thecoddlingoftheamericanmind
Read this book!

It has been a long time since I’ve read a book that I believe everyone should read, but after blazing through Greg Lukianoff and Jonathan Haidt’s The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure in the last few days, I immediately knew I would have to share this with as many education stakeholders as possible.

What began as a conversation between the two authors in 2014 evolved into a jointly published article in The Atlantic under the same name in 2015; if you’d like to get a taste for the book, the article can be accessed here, but it is a mere primer compared to the six explanatory threads that they review in the course of the book itself.

The book is largely focused on a number of emergent phenomena in our culture over the last 20-25 years and how these are intertwined in ways that helped produce these outcomes despite our best intentions in creating them. In essence, the shift in our parenting strategies beginning in the mid-1990s, combined with a number of other factors such as screen time / social media usage, “concept creep” within what the authors have dubbed “a culture of safetyism”, increasing political polarization, and other detrimental forces have led to an exponential rise in mood disorders (depression and anxiety in particular) among iGen (or Generation Z) and a number of other challenges arising out of an over-structured childhood.

Although the entire book is riveting for a host of reasons, the chapters on education were particularly alarming and yet wholly unsurprising for any teacher who has been in the classroom over the last decade (the first iGen students turned 18 around 2013) and could see the difference first hand between the later Millennials and the kids who started showing up on high school campuses circa 2010 or so. Here are three subheadings for sections in one chapter alone that will resonate with any teacher or parent who has been raising a child during the last 20 years, all of which the authors argue have been incredibly detrimental to our students and their abilities when it comes to thinking, settling disagreements with one another, etc, etc, etc.

Loss of Unstructured Free Play

In essence, the average American born before 1985 had parents that allowed them to go outside on their own at roughly 6.5 years of age, give or take one year. This builds independence and autonomy in the child. Moreover, “kid societies” based on the democratic concept of free association was quite common, and children who played together engaged in creativity when coming up with novel games or learned about fairness through adjudicating their own disagreements. Virtually all iGen children grew up with a heavily structured childhood without these features, which has bred a lack of resilience and self-advocacy in many young people.

Childhood as Test Prep

The teachers who read that line alone need to look no further. We have known how much all the testing is pointing us in the wrong direction and doesn’t produce meaningful outcomes, which the authors review ad nauseam. Far worse than our kids not actually learning anything of value, the focus on testing actively erodes creativity and curiosity, dampens the desire to learn in general (because the incessant burden of studying for meaningless tests only stresses students out, creating a feedback loop), and leaves far too many of our future citizens feeling worthless because of a single–and BAD–measure.

Childhood as Academic Resume Building

For my fellow high school teachers, this is where it comes full circle. Due to the nature of the over-structured childhood, parents feel the need to push or plug their child into any and all extra-curricular activities that may help the student “succeed” by getting into the best colleges/universities. In effect, it is a laundry list of activities that typically give students no physical rest and only adds to the mental anguish of trying to keep up with everything.

* * * * *

In the end, there are a number of actionable steps we can take to address these challenges, but it will take every education stakeholder to read this book and encourage others to do so. As someone who has been teaching students about mindfulness meditation to help decrease stress, improve attentional stamina, and better regulate one’s emotional responses, I know first hand that these techniques work and would be beneficial to introduce at a young age before getting too deep into school and life. The authors actually list this as their second suggestion, with the first being to teach all students the basics of CBT, or Cognitive Behavioral Therapy. There are a number of very real and incredibly practical steps that we could take to help our kids moving forward, but the first thing you or anyone can do is read this book, think seriously about its implications, and then share these ideas with others, especially policymakers who could implement these ideas as we begin to re-imagine what education could and should be for the future.

P.S. – If you’re not a book reader, I would highly encourage you at least listen to this episode of The Knowledge Project, which is perhaps my favorite podcast of all time. Although Greg is not part of the interview, Jonathan (the other co-author) covers the highlights of their research in this riveting 75 minute interview. Just click this link below:

Jonathan Haidt: “When Good Intentions Go Bad” – The Knowledge Project, Episode 61

 

 

 

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Pretty much that simple.

Hey, everyone.

I hope that all of you had a wonderful extended Spring Break, cultivated your curiosity, and took some time to get adjusted to the “new normal” that will be our lives for the immediate future. Now that “eLearning” is officially here and everyone is returning to “school”–albeit in a very different sense–I wanted to share a bit of advice about your academics.

Don’t worry about them too much.

