminished, as I mentioned in an earlier post, I’ve been inundated with ASVAB testing.

Beginning with the 2018/2019 school year, the State of Indiana has approved the Armed Services Vocational Aptitude Battery (ASVAB) as an alternate pathway to graduation. Students who have been unable to pass the 10th grade math and English Language Arts components of the ISTEP+ exams, which have been required for graduation, can now take the ASVAB.

To qualify for graduation from high school using the ASVAB, students must achieve a minimum percentile score of 31 out of a possible 99, on the Armed Forces Qualification Test (AFQT) which is a composite score of the two math and two English Language Arts components of the ASVAB.

Since September, I have administered 55 student test sessions in 42 different high schools in Northeast Indiana, for just over 4,500 students. With travel to and from these 55 student test sessions, I have logged over 5,100 miles. Time required for both the pre- and post-test preparation for each session is significant and it has required that my 73-year old body haul anywhere from 1 to 4 cases full of test material (as much as 50 pounds each) over that same 5,100 miles.

During this same period, I have also administered 28 enlistment tests (once per week) for roughly 200 enlistment candidates at the Fort Wayne Military Entrance Testing Site (METS). This combined testing responsibility has been a learning as well as an exhausting experience. It has siphoned off both the time and energy required to complete the work on my book-in-progress and to participate in the important support network that Twitter provides for teachers and administrators. Needless to say, I am woefully behind on my writing.

Tracking ISTEP+ scores over the last ten years has been an ongoing part of the research for my book, Reinventing Education, Hope, and the American Dream: The Challenge for Twenty-First Century America (Createspace, 2013), for my 250 plus posts on my blog, Education, Hope, and the American Dream, and for researching my book-in-progress, Reinventing Education One Success at a Time: The Hawkins Model. None of that research prepared me for the experience of looking into the eyes of and talking to over 4,500 students who cannot pass their ISTEPs.

Many of these same students who are unable to pass their ISTEPs are also unsuccessful on the ASVAB. When you see their faces, rarely smiling, it is no longer an academic exercise. These are children representing a true cross section of the diverse population of Americans in the Northeast corner of Indiana. If all Americans could have looked into the eyes of these same high school students, any stereotypical illusions about the demographics of struggling students would have been shattered.

I should have been prepared for it, based upon my experience in administering the enlistment version of the ASVAB for the past 15 years. In my presentation to the students, I describe the AFQT score as a “work-ready” score. I also explain to them that there are few things as sad as watching 18 to 22-year old men and women walking out of a testing room with a piece of paper that says they are qualified for almost nothing. After all, if one cannot qualify for the most basic jobs in the Armed Services, how may civilian jobs will they be qualified for? Being able to get a 31 on the ASVAB means a young man or woman has some choices. The higher one scores the more choices they enjoy. I encourage them, should they do poorly on the ASVAB, to identify where they are weak and use their remaining months or semesters in school to work on them.

I wish every teacher and administrator could see the dejection in the faces of these young men and women. It is sad that educators, whom I consider to be unsung American heroes, do not get to see their students struggling to make a place for themselves in the adult world. If they did, I believe they would come to understand the truth of my words and the words of others that if a student cannot utilize what they have learned in the real world, they have not learned it.

That so many young people, across all demographic categories, are unable to achieve this minimum score on the ASVAB should be more than enough evidence that the education process is flawed beyond repair, no matter how valiantly teachers work to do the best for their students. This is a reality that has devastating, adverse consequences for not only the futures of these young people but also for a society that will depend on their leadership over the next half-century.

Teachers must come to understand that it is not their fault that so many young Americans are poorly prepared but there is no group of professionals better positioned to demand an end to it. It is time for public school teachers and administrators to stop being embarrassed and defensive about the performance of so many of their students and become indignant and aggressive in shouting to the world that what they are being asked to do in their classrooms does not work for a significant percentage of their students.

The education process at work in our public schools, is no more able to meet the needs of 21st Century students than America’s 1950s highway system would be able to meet the needs of 21st Century vehicular traffic. Our education process is neither engineered nor constructed to meet current needs.

