A Good Education

As I currently prepare to say goodbye to my wonderful class of second graders and take my first break from teaching in five years, I have been reflecting on what makes a good education. So for those not interested in educational views, skip this post. :)

Here are a few educational myths that I find extremely pervasive and that I wish to leave behind forever.

1. Myth 1: More difficult equates to a better education.
I heard this one reflected when a fellow teacher proudly told me he gives extremely few As. I heard this one reflected when a parent complained that our students have far less homework than their peers at a neighboring school.

Here's the end-all: An excellent education will include the difficult bits, but it will not attempt to make things difficult.

Giving almost no As means the teacher failed to bring almost any students up to an A level of understanding. This does not mean the majority of the class should receive an A, but my goal as a teacher is to create an accurate assessment on what I taught. Very low grades overall is a reflection on either my teaching or a poorly aligned assessment.

Lots of homework=busywork. There's no data supporting that homework helps student achievement.

2. Myth 2: The earlier the better.

If reading at age 6 is good, reading at age 4 is better! If doing multiplication at age 9 is typical, doing multiplication at age 7 is terrific!

Faulty.

There's a reason to the older, slower paces of learning. While some children may be ready earlier and may automatically learn these skills ahead of the game at home with their parents, subjecting all children to these schedules lacks an understanding of child development (I say this after being required to teach multiplication to second graders who haven't had the chance to fully master subtraction with regrouping). Take your time.

3. Good grades are a sign of your child doing well.

Well, no.

They're a sign that the teacher gave the right pieces of paper to the child on which he/she could at least copy or imitate the correct answer/process. A wise teacher creates scenarios in which the child must demonstrate further thinking, but even among the best of teachers, I am skeptical of grades in general. How was the child feeling on the day of an assessment? How did the teacher take the child's answer to form a number grade? Was partial credit given for where the child had the right thinking but only missed on a minor calculation error?

Mostly I am opposed to grades in the elementary school, because I think what most parents are looking for is really information about where their child is succeeding/not succeeding. Numbers just don't give that. An 80% in math doesn't tell a parent that the 20% he/she did poorly on all had to do with fractions. I think assessments and feedback can be done better than numbers, but numbers are easy shortcuts for schools (I feel the draw of them, certainly, because doing away with them would be way more work for me).


What do you all find to be the pervasive myths your encounter daily?

Tantalizing dreams of the future

Tomorrow I head back up the mountain to my Shan community after nearly a month in Chiang Mai. I had not planned on staying this long, but getting a work permit delayed me and caused a longer stay here. I cannot even say how much I have missed it and how much I long to return.

Which is odd, perhaps. The rainy season has begun, and everything will be cold and wet. Perhaps nothing will dry. Perhaps my underwear will grow mold like last year. Certainly my feet and ankles will be perpetually covered in mud, and sometimes I will have total wipe-outs on this slippery substance that will leave my entire body a red-brown color and force me to do laundry earlier than I planned, because I still cannot figure how it is that even five-year-olds in Shan State seem to walk in the mud effortlessly and cleanly. I feel like a total buffoon in the mud.

But this community is a part of me now, and all my hopes and longings ride with the people of this community. That's what all my more political postings lately have been about--that deep, deep longing for peace and stability.

Yet there's more to it than a longing for a peace deal and stability and autonomous rule and human rights, etc... What about education? I don't just dream of children being allowed to speak their own language in school (that would fall in the category of "rights"), but I dream of fourth graders reading on a fourth grade level. I dream of Shan State meeting the regional standards of education, maybe one day exceeding. I don't just long for women and children to no no longer fear that fathers will be taken away and forced to be porters (again a human right), but I long for women and children not having to fear that their babies will die due to poor nutrition and preventable disease. I long for systems to form in which to help families who have no water source during the dry season. I long for enough economic development that opium isn't the only way for a farmer to feed his family.

What am I saying? Yesterday I had a conversation with a woman responsible for a lot of the communications from Partners to rest of the world, and we discussed how frustrating it is when everyone thinks things are okay now. First off, the conflict isn't over, and human rights are not really being fully honored.... BUT it is reasonable to be excited by all the positive moves that have occurred in Burma. OF COURSE we should write about those and expect others to be as excited as we are. YET that's not the end of the story. We're talking about a country that's been devastated by over six decades of war... and before that was their independence war and WWII... and before that was colonization, which wasn't exactly the best rule either...

You don't rebuild overnight.

So I'm asking that you continue to remember Burma. Remember the Shan people, whom I talk a lot about, but also the Karen, Kachin, Chin, Lahu, Lisu, Mon, Rohingya, Rakhine, Burmese, etc. Remember all 135 ethnic groups of Burma. Hold us in your thoughts and prayers, because so many hopes and dreams are pinned on being able to finally approach the many development challenges.

And if you are in a position to be able to help financially right now, I encourage you to do so. The work is really just beginning.

But that's not the point. Remember Burma. Talk about Burma. Don't let us slip out of your daily conversation please, because that's what I fear. If Burma "democratizes," people will forget us. So, please, keep talking and reading and asking questions.