The Death of Gratitude

GRATITUDE: A public show of appreciation for that which was received.

"...Even in the midst of this annus horribilis, of Zoom classes and quarantines without end, there is a world of people and things for which to be grateful: the scientists who developed new vaccines in record time; the millions of healthcare workers who labored to save others’ lives; the billions of dollars allocated for young people to have computers, wifi, lunches, and other social services; the millions of teachers who devoted long hours to relearning how to teach, online. Now is an ideal time to teach our young people that gratitude is always appropriate, no matter how flawed the world may be, and that gratitude makes human beings more joyful and optimistic about the future, no matter how much misfortune they may have suffered..."

Gratitude is an inherently western Judeo-Christian quality. The idea that you should be thankful for those things or situations you encounter goes back to some of our most treasured holiday traditions. And it goes beyond Thanksgiving. We show appreciation to veterans on Veterans Day, to those who gave the Ultimate Price for our nation on Memorial Day, to Secretaries on Secretaries Day, to Mothers and Fathers on their days-it's the idea of recognizing what sacrifices they have made to help YOU the individual.

When I began teaching, kids would bring gifts. Usually it was yummy treats, but I was always uncomfortable with that because I didn't want poorer kids to feel left out AND I didn't want parents to think I could be bought. The things I treasured most were handwritten notes and gifts, most of which I still have. But I gave too. For our AP Portfolio Reviews I'd bring donuts and sodas. For Secret Santa one year I went to Half Price Books and bought books my very small AP class could read and share. Giving, for me, is as much fun as getting.

I tried to teach Gratitude  in my Art One classes via a lesson I taught every year. Most students don't even write in cursive. I would crack out bottles of ink and dip pens and teach them how to do basic calligraphy. It's not an easy skill. It requires concentration and patience. We would practice alphabets and words and then their final project for a cumulative grade was to write a letter of gratitude discussing those things for which they were thankful. Many mentioned parents and homes. Some mentioned God. A few mentions video games or totally ridiculous things from pop culture. But the key was to somehow make these high school students think about their world and how others have provided for them. I would put these up in the hallway (names on the back of course) for others to read. It was sort of a blanket request for students and staff to develop an "Attitude of Gratitude." 

I highly doubt anyone is teaching this lesson in my old classroom now. I'm sure the pens are rusty and the ink has dried in the bottles because for all their claims of wanting to impose character and qualities on students, the younger teachers don't seem to want to emphasize internal character building. So imagine my shock and dismay to come across THIS STORY

Generation Hopeless

I've expressed my concern for awhile now on how young people have become so engrossed in their digital lives that they don't truly understand how to function effectively in the real world. It's more than an inability to speak coherently, dress professionally or interact meaningfully. It's a lack of basic life skills like balancing a bank account, cooking a meal, cleaning an apartment. I've talked here before about the scary inabilities of seniors in high school to look up information in an actual book. We are now faced with a generation that may not be able to write or read cursive, making them less knowledgable in spite of their digital access credentials.

My own children have complained about peers at work who use student loans to fund vacations, who are mystified that my kids have paid of their student loans, who switch jobs on a whim and take off whenever. What's sad is my own kids, some of whom work more than one job, show up ready to work and are impeded by policies that have to be implemented because of the ineptitude of their work peers. For example, my son has worked for five years for a very well known high end bike store. He's sold three million dollars worth of Treks and other triathlon bikes. He knows how to size a bike, how to repair one and how to deal with people in a way that everyone usually ends up happy. But because of new hires-some only a year younger than my 28 year old son-they now have to have a manager check every single transaction. This slows up service and prevents paying customers from having the attention they should. What's more, is that new hires are often being paid more than long time employees-which is what my daughter discovered at her job at a well known national bank. More and more it seems that responsible employees are penalized because of the goofball millennials who can't seem to do their jobs.

So I came across this story which I am putting here: Generation Hopeless

Just a few quotes-and they will sound familiar:

A survey of American millennials by One Poll found 65 percent don’t feel comfortable engaging with someone face-to-face, and 80 percent prefer conversing digitally. As a result of this, they’re less likely to understand how they’re perceived by others in real life. They struggle to strike up a conversation and can’t navigate tricky problems like workplace conflict. Their time management is shocking and they desire senior roles they can’t possibly hope to hold down.

“They’re so used to being able to filter themselves before they post something online that they get stuck in a kind of real-life stage fright,” Launerts said. “I’ve spoken to teenage girls who are more frightened of eating in public than putting a provocative picture of themselves online. That’s so frightening to me.”