Indiana’s decision to offer the ASVAB as an alternate way to qualify for graduation could well be interpreted as lowering the bar. More than a few teachers, guidance counselors, and administrators have commented that, while not all of them are successful, their students find the ASVAB easier than the ISTEPs. Is lowering the bar what we should be doing?

Would it not be a better use of our time to discard our obsolete education process and replace it with a new model in which teaching children has been reimagined and reinvented. I offer my model as an example: https://melhawkinsandassociates.com/education-model-white-paper/

Teachers Are Many Things All of which Are Essential!

When we greet a five- or six-year old boy or girl on their first day of school this is a point of embarkation on a twelve- to thirteen-year journey to adulthood. The mission of teachers is to help prepare these young people to be citizens of a participatory democracy. Teachers are essential to the fulfillment of that purpose and can be replaced by neither technology nor less qualified, lower paid staff.

The job of teachers is to help our students build a portfolio of knowledge and skills so they will have choices for what they want to do with their lives to find joy and meaning. We want our young people to be able to provide for and create wealth for themselves and their families and we want them to add value to society. More than anything we do, relationships will be key to our students’ success and development, in every way.

When children arrive at our door on their first day of school they may be at the single most vulnerable period of their lives. These unique little human beings are a precious creatures—truly our society’s most important asset and it will be on their backs that the future of society will be borne.

We must greet every child who arrives at our school as an individual with the potential to accomplish important things. Their welfare should be at the top of every single one of our nation’s priority lists. Possibly, one of our students may grow up to be President of the United States, become a brain surgeon, a research scientist who will find the cure to cancer, a lawyer, architect, teacher, professor, nurse, entrepreneur, public safety officer, elected official, sales professional , manager, supervisor or the best electrician, cosmetologist, auto mechanic, custodian, plumber, certified nursing assistant, or small business owner in their community. It is not for us to decide what they will grow up to be.

Our job as educators is to help them discover who they can be and then teach, coach, mentor, guide, cheer for them, sometimes push, and always support them along their unique developmental path. We must help them identify their talents, abilities, and interests so that they can begin to create their own dreams and become the best versions of themselves. During this time, we must avoid passing judgment on their choices. We must embrace the idea that every job, done well, adds an element of beauty to the world. We must refrain from making arbitrary decisions such as that all students must prepare for a four-year degree.

Public school teachers must convince their students, through our daily words, actions, the expressions on our faces, and the tone of our voices that we consider helping them develop their potential to be our mission in life. We must make them feel loved, and respected, and we must smile at them at every opportunity. Remind yourself how you feel when greeted by a warm smile from someone you know. Think of it as relentless affirmation.

We want our students to become good citizens who understand their responsibilities as members of a participatory democracy. We want them to understand the cogent issues of their time and to make thoughtful decisions. We want them to be able to think for themselves and not be swayed by charlatans, whatever their doctrine.

It is our objective that our students will become imaginative and creative adults able think exponentially, outside the boundaries of conventional wisdom (outside the box). They must understand that the world is changing at an ever-faster pace and that we all must adapt. We must help them understand that the solutions to the challenges facing society, at any given point in history, will not be found by dredging up strategies and tactics of the past, other than the lessons we have learned from them. Today’s problems are often the consequences of policies past, policies that have grown obsolete and are no longer in sync in a dynamic world. The young men and women our students will grow up to become, must be prepared to find new and innovative solutions as the 21st Century unfolds.

Our children must learn that the only way to protect their own rights is to protect the rights of others whether freedom of speech; religion; or protection from the abuses of the powerful, whether from the public or private sectors. They must understand how vital it is that they exercise their right to vote.