I know that may sound strange coming from a teacher, but juxtapose the following two facts for a moment: 1) as a species, the current anatomic form of humanity has been around for approximately 200,000 years; 2) by comparison, compulsory education here in the United States has existed for roughly 170 years.

Clearly, human beings have made a great deal of progress without the aid of formal education.

But that’s not to say you can or should blow off what you need to get done for the International Baccalaureate diploma. Instead, it is simply to suggest you focus on your humanity first during this challenging time. As I mentioned before we left for Spring Break, one of the best things any teenager can do during this time is try to get as much sleep as possible. This is a critical window of time for brain development, and experts recommend between 9 to 9.5 hours per evening. Getting lots of sleep will leave you feeling refreshed and ready to perform your best during the day.

Beyond sleep, the best thing you can do is organize your day by chunking out time for certain activities. Human beings are creatures of habit who thrive on routine, and establishing a schedule will help you stay positive and productive. On average, home school students spend 2-3 hours per day on “school work”; while you may need more time to accomplish what needs to be done for school, don’t spend your entire day focused on that alone.

Instead, take time for the more important matters. At the top of your list should be your family. During this trying time, do whatever you can first and foremost to help your parents/guardians in any way possible. If they need you to watch your siblings, do it; if they need you to clean up, cook dinner, do laundry or anything else to help around the house, do it. Don’t quibble about when or why, just be of service to others.

But even with these requests you will still probably have time on your hands, and this is where the real learning begins. Did you know, for instance, that much of the time Cambridge was closed due to the plague Isaac Newton developed Calculus? Or that Shakespeare composed King Lear? My point is that now is the perfect time to tackle those passion projects you didn’t feel you had time for due to the hectic IB schedule and all of its extracurricular demands. Why not use the coming days to earmark time for something you genuinely love or are curious about? Perhaps you’ve always wanted to try your hand at something new or develop another skill?

This is the perfect time.

It’s not often I find myself agreeing with Florida’s Education Commissioner, but as Richard Corcoran recently said in the Tampa Bay Times, “They’ll be learning every day. That’s a great thing.”

The truth is we should all be learning lessons every. single. day. Life is one giant lesson if we are lifelong students who are always willing to learn. But now the time is calling us to be human. I’m not one for labels or being reductionist, but if there is common ground we can all agree to in this moment, it is our shared humanity. When we strip away the political identities, the religious affiliations, the claims to certain ethnic or cultural backgrounds, we are 99.9% genetically the same. We’ve all been given this gift of life. We’ve all been blessed in ways we often do not recognize on a daily basis.

And perhaps this is the most important lesson of all.

In closing, I hope that you use this time to learn as much as you possibly can, especially about what it means to be human in trying times. Lean on one another. And never forget my favorite quote from Gandhi that you looked at every day when we met in room 824.

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Best. Quote. Ever.

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Ever the consummate gentleman, Wali Shabazz showed up with this rose on my doorstep

“[He’s] a saint, even though you can’t see his halo.” – Marina Pilcher, former chief of Hillsborough’s juvenile probation program.

My next door neighbor and friend, Wali Shabazz, has been advocating on behalf of the African American community–and young males in particular–here in Tampa for over 30 years. Though he readily admits that he has no control over the color of his own skin, he has “all the control over my excellence as a human being, and that needs to be more of our focus in the 21st century.” During this wide-ranging conversation about his advocacy work, we discuss the cultural changes that have shaped the African-American community since the 1960’s; how his program scaled up with a $1.2 million grant from the Kellogg Foundation; as well as the work he has done here in Hillsborough County Public Schools.

If you’d like to learn more about Wali and his work, below is list of articles that have profiled him and his work over the years. Wali specializes in Cultural Integrity Training for teens and adults, Group Sensitivity Training for educators, as well as individual coaching. He can be reached directly by email at wsshabazz1@aol.com or calling him on his cell phone (he also provides this in the podcast) at 813-363-6385.

Thanks for listening, everyone. Please be sure to share with others who may be interested!

Los Angeles Times: “Tampa Experiment: Black Crime: Taking a Look Inward”

Tampa Bay Times: “Program Tries to Give Black Male Students a Foundation”

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Dr. Kim Moore (L), Charity Franks (C), and Wali Shabazz (R)

 

Ethics Complaint

Below is the first page explaining the ethics complaint filed against Representative Melony Bell today. If you’d like to see everything including the timeline and screenshots, click the link at the very bottom. Click this link here to read the column from the Washington Post.