I Am Not a Teacher/I Am a Person Who Teaches

This is an important step. I must move away from being a "Teacher" as an identity. For too long I have put my job before my health, my sanity, my talents and even my family. This is the way the system is set up. It used to be that there was a clear division between one's work life and home life. Education, as practiced today, isn't like that anymore.

Oh sure, you'll have those trolls who chortle "but you have summers off." Define "off." In the past five summers I have attended five AP Summer Institutes, written curriculum twice, attended twenty "trade days"(which are a special torture I will explain later...), taken repetitive and often meaningless professional development (Bring your best lesson plan ad infinitum) which all are spaced just far enough apart to make taking a college course, a vacation or even getting my house clean an impossibility. I don't know of a single teacher who thinks of summer as "off" time. It's catch up on cleaning, fix the bathroom, paint the baby's room or even mow the lawn time. It's time when we get to do or have to do all the things normal people do on weekends during the school year while we're frantically grading into the wee hours hoping to make the gradebook deadline.

I have to learn to be a Person first. I can't just keep being a Teacher Creature who exists on test data, IEP's and has so little time to be an individual that I have no hobbies and few friends. This has to end. I cannot continue on this path. Please don't get me wrong, it's not that I dislike teaching, but like some sort of aggressive mold, teaching has taken over my life sucking out any time from reading or painting or drawing or just taking a walk in the park. I have stories that make me smile. Like the girl who showed up today from U of Arkansas who told me that she was a Graphic Design major. We laughed because she was a mess when she was in my painting class. I celebrate that there are kids out there, some that I may never know about, who chose art and design as a career. But for every story like that there are so many others with kids who don't care, parents who live to crush the spirit of teachers and administrators far more interested in data than people.

I don't know how anyone does this for thirty years. I honestly don't know how I have done it for seventeen years. I didn't plan on staying so long. And unfortunately because of my age, I find I have to stay a few more years just to have some sort of money rolling in during what is laughably called retirement. I've seen retirement. Oh sure there are those who travel to exotic lands, sampling life by the wine glass. But far more often, especially with teachers pensions, I've seen the type of retirement where 80 year old retirees feel compelled to sub three days a week. I don't want to be doing that at 80 or 70 or even 65. I'll work as a Walmart Greeter before I do that.

It would be nice to think that teaching was some sort of shadowy modern version of "Good Bye Mr. Chips", but instead it seems to be a world that is trapped in meaningless trends hinging on test scores and special populations. In the workroom, we older teachers spend some time worrying about the future. We also discuss the past. I have watered down my lessons three different times. As more special populations are parachuted into general education classes, the regular students suffer from neglect and I fear the backlash will be horrible to behold. I look at my five year old grandson, so eager to read and do math and then I look at the tortuous methods they've concocted to teach these concepts which I fear will mess him up as New Math did me fifty years ago. What are we doing? When did teaching become facilitation rather than caring? When did scripting replace common sense? When did administrators become so wobbly that they fear even the most idiotic demands from parents?

This can't end well. But it will end. Education is a very trend conscious endeavor. I've lived through New Math, Open Classroom, Self Contained, Departmentalized, Whole Language and more fashion statements all with their own little zippy promises of higher test scores. In reality, like it or not, some things are better learned by rote.  The alphabet, the multiplication tables, the names of states and such can be learned by heart and probably should be. But the current trend is that rote learning is bad and that it is better for a student to stumble through a hundred other possible solutions before finding an answer. I've never liked estimates. I never believed them. Any contractor who gave me an estimate always ended up costing twice as much. Between this unstable method of answering questions and the electronic distractions of tablets and phones, I fear the next generation will grow up illiterate. And where will that leave us?

I suppose that's why I still teach. Someone has to care about things like deadlines and absolutes and quality. I don't like the philosophy that complete is good enough. I hate it that people, including adults, think all limits and deadlines are more like suggestions than requirements. Sometimes you have to do what you're told to do when you're told to do it. That we currently have a nation where that's not the case for everyone explains why schools are in such disarray. And that is why I must become a person who teaches instead of a teacher.

Where This is Headed

Recently, the First Lady Michelle Obama delivered a graduation rant to the graduates of Tuskeegee Institute. Where she could have lauded them for their accomplishments and encouraged them to reach for a future better than today, she instead chose to lament her status as the unpaid captive of the gilded cage of the White House. While there are those who dismiss this as meaningless, I believe it reveals the mindset of the Obama White House at large. Despite winning elections that would require not just black votes, but votes from every other demographic of our nation, the Obama White House persists in believing they are under some sort of siege because of their race.