We want these young people to understand history in hopes that they might learn from our mistakes and successes as a society, much like we all must learn from our experiences, including classroom assignments and quizzes. We want to remind them of the adage that “if we are not falling down once in a while, we are not really skiing.” We must teach them that success is a process of doing just that, of learning from both our successful and disappointing outcomes. We all must learn how to master that process of success and a vital part of that process is not being threatened by the success of others. We must celebrate our own successes and those of the people around us. It is success that gives us the confidence to face new and bigger challenges. When our students become discouraged, as all will do, we must be there to encourage them not to give up. They must learn that the process of success is fused with persistence and determination.

When teachers get discouraged, as all will do at some point along the way, they must be able to depend on their leaders—their principals and administrators—to encourage them not to give up. Teachers must also be able to depend on one another for more than just negotiating for better deal, as important as that may be. They must be able to work together as a profession to drive change when they are confronted, daily, with a process that does not work for all their students.

We want our kids to understand the social sciences so that they might grasp at least a wisp of understanding of human nature; whether with respect to individuals or within the context of families, organizations, communities. and societies.

We want them to understand the natural sciences and that the forces of the natural world that are greater than us; that we must view such natural phenomena as climate and other environmental changes as components of an interdependent, evolving universe rather than view the natural world from within the context of narrow and shallow minds. We want them to be able to understand that a single winter storm does not refute the evidence of global warming and that a clean environment is not bad for business. Our children must learn to be stewards of all things in nature. They will need all of their creativity to find solutions for the 10 billion people with whom they will share the planet; billions for whom the policies of the past will be insufficient.

Our students must learn to appreciate and be able to express themselves through the arts, which have proven to be the signature of civilization. Arts also help us develop our imaginations and creativity and thus expand our views of the world. We want our students to learn that the ability to recognize the need for and embrace paradigm shifts is as essential to the development of the individual human mind as it is to the evolution of human society.

It is equally vital that our children have healthy lifestyles for both their minds and bodies. Helping children develop their mental and emotional health is one of the most important outcomes of an effective education process and the work of its teachers. A healthy sense of self is a function of the quality of our relationships with other people. Teachers and their personal relationship with each child are an essential variable in the growth and development of young minds, bodies, and egos.

How often have we heard that “it takes a community to raise a child?” Parenting may be the most challenging of callings, especially in times such as these. We believe the best outcomes for our nation’s children will flow from the partnership between parents and teachers. It serves no one’s interests, however, to pass judgment on parents who may be struggling to raise children and provide for their families. Even when parents are derelict in their duties, no one benefits from the neglect or victimization of innocent children?

For those of you who believe that these things about which we have spoken are, indeed, what teachers must be doing for their students, it should be obvious that the education process in place today does not render these things possible.

Our education process is an archaic structure that is designed to process children as if they are widgets being fed through a machine like commodities. It is also a process that sets both teachers and students up for failure. Because the education process has not worked for so many children for so long it leaves the American people to do what human beings have so often done; look for simple answers to complex problems and for someone to blame.

Teachers must acknowledge, both individually and collectively, that no one else can see what they see, every single day. They are the only people who can possibly understand why the system has grown dysfunctional and what we can do to fix it. What teachers cannot do, however, is view the entire education process from inside their classrooms and nor can principals view it from within their buildings any more than any of us can view our entire planet from our own back yards.

What public school educators need is a little help from an outsider like me who unknowingly found himself walking in their shoes, observing what they see. The difference is that, as I walked in their footsteps, I saw their world through lenses colored by different training and experience. I observed a dysfunctional process that is public education through the mind of one trained to apply the principles of systems thinking, organizational development, and positive leadership to replacing systems that do not an cannot work with systems that will.

What I cannot do, however, is rally teachers around a positive solution to the challenges of public education, I can only give them a positive solution around which to rally. I can only urge them to consider that the powerful advocacy of their collective will around a positive new idea will be infinitely more effective than all the complaints, protests, rally’s, and collective bargaining strategies laid end-to-end. I would ask all of you to consider that the best way to regain the respect and support of the taxpaying public is to give them a solution that works for their children. I’m not suggesting that teachers not strike, when necessary, rather that they consider that such actions are only responses to symptoms, not etiologies.