To Whom It May Concern:

The following is a statement of facts—including a timeline of events and pictures that
document said events—regarding the unethical behaviors of Melony Bell-R, HD56 that
transpired on January 21st through the morning of January 23rd.
During a public meeting of the House PreK-12 Innovation subcommittee on January 21st, while examining HJR157, Rep Bell said the following:

“I’m a believer in Home Rule…but we have a school board member in Polk County, and
I’ll go on record, who most likely needs to be removed and the governor has not
removed him (emphasis mine)…Time after time, he just disrupts the whole School
Board and teachers and the association. With term limits, I could see, this is probably
going to be the only way to remove him from office.”
The “school board member in Polk County” is duly elected Billy Townsend, District 1. It seems both unethical and downright undemocratic for a sitting state legislator to call for the removal of another elected official from office simply because of a difference of views. Mr. Townsend has done nothing wrong and has the support of thousands of citizens all over Polk, both from within the confines of the education establishment and beyond.
This is a summary of the first charge of unethical behavior; it amounts to falsehoods being spread by Representative Bell, potentially undermines the democratic rights and votes of the 140,000+ citizens who elected Mr. Townsend, and could be considered slanderous and defamation of character, both of which go beyond the purview of ethics and are, in fact, illegal.

The second charge of unethical behavior stems from how I was censored on social media. As noted in the Washington Post article that is included beneath this opening statement, you will read about numerous court cases from across the country concerning elected officials who operate on social media and that, by providing a public forum, cannot censor dissenting viewpoints, which is exactly what happened to me when I expressed my dismay at her comments about Mr. Townsend. In the following pages, I have included evidence of said censorship, and I hope that you take all due action to deliberate this matter and censure Representative Bell for her careless and slanderous remarks, as well as to ensure that she no longer censors other dissenting viewpoints from appearing on her Facebook page or any other social media platform she may use as an elected official.

Ethics Complaint – Representative Melony Bell

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L – Billy Townsend, Polk County School Board Member; R – Ryan Haczynski, Teacher-Advocate

In preparing for the #RallyInTally today, I reached out to Polk County School Board Member, fellow advocate, and friend, Billy Townsend. We both planned to be here and knew we should record the first Teacher Voice podcast of 2020 as a discussion about today’s events and whatever else came up organically in our discussion. I will warn everyone that this is a hot take, recorded shortly after the rally wound down, and we pull no punches about what’s to come if we are to turn this thing around to benefit every child in Florida. Please be sure to give it a listen and share with others!

And when you’re done listening to the episode, don’t forget to join Florida’s Fully Inclusive Rebellion for Education (a.k.a #FLFIRE)! In the last two days we have gained an additional 700 members and now more than ever we need to sign up liaisons to help organize the rest of the state, county by county. We hold all the leverage at this point. We have all the power. All it will take is for us to unite and fight as one!

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Testing Anxiety
An all-too-common sight for teachers looking out at students taking high stakes tests/exams.

Friend and fellow educator Michelle Hamlyn returns with another timely guest post about what it is like to silently sit in a room with over-tested teens who are anxious and stressed about earning a certain number / grade on their semester exams. If you didn’t catch any of Michelle’s previous guest pieces, Why We’re Here and I’m Angry are highly suggested. For now, please read and share her latest reflection on what education has become…

As I sit here for the third day in a row, watching my twelve- and thirteen-year olds take their sixth semester exam, I am once again reminded how far public education has gone off course. Some of them sit and stare like zombies. Some of them have at least one body part perpetually in motion – a foot tapping, fingers drumming, a leg bouncing up and down. Some of them just sit with the most resigned, discouraged looks on their faces. And we expect them to be able to sit and be quiet for almost two solid hours. I know successful adults who can’t manage that.

It didn’t used to be like this. Learning used to be enjoyable and interesting. Students used to be able to feel wonder and curiosity and success. But now, it’s just about finding the “best right answer.” Although I’d like to claim that phrase, I can’t. It’s been used in more than one professional development course I’ve taken.

How exactly is a twelve-year old, who can’t remember to bring their PE uniform home to be washed and back again, supposed to pick the “best right answer?” These are the people whose interests change more often than the latest technology. The people who today are “going out with” Bubba, but tomorrow find Earl more attractive. The people who think armpit “fart” noises are hysterical. (All of which is developmentally appropriate for this age group, unlike a two-hour semester exam in seven subjects over three and a half days.)