This attitude has been suggested for years. When a Cambridge celebrity professor tried to bully his way with a Cambridge police officer in spite of not having any identification when a break in was alleged at his house, Obama immediately saw race first and said the cop "acted stupidly". Obama ignored that in any sort of breaking and entering situation, police must operate as if the unsub is inside until proven otherwise. The black professor pulling the "Don't You Know Who I Am Card" didn't help the situation. In spite of a laughable Rose Garden Beer Summit, the evidence was there that Obama always views issues through the lens of race first.

Let's consider how this has managed to endanger police and civilians. While black males make up a minority of the population at large, they are far more represented in legal actions with police. Yet, statistics also show that police are far less likely to shoot at a black suspect than a white one for fear of the type of retaliation at large supported by the DOJ and White House in places like Ferguson and Baltimore. Eric Holder-gone but not lamented- far too often went the route of seeking out cased to create a public furor designed to stampede people into a particular mindset. That kind of action blew up on him with Fast and Furious-a program which has still not been fully investigated for criminal intent. Yet it seemed to me when Obama's numbers were lagging in the polls another of these inflammatory cases would erupt. Why are we concerned about thugs (and yes, thugs can be any color despite attempts to coopt the word) getting shot during a crime and not concerned about gangbangers killing each other in Chicago and Philly and LA? Why is this president, who seems enamored with numbers, not concerned that more cops have been shot this year than in prior years?

What does this mean for society at large? What I am seeing in my very diverse middle class school is an attitude of defiance, especially from young black males. Case one-hall duty-a table of black students start throwing trash in front of our very sweet Hispanic head custodian then shouting "Me no habla" at her. I went over and asked them to stop, where one young male immediately started yelling "It wasn't me". I told him I wasn't writing him up, I was just asking him to stop. Then he comes over to me and keeps going at the debate. I'm outnumbered-not an administrator in sight. How am I supposed to counter nine kids at a table?  Case two-just this week-two young couples (both couples were black but that doesn't matter because I would have done this with ANY couple) were sitting on the floor eating lunch (there are tables...) and then they were lying all over each other with one young man grinding against his girlfriend. I asked them to stop and again, one young man (it may be the same one) gets in my face defying me to do anything. Again-I'm outnumbered-no administrator, no other teachers.

Across the board the talk of the teachers workroom is the escalation of defiance, rudeness, lack of respect for teachers and for each other. And I'm sorry, but I'm seeing far more of this with black students than any other category. I don't go out of my way to single out individuals or groups. But when one group is repeatedly acting out and disrupting classes it appears that someone has told them it's okay. So are their role models-the president, his wife, celebrities, rappers-basically giving these kids the opinion that they can do anything and get away with it? It appears so to me. I wonder if other teachers across the nation are seeing similar issues.

This Article Confirms Everything I've Said About Education for the Last 5 Years.

Fortune Magazine published this story and it doesn't strike me as surprising. Over the last five years, since the imposition and increase of technology by our administration and by the country at large, I have seen a reduction in work ethic, retention, writing and reading abilities. We no longer teach cursive so there is no motor memory of writing. The assumption by the powers that be is there will always be a calculator or a computer accessible to do the mundane tasks of basic math or spelling. This erosion of basic skills is resonating through the workforce. Parents who pushed computers at early ages over reading kids bedtime stories are now faced with young adults who do not read for pleasure or enrichment and possibly cannot read on a literate level at all.

Yet what is the drumbeat we hear? TECHnology TECHnology TECHnology....how many vocational programs were gutted to buy into the rarified coursework of Animation or Graphic Design? How many kids fully capable of hands on skills in a variety of trades such as electrical repair, plumbing, auto repair, cosmetology, cabinetry and more have found themselves instead in classes they do not need and do not want? The myth that every kid is going to college is a fallacy. Every kid doesn't belong in college. Many kids go to college only to fail and end up in dead end jobs with a large student loan in tow. This is no way to improve an economy.

I guarantee that in China or Japan or Korea or India or Russia they are not teaching their children to do math using computers. I promise you that these nations also celebrate their complex language structure by requiring students learn to write and communicate. These are skills that are vanishing from a large part of the population. Ironically we are removing the very exercises that would instill deeper retention. Cursive writing is used to help dyslexic students internalize the shapes of letters. Rote memorization of multiplication tables affects a different part of the brain than using a calculator and allows for deeper understanding of the PROCESS of multiplication.

As I have said before, technology is a good servant, but a bad master. Every sci fi movie alludes to this fear of technology actually countermanding the desires of humans. Perhaps we are on the threshold of that becoming reality. When you go to the doctor, the younger ones often spend more time looking at the computer than the patient. For that reason Johns Hopkins has medical students taking art history classes to teach them to OBSERVE THE PATIENT. How many medical mistakes have occurred because of the failure to note the reaction of the patient over the steps of protocol?
We have young mothers sitting at playgrounds enthralled with Angry Birds while their children are out of control. We have students watching movies during class. What is more the overlay of social media on a population that has not been taught basic social skills has led to most of the angst we've witnesses in society over the last few years. Can you name one incident-political, social, legal or economic-that wasn't in some way by social media?