I challenge teachers to consider The Hawkins Model, an education model designed and structured to do everything teachers need to do for their students. I challenge them to abandon our decades-long tradition of teachers pushing an entire classroom of children down an arbitrary path and replace it with an education model that helps children progress along a path tailored to meet their unique needs. I also challenge their principals and administrators to join them in the implementation of an adaptive education process guided by a student’s interests, aptitudes, motivation, and achievements resulting from a progression of successes.

Please do, as some of your colleagues have done, and take the time to examine my education model not in search of reasons why it will not work rather while striving to understand what it would be like to go to work everyday in a place where you truly can make a difference in the lives of each of your students.

“Street Smart” Translates to Every other Kind of Smart!

This is the third in a series of re-published posts while I devote most of my time to the completion of my  upcoming book.  I hope you enjoy it.

When working with kids, outside of a classroom setting, their level of “street smart” is easy to recognize. What “street smart” tells us is that these kids can learn anything that is important to them. The fact that so many do not learn in school is because it is not important to them. If their families, from their own negative school experiences, do not value education, we can be certain their children will not value education. The operative question, therefore, is how do we make learning at school important to all our students?

Relationships are key to learning  but given how many people of color and other disadvantaged Americans are suspicious of teachers, especially white teachers, it is not easy to break through. This is particularly true when skeptical parents tell their kids, “don’t let the teachers treat you unfairly” and this is a common message untrusting parents give to their kids.

When I was a juvenile probation officer during the first nine years of my career, almost every parent I spoke with expressed concern that their kids would be treated unfairly at school. What I also discovered was that listening to them works better than talking. If they feel they are being interrogated, they will clam up quickly. If I was patient and just engaged in a normal dialogue with them, they would become more forthcoming with info about themselves and their families. Empathic listening skills must be a part of every educator’s portfolio.

For a white teacher with students of color, this is especially true, but I often wonder how many teachers know this. Teachers must maintain a keen awareness that they must earn the trust of students and their parents. That trust is not given, automatically. It is so easy when we are busy, however, to revert to talking rather than listening, giving instructions rather than explanations, and to interrogation rather than dialogue. When our students and their parents begin to learn that you have a genuine interest in hearing what they have to say—hearing their story—they become much more open. Nothing convinces them they are important to you better than your generous attention and empathic listening.

The way we win the parents over is by winning their kids over. When our students begin talking to parents about their teacher as being nice, a parent or guardian’s natural curiosity becomes an ally.

Especially early, as teachers work to form relationships with new students, kids will be as quick to pass judgment on their teacher as we are to pass judgment on them. It is ironic that so many teachers and parents think their children never listen to them. Whether or not they appear to be listening, I can assure you that they hear and see everything you say and do. And, when what you say does not jive with what you do, your integrity is diminished. You won’t know this, unfortunately, until you feel them pulling away from you, emotionally.

It is an oversimplification, I know, but things we are expected to teach our students are not important to them until students become convinced that they are important to us. I have also learned that as suspicious as our students may be, they hunger for closeness with adults. They will not open themselves to a teacher, however, until they begin to trust.

In the summer of 1966, in Philadelphia, I supervised a churchyard recreation program. The church sat on the border between the territories of two gangs and our purpose was to offer a sanctuary for kids—no gang recruiters allowed. All I did was play with the kids, ages 8 to 16, and listen to them, rarely offering advice, not that I had much advice to offer at age 20. My goal was to keep them coming and on any given day we would have between 15 to 30 kids on the grounds, some days even more. The only evidence that I was making a personal connection to them as individuals was 1) the fact they came every day, and 2) they began to talk about their lives.

The summer after my time in Philadelphia, I was in the Army, stationed in Maryland. I went back to Germantown Avenue for a weekend visit, not knowing whether I would even be remembered. When I walked into the churchyard, the teenagers were aloof, at first, but the young kids charged me and dragged me to the ground.

If you have ever been mauled by a litter of puppies, you can appreciate how I felt. Never had I felt more loved than I did wrestling under that pile of pre-adolescent kids. The teens quickly came around, as well.