What does it do to your spirit when over the course of four days, you take seven nearly two-hour exams in which you have to find the “best right answer?” How does any of that feel rewarding? How does it show your intelligence?

More importantly, what has happened to teaching children to think for themselves? To know that there is more than one way to do things and that sometimes there is more than one answer?

With all the posturing over test scores and a push for creativity, you’d think that someone in charge would understand that the more rigid the answers become, the less children ask questions. The less they enjoy learning. The less they are, in fact, learning.

I hear all the reformers and legislators talking about kids being college and career ready. Those terms didn’t even exist back when they were children. And they shouldn’t exist now. That’s a fine goal for high school students. But it has no place in our dialogue about kindergarten through eighth grade.

I wonder how many of the reformers and legislators were college and career ready in elementary school or middle school. Those are places where you are supposed to learn, not just your numbers and letters, but also who you are and how to manage learning. They are not places where you only learn one thing or the “best right answer.” They are places where you explore, you make mistakes, and you learn from those mistakes.

But today’s students don’t want to make mistakes. They can’t afford to. Because their scores depend on it. Sadly, they’ve been taught to believe these scores actually define them.

And parents have bought into this narrative. Your child MUST take this standardized test to prove they’ve learned. To prove their value. To show that they can handle the next level. That they are college and career ready.

Even if they are just twelve- and thirteen-year olds. Taking seven two-hour exams where they have to find the “best right answer.”

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FLFIRE – Florida’s Fully Inclusive Rebellion for Education

Education should not be political. But for the last two decades in Florida, it has been.

As a democratic society and the collective stewards of the generations that follow in our wake, we realize that a balanced, high quality education that prepares a student for life is what we all desire. Tallahassee, however, has made this next to impossible for a variety of reasons, from the chronic underfunding of the last decade to the overtesting of our children. Parents and educators alike feel helpless in the face of a constant legislative onslaught that breeds bad ideas, foists unfunded mandates upon local districts, and routinely ignores the concerns or expertise of either group that works with our students each and every day.

Even worse, our students are suffering. Whether the chronic stress of being constantly assessed or the demeaning way in which they are reduced to a single metric, our children are being dehumanized for the purpose of data collection. Furthermore, they are terrorized by all-too-frequent shooter drills that keep them anxious and on high alert, even when not crouching in the complete dark trying to remain motionless and breathe silently. Most students openly share these frustrations with caring adults in schools who also feel powerless. Ultimately, we are trapped in a system that has become inhumane. Is this what education has become in the 21st century?

Our children deserve much better than this. Now is the time to take a stand.

You are receiving this letter today because we are asking all of you to make a basic choice: Will you stand with teachers or Tallahassee? Will you side with parents or privatizers? Will you choose students or suffering?

To have a $1 trillion dollar economy yet rank 45th in public education spending is deeply shameful. The destabilization these draconian budgets have brought must be decried by us all. The lack of resources is felt at every turn, from providing wraparound services to our most vulnerable children and their communities, to paying all educators a wage that allows them to fully support their families without additional stress or jobs. But how do we accomplish this?

FLFIRE is a grassroots coalition comprised of concerned stakeholders seeking to send a message to the Florida Legislature that puts people over politics, educators over entrenchment. We need to radically reshape our education system to make it more inclusive and humane for every person involved, beginning with the student and buttressed by every caring adult who works alongside the child. By issuing this resolution your school district can demonstrate solidarity with citizens all across the Sunshine State who currently support this growing movement. Our students and their future require a robust and on-going investment to provide the necessary resources for an education that truly befits the whole child and allows her or him to flourish as a lifelong learner.

Read the resolution here: FLFIRE School Board Resolution

Many thanks in advance for your time and consideration in issuing this important decree.

Sincerely,

Ryan Haczynski and the members of FLFIRE

FLFIRE-STAR

 

Take a moment and close your eyes. Can you visualize it? This is what Tallahassee–or any place in Florida–could look like with a massive grassroots uprising. The pictures above are of Phoenix when the Arizona Educators United #RedForEd movement stormed the capital, and this could be what Tallahassee looks like on the first day of the legislative session.

But how did we get here? And why the heck has it taken so long? Here’s a brief timeline:

Spring of 2018, numerous states begin to rebel against the status quo: ridiculously paltry funding, especially in southern states, has negatively impacted everything in education, from the resources available to provide supports and services to students, to the decline in meaningful raises due to little flexible funding being eaten up by rising costs for healthcare or categoricals.