It's time to stop this nonsense. I'm not saying to forbid media, but it's time to stop just giving in to trends. Frankly I think Apple and Google and Facebook and all the other manufacturers and websites share the blame for the sick dissolution of social discourse. And make no mistake, for all you liberals out there, none of these companies do it for any other reason beyond making a buck. So while hipsters walk around talking on IPhones about how high their student loans are and complaining about how they don't have any money, step back and think about all the things we have now that are branded and promoted and therefore deemed popular. Is Starbucks really better than a cup of coffee you make yourself? 

Such weakminded behavior leads to some of the mob/gang/group atrocities we've witnessed online. How are the SAE's any different than wilding mobs attacking innocent people at a midwestern fair? How desperate are these kids to find some magic pill that can insure their success the way Mommy and Daddy did when they were in public school? While both are vile and nasty and racist and violent, this doesn't spring full born from their own heads. Have you listened to the lyrics of popular music? I ban those songs in my classroom and yet I have had heated discussions with students who think the n-word is allowed simply because they themselves are black. I think bad, rude, insensitive language goes across the boards. You cannot permit some people to use the words with impunity and then get outraged when someone uses them. NOBODY SHOULD BE USING THESE WORDS. Stop trying to be hip and cool by joining into activities that are mean, dangerous and simply unnecessary. And the kids on the bus using the n-word in Oklahoma are every much as vile as the gangs who assault innocent people on the street for the sake of "fun." 

By the way, lest you think I am out of touch, much of this is fueled by things my own kids-ranging from 25 to 30-have told me about their peers. Every week it's a new complaint about coworkers that are hunted down by bill collectors or people who run up credit card bills at restaurants leaving friends to cover the bill. These dime a day millionaires have bought into the Oprahization of America believing that their mere existence qualifies them for the best of everything. Nobody deserves the best of everything, especially if they can't pay for it. 

Here's the column and link. Read it. Share it. This is important.

Millenial Fail

Surprised? So were the researchers who tested and compared workers in 23 countries.

We hear about the superior tech savvy of people born after 1980 so often that we tend to assume it must be true. But is it?

Researchers at Princeton-based Educational Testing Service (ETS) expected it to be when they administered a test called the Program for the International Assessment of Adult Competencies (PIAAC). Sponsored by the OECD, the test was designed to measure the job skills of adults, aged 16 to 65, in 23 countries.

When the results were analyzed by age group and nationality, ETS got a shock. It turns out, says a newreport, that Millennials in the U.S. fall short when it comes to the skills employers want most: literacy (including the ability to follow simple instructions), practical math, and — hold on to your hat — a category called “problem-solving in technology-rich environments.”

Not only do Gen Y Americans lag far behind their overseas peers by every measure, but they even score lower than other age groups of Americans.

Take literacy, for instance. American Millennials scored lower than their counterparts in every country that participated except Spain and Italy. (Japan is No. 1.) In numeracy, meaning the ability to apply basic math to everyday situations, Gen Yers in the U.S. ranked dead last.

Okay, but what about making smart use of technology, where Millennials are said to shine? Again, America scored at the bottom of the heap, in a four-way tie for last place with the Slovak Republic, Ireland, and Poland.

Even the best-educated Millennials stateside couldn’t compete with their counterparts in Japan, Finland, South Korea, Belgium, Sweden, or elsewhere. With a master’s degree, for example, Americans scored higher in numeracy than peers in just three countries: Ireland, Poland, and Spain. Altogether, the top U.S. Gen Yers, in the 90thpercentile, “scored lower than their counterparts in 15 countries,” the report notes, “and only scored higher than their peers in Spain.”

“We really thought [U.S.] Millennials would do better than the general adult population, either compared to older coworkers in the U.S. or to the same age group in other countries,” says Madeline Goodman, an ETS researcher who worked on the study. “But they didn’t. In fact, their scores were abysmal.”

What does that mean for U.S. employers hiring people born since 1980? Goodman notes that hiring managers shouldn’t overestimate the practical value of a four-year degree. True, U.S. Millennials with college credentials did score higher on the PIAAC than Americans with only a high school diploma (albeit less well than college grads in most other countries).

“But a degree may not be enough,” Goodman says, to prove that someone is adept with basic English, can do what she calls “workaday math,” or has the ability to use technology in a job. Curious about how the PIAAC measures those skills, or how you’d score yourself? Check out a few sample math questions, or take the whole test.