While I choose to believe that teachers care deeply about their students, I do not believe enough of them take the time to listen to their students and then demonstrate that they care through their actions. Like anything else, we need to sell kids on our commitment to their success. When we have accomplished that, their parents become so much more accessible.

One more story, this one from my first year of subbing, and then I will get on with my point.

It had been 36 years since my summer in Philadelphia and over 20 years from my last day as a probation officer when I subbed for a 3rd grade teacher. I had only been subbing for a few weeks. After the first 20 minutes, I noticed a young black boy was following me around the classroom. When I gave a teacher a questioning glance she said, “he won’t stay in his seat. We can’t get him to listen to or do much of anything.”

For the entire day, he was my shadow. He let me help him with his assignments; read to him; and, when we marched to art class, to lunch, or recess, he held my hand. The teachers were as astonished as I was and told me he had never let anyone get close to him.

I was only at that school for one day. One of the most difficult things about subbing is that you may never see the same kids again and rarely get an opportunity to build on even the smallest foundation of the occasional connections you make.

To this day, I am ashamed to say that I did not stay in touch with that little boy, whether as a tutor, or “big brother,” or some other way. My only excuse was that, in addition to dealing with a couple of personal issues at the time, I was a rookie substitute teacher and was feeling overwhelmed by what I was experiencing, daily.  I think of that little guy, often, and wonder how he is doing. He would be in his late twenties by now.

Back when I worked closely with kids I would have responded to this child’s need for affection, instinctively. In that summer in 1966, on Germantown Avenue, and when I began work as a juvenile probation officer a few years later, I learned far more from my kids than they learned from me. The most important lesson of all was that it is all about caring.

Teachers are just people. There are times when all are distracted by personal issues. Somehow, teachers must have strength of character and a relentless commitment to their purpose, however, that they are able to set their personal issues aside when they walk into their classrooms. each morning. If teachers treat each student as if he or she is your number one priority; listen to them empathically; and convey through your words and actions that they are special, you gain a tremendous amount of leverage with respect to your ability to influence them in a positive way.

As difficult as it may be, teachers can never let up. Your students will test you almost every day, to reassure themselves that your concern for them is genuine.

The following lesson had quite an impact on me as a father and I think the lesson applies to teachers and parents, alike.

“It is every bit as important that we pass the tests our kids give us as it is that                  they pass the tests we give them.”

 

How often we pass their tests and demonstrate unconditional love and concern has a profound effect on our ability to make a difference in their lives. It is imperative that we not wait until they are 16 before we begin working to form the kind of connections that, truly, will transform lives. We need to recreate the education process so that its over-riding priority is to help teachers form close, personal bonds with their students beginning on their first day of school. The structure must be engineered to support this purpose; time must be fully allocated; the ratio of teacher to student must be adequate; and, teachers and students must be allowed to remain together for more than just one school year.

From the first day a 5 or 6-year old child arrives at school, our focus must be to treat each boy and girl as a beautiful, unique child of creation. For some children it will be easy but there are some who will test us, severely. They are the children about whom my grandmother was referring when she told me that the “child who is the hardest to love is the one who needs it the most.”

Their first few weeks of school may the most important period of a child’s academic life. Making certain they feel special and are not being pushed beyond their cusp of knowledge and understanding must be our absolute priority. Thereafter, the education process must be a place where they feel special, where they discover that learning is a process they can master and where their successes are celebrated. The powerful self-esteem that comes from feeling special, combined with the confidence that they can create success for themselves will ensure that they will have choices in life; real choices.

The way our schools and classrooms are structured today, and the misguided expectations we place on our students and teachers, do not allow us to give our students what they need most. Nothing we can do, incrementally, will be enough. The education process must be reinvented to fulfill its purpose. A process exists for no other purpose.