During the midst of this uprising (and many, many times before), I started to publicly question why yet again the FEA was content to sit back and do nothing in the wake of unprecedented activism exploding all over the country: West Virginia began in late February and ran through March, and Arizona started organizing around that time and erupted in late April / early May. Although controversial when written, there were numerous comments by non-union members and frustrated rank and file members who believed back then that the time was upon Florida.

4/8/18 – A Question for Florida’s Teachers Unions: Why Can’t We Do More?

Seeing how effective these movements were (others happened in numerous other states, often popping up one after the other in OK, KY, CO, etc), the next post about the topic came about a month later. It outlined two possibilities for huge days of action that could be coordinated by FEA: 9/17/18, U.S. Constitution Day, which was proposed by retired teacher advocate extraordinaire, Donna Yates Mace, and 1/21/19, which was MLK Day this year and would have made for a powerful statement bringing everyone together to benefit all students and educators.

5/12/18 – Next Steps: Rally in Tally

After these two posts, I finally had the opportunity to ask the former president of the FEA, Joanne McCall, about the organization’s strategy to organize all educators across the state during her first podcast appearance. Was a rally in Tally in order? Nope. Just more hashtags and a “Me Plus Three” campaign to bring family and friends to the polls. Listen here if so inclined:

5/19/18 – Teacher Voice – Episode 21 (Joanne McCall)

Considering nothing ever came of these posts or discussions, I was encouraged by the fact that it was an election year for the FEA as well. Fed, Andrew, and Carole won convincingly, and I was hopeful that the FEA would take a new direction. Shortly after their win, I approached Fed and Andrew on the final morning of the Delegate Assembly and shared the idea of a massive rally in Tally, expressing my dismay that nothing had happened under the previous leadership team. I sent them my post via a group text and assumed this was something that could easily be accomplished in 3 months; after all, the students of the MSD/Parkland tragedy organized a massive movement in about 6 weeks.

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Screenshot of the text/link I sent to Fed, Andrew and Carole

Obviously, nothing happened…

2/4/19 – Reconstruct-ED: A Message to Governor DeSantis, a wildly successful non-partisan, parent-led Facebook group quickly gathers thousands of members and solicits input from said members. Five key demands are agreed upon by an incredibly diverse group including educators, parents, former students, and retirees, demonstrating the need for a massive overhaul to public education. These five points are ones no one would disagree with: 1) better funding/educator pay; 2) less testing for our students; 3) a return to true local control so school boards can do what is best for their constituents; 4) legislators who actually listen to constituent concerns; 5) no more train bills.

Part of this grassroots push was to also have a coordinated day of action on 1/14/20, the first day of the new legislative session. Marches were being set up in some counties, and in May of 2019 the Reconstruct-ED leadership even staged a small march with several hundred people in Martin County.

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Martin County March led by Reconstruct-ED

As momentum started to build within this network (now 9100+ strong), more and more people began talking about 1/14/20 as the day of action, including FEA leadership. Clearly a grassroots movement that included all stakeholders regardless of political leanings was just what the Sunshine State needed to raise the awareness of the issues we still face, but until we dominated the media and rose from the bottom of the polls we would get no real traction.

July 2019 – After attending the FLBOE meeting with a few education advocates at Polk State (7/17), I was upset by the fact that the FEA continued to do nothing to mobilize or organize its members. Stephanie Yocum, a brand new president of her local in Polk, was there in addition to a few more members, but it seemed as if a huge opportunity had been squandered, which then prompted this email to FEA leadership (7/25).

FEA Open Letter 1

August 2019 – At my penultimate executive board meeting for HCTA, our president informs us that the FEA day of action has been planned for 1/13/20, which prompted me to whip my head to the left and blurt out “WHAT?!”, to which he replied with, “yeah, they said you might not be too happy about it.” I was floored. Not only had I personally been told 1/14/20, it had been the original grassroots date for many months and it seemed as if they were trying to usurp the burgeoning movement.

I also continued to post things like this on Facebook (8/3/19):

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10/15/19 – The week of the FEA DA I decided to write this open letter to FEA leadership as well as the presidents of all locals across the state. Some presidents from small or medium locals wrote back to me, also dismayed by the change in the date. All I asked is that the process be democratic and to let the gathered body actually vote on the day, but my letter may have precluded them doing just that, as a new business item was quickly introduced and its sole purpose was to confirm the date of 1/13/20.