We can create an education model that helps us provide our students with a solid academic foundation upon which they can build a future for themselves. What we discover is “street smart” translates to every other kind of “smart.” If we accomplish this for our students, we will have also created a process that provides teachers with the sense of personal and professional fulfillment that comes when we help another human being create a life for themselves,

We have the power to create such a process. Time and children are being wasted while we tinker with this or that. Working together, educators like you and advocates like me have the power to reinvent the education process. All it takes is our imagination, courage, and determination to accept nothing less than the best for our students and nothing less than the best for ourselves.

While writing this post, back in February of 2018, @casas_jimmy tweeted:

             “Let’s not hide behind the standard line “I don’t have time.” We determine what                 we have time for & what we don’t. When something matters a great deal to us,               let’s find a way to make it happen. . . .”

It fit perfectly with the theme of this post. It helps when the structure and process are created to focus on purpose. If our purpose is that all kids learn then the process makes providing that time its priority. The proper response is not “I don’t have time” rather it is “that’s what I’m here for!”

Please take the time to examine my education model at http://bit.ly/2k53li3 not in search of reasons why it cannot or will not work rather looking with hope that it might work. Also check out some of the 250 or more articles posted on this blog.

Quadrilateral Pegs in the Round Holes of Public Education; Revisited

Author’s note: In hopes of retaining a presence on social media, while writing my new book, I am selecting a few of the most widely-read blog posts from the past. I hope you enjoy this one.

 

Participating in the dialogue between teachers, principals, superintendents, and other players in our public schools has been enlightening and inspiring on the one hand and frustrating and discouraging on the other. It is wonderful to know there are so many amazing men and women who have dedicated themselves to teach our nation’s children. It is heartbreaking, however, to see how many of these remarkable professionals seem unaware that they are being asked to do one of the most important and most challenging jobs in the world in an environment that has not been significantly altered since I began school 67 years ago. Teachers labor in an education process that has not been adapted to meet the needs of 21st Century children.

It has been a struggle to find an analogy that resonates with teachers, principals, and superintendents so they can see what it looks like to observe them at work, from afar. I know that because I have not been trained as a professional teacher, it is easy for them to discount the merit of my education model as the work of just one more outsider telling teachers how to teach.

My perspective is unique, however, and merits the attention of our nation’s public school policy makers, leaders, and classroom teachers. I am speaking as an advocate for public education and for American public-school teachers and school administrators, not as an adversary. I consider public school teachers to be unsung American heroes and I’m asking you to open your hearts and minds to a new idea. If you see merit in what you read, I am asking you to help spread the word to other educators that there is an idea worthy of consideration.

As a student, I have earned two masters’ degrees, one in psychology and the other in public management. Over a nearly fifty-year career, I have worked with kids for 9 years as a juvenile probation officer and in a volunteer capacity for nearly 20 years. I have lead organizations; taught and have written a book about positive leadership; solved problems; created new and innovative solutions; reinvented production and service delivery processes; have written four book and many articles; have done testing for the military; and, while writing books, have spent ten years working as a substitute teacher in the same public school district from which my own children graduated.  Also, I have been a student of “systems thinking” since reading Peter Senge’s book The Fifth Discipline: The Art and Practice of the Learning Organization, when it was first published in 1990.

The experience of participating in and observing what happens in public school classrooms as a substitute teacher, was an incredible opportunity to walk in the shoes of public school teachers. What I witnessed as an observer of the public schools of my community are dedicated, hard-working professional men and women, giving their hearts and souls to their students in a system and structure that does not meet the needs of a diverse population of students.

If you can imagine what our nation’s system of highways would look like—given the number of automobiles and trucks on the roads, today—if neither President Eisenhower, in 1956, nor any of his successors had envisioned America’s interstate highway system, you will have an idea of how our public school classrooms and the education process at work within those classrooms look to me, observing from afar.

We are asking good people to educate our nation’s incredibly diverse population of students in the education equivalent of Route 66. These kids will become the men and women who must lead our nation through the unprecedented and unimaginable challenges the balance of the 21st Century will present. Think about the diversity of American public-school students. They represent every color of the human rainbow, speak innumerable languages, come from families both fractured and whole, from every corner of the planet, and with a range of backgrounds with respect to relative affluence and academic preparedness that is as cavernous as America is wide.

Public school educators are striving to do their absolute best for students in an environment in which they lack the support of our federal and many of our state governments and are under attack from education reformers with their focus on “school choice.” These education reformers, policy makers, and the politicians who are influenced by them are destroying our public schools and the communities those schools were built to serve.

As I have written on so many occasions, a handful of charter schools serving a few hundred students at a time, even if they were innovative, will never meet the needs of the millions of American children on whom our nation’s future depends. These charter schools are being funded with revenue siphoned from the coffers that were meant to support our public schools and rely on the same obsolete education process used in the public schools they were intended to replace. Many of these charter schools have failed to meet expectations in community after community.

We already have school buildings in communities throughout the U.S., staffed with the best teachers our colleges and universities can produce, and filled with kids from every community in America. This is where the problem exists and where its challenges must be met. We cannot produce the results these children and their communities need, so desperately however, until we examine the current education process through the lenses of a “systems-thinking” approach. Systems thinking allows us to challenge our assumptions about what we do and why. Only when we have taken the time to understand the flaws in the underlying logic of the existing education process will we be able to alter the way we teach our nation’s most precious assets and the way we support our teachers as they go about their essential work.

There have been many innovations in public education in recent decades, but they and other incremental changes have been and will continue to be no more effective within the context of an obsolete education process than repaving the highways of the 1950s would be in meeting the transportation needs of the 21st Century.

I have been working to build an education model that I believe will put both teachers and students in a position to be successful. It is a model that was designed from scratch to be molded around the relationship between teachers and students, enabling all to perform at their optimal level. I am seeking superintendents of a public-school districts willing to test my education model in one of their underperforming elementary schools.

You, our superintendents, know what the data illustrates and you know that what you have been asking your teachers to do has not altered the bottom line with respect to student performance in any meaningful way.  Most importantly, you know the number of elementary schools in your district that are languishing no matter what you do.

Yes, I understand the data produced through standardized competency exams is a totally inappropriate way to assess the performance of our teachers and schools but let us not throw the baby out with the bath water. The results of these standardized tests do tell us one thing of inestimable value.  They tell us that the education process does not work for millions of children no matter how hard our teachers work on behalf of their students .

We often cite poverty, discrimination, and segregation as the reasons why so many of our students fail. The reality is that when we ignore the unique requirements of our students and try to push their quadrilateral pegs through the round holes of public education, we leave the most vulnerable at the mercy of discrimination.

I challenge teachers, principals, and superintendents to ask yourselves whether there is anything you have done differently, over the course of your careers, that has resulted in a significant improvement in the performance of your students, in the aggregate. Yes, you can cite examples of individual students whose lives have been altered, but what about your student body as a whole? Your underperforming elementary schools and their teachers and students are waiting for you to do something different; something that will help them be successful. How about now?

It is time to consider a novel approach in which a new education model is crafted around the important work our teachers and students must do. It is a model designed to support them as they strive to meet the unique needs of an incredibly diverse population of American children.

My education model and white paper, can be examined at my website at: https://melhawkinsandassociates.com/education-model-white-paper/ I am asking you to risk a couple of hours of your valuable time to examine the model, not seeking reasons why it will not work rather striving to imagine what it would be like to teach and learn in such an environment. Are your students and their beleaguered teachers worth the risk of a couple of  hours of your time, given that the value of the upside is incalculable?

At my website you will also find my blog, Education, Hope, and the American Dream with this and almost 250 other articles about the challenges facing public education.

Our goal must be to arm our nation’s young people with the skills and knowledge they will need to be impervious in the face of prejudice and discrimination and to ensure that they have meaningful choices. We can only accomplish this goal if we transform public education in America.

Teach to Kids, not Tests! [A Re-visit]

 

While I focus on writing my new book, rather than be a non-presence on Twitter, I will be reposting a few articles from my blog that seemed to be among the most popular. I hope you enjoy them.