FEA Open Letter 2

And here we are! In the midst of the confusion surrounding two dates, people keep asking which date. My answer? Why not both? Plans have already been laid for my wife and I to be in Tallahassee both days along with some friends, but I will still continue to advocate for 1/14/20 because there is so much more symbolism surrounding that day. The ceremony and pageantry of the State of the State and everything else that goes along with it is exactly needs to be disrupted, but that only happens on 1/14/20. Hopefully the FEA-led event on 1/13/20 will be a smashing success that helps build momentum, but considering how it will be seen as partisan (just ask Governor DeSantis who already made now infamous remarks) my fears from the second open letter are already starting to be realized…

Now the choice is yours. Even if you cannot make it to Tallahassee or other demonstrations that will hopefully be organized for 1/14/20, if enough of us take a personal day on 1/14/20 districts may have no other choice than to shut down due to a lack of subs or personnel needed to run the schools for the day. Now THAT would be a powerful message sent to Governor DeSantis, Commissioner Corcoran, and the Florida Legislature.

But make no mistake…it will take nearly “everyone” for this to work.

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Leo Haggerty (left), Cara Martin-Howard (center), and Johnny Green (right)

The latest edition of the Teacher Voice podcast features three of Hillsborough’s best ESPs, Leo Haggerty, Cara Martin-Howard, and Johnny Green. For those of you who are outside the school system and do not recognize the acronym, the people who work in these roles are referred to as Education Support Personnel or Education Staff Professionals, and every one of them has a critical role to play in supporting our students.

But make no mistake, these people are educators regardless of the specific designation we give them. In fact, as we discuss in this episode, any adult who works with children at a school house is an educator, whether it is the bus driver who greets the kids in the morning, the nutrition specialist who nourishes our students before they head to class, or the custodian who chats with them during lunch. And yet all of these people tend to make poverty level wages…

We discuss why it is so critical for ESPs to join their local, why their voice is a necessary component in the on-going public education discussion, how Tampa has raised the minimum wage to $15 and how the district will respond moving forward, as well as how each of these incredible educators has impacted the lives of students.

As always, thank you so much for listening! Please share with others, and if you haven’t already please sign the petition by going to https://Change.org/SupportFloridaEducators

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Kam Rigney

Kam Rigney is a middle school Special Education teacher who works with students with profound cognitive disabilities.  She teaches six different subject areas, across three grade levels, in a self-contained classroom.  Kam believes that all voices matter, and all students deserve the opportunity to show how amazing they are, on their own individual level.  Kam facilitates District Wide Trainings for her peers within Pinellas county and has been acknowledged as a teacher expert.  Kam is the Vice President for the PTSA, the Secretary for SAC, and she is certified as a Best Practice For Inclusion facilitator.  She is also a new teacher mentor and a Lead Union Representative at her school.  She received her B.A. in Interdisciplinary Studies PreK-8, a M.S. in Special Education K-12, and a M.A. in English Language Learners K-12 from Western Governors University. 

We are experts in our field…

Anyone else feel like a team of supervisors that supervise another set of supervisors are diminishing our expertise?

I became a teacher for the purest reasons. I wanted to impact students the way I was by some awesome teachers /coaches…

I am definitely working in a population that I was never a part of growing up, let alone even saw when I went to school…

Oh how times have changed.

I am really good at what I do, many of us are!

It shouldn’t be this hard.

I shouldn’t hear so many teachers are ready to leave this profession.

I shouldn’t have to question my ability to do what I do by someone who has never done my job or has openly said “I don’t want to do your job”.

Don’t give me test scores.

Don’t shove down my throat what gains are needed to improve a school score.

Walk in my room and see what they can do!

Ask me, let me show you the data, I’ll show you how far they’ve come.

See the social skills they’ve gained.

See the amazing ways they’ve progressed.

Ask their parents to sit down and tell you the difference a year, or two, or three in my classroom has made.

Don’t give me a number, because I teach incredible humans, not a statistic!

Just a thought from a tired teacher.

#seetheperson #seetheirgrowth

This lament by Kam caught my eye the other day in Florida Teachers Unite! on Facebook. Always on the lookout for guest posts, so if you believe you’d make a good contributor or know someone else who may want to write a guest post, please send an email to 1teachervoice@gmail.com. Thanks!

P.S. – Still haven’t signed/shared the petition? https://Change.org/SupportFloridaEducators