In his many books, Stephen Covey often told the story about taking time to sharpen the saw and it is a good lesson for public school educators. As we work hard, cutting wood, the saw gradually loses its edge. If we don’t take time to stop and sharpen the saw, it won’t matter how hard we work; our productivity will begin to decline until we are accomplishing almost nothing.

The era of high-stakes testing has led public school policy makers and administrators to push teachers to work hard doing the wrong things when what they really need to be doing is teaching to their students and their unique requirements. Teaching to the test is nothing more than a sophisticated version of cramming with the same minimal, long-term retention.

It seems that no matter how hard dedicated teachers are urged to work toward our misconceived purpose, test scores rarely improve. When they do improve the gains are marginal.

From a child’s first day of school, at age five or six, our focus must be on identifying each child’s unique starting point. We need to know where they are on the academic preparedness continuum. Once we have identified what they know and where they are lacking, we can develop an academic path tailored to the unique needs of each child. The existing education process is not structured to facilitate such an objective, so it must be reinvented. My education model has been created for this very purpose.

Our goal is to help children lay a solid academic foundation on which they can build the future they are learning to envision for themselves. Once they have built that academic foundation, they can begin the wonderful and exciting journey of discovery of who they are, what they can be, and where they can go in life.

Their destination should not be based upon anything other than their own evolving sets of knowledge, skills, interests, and dreams. We are not teaching them to be successful in the world as we know it because that world will not exist by the time our students leave school as many as 13 years later. For our students, the pace of change in the world is accelerating faster than that which we perceive.

Think back on your own teachers. Could they have envisioned the world in which you are now asked to teach? If our deceased grandparents and educators were drop in for a visit, they would be overwhelmed by a world that is nothing like the one they knew.

Our task is to make certain our children are always moving forward from one stage of their individual development to the next, irrespective of what their classmates are doing. Our objective must not be to prepare every child for college because a two- or four-year degree is not the answer for everyone. The last thing we want to do is push them down a path on which they are likely to become discouraged, to give up, and to lose hope. We want them to be excited about their life and we must be excited to be helping them on that adventure as their teacher, guide, coach, mentor and friend. We must remind ourselves, however that it is their adventure, not ours.

If we help them acquire a solid academic foundation, they will be primed to go wherever their curiosity, interests, talents, and abilities will take them. They will be primed to thrive in a future we can barely imagine. It will be a different world where every aspect and institution in society will have had to adapt to accommodate whole new generations of motivated men and women. They will be citizens with both the hunger and wherewithal to make a difference, and with a dream to follow.

We cannot wait until kids reach middle school and have fallen so far behind that they have given up and lost hope. Certainly, we must help the students who have already reached this tragic point in their young lives, but our long-term focus must be on the success of children in grades K-5. We must shut down the pathway to hopelessness and powerlessness as surely as we must shut down the “schoolhouse to jailhouse” express.

The last chapter of my book,  Reinventing Education, Hope and the American Dream: The Challenge for Twenty-First Century America (2013) was an attempt to envision how different the future might look if we help our children develop their full potential. Envisioning that future, I wrote:

“Post-secondary educational institutions have had to virtually reinvent themselves as the demand for more advanced mathematics, science, engineering, and information technology classes has exploded. The evolution of institutions devoted to a wide range of technical and vocational educational opportunities has been similarly phenomenal.”

 

My education model has been developed to allow such a future to evolve and I encourage you to examine it with an open mind. If you are inspired by what you discover, I urge you to join the small but growing number of educators who believe my model has the potential to transform education in America. Please share the model with as many colleagues as you can and, together, imagine what it would be like to teach in such an environment. Then, approach your district’s administrators and encourage them to envision a new reality,

Will that be difficult? Of course! It is amazing, however, what positive advocacy can accomplish as opposed to the futility of complaints and protests.

You will find my model and an accompanying white paper at https://melhawkinsandassociates.com/education-model-white-paper/ 

Its purpose is to enable our students to take their place in a troubled world where their knowledge and imagination will be desperately needed.