Tag: public schools

Take Out Your Phones…

Posted on by Tracy Livingston M.Ed.

The phrase take out your phones, in a classroom, is akin to waving a checkered flag while screaming “Start your engines.” The result is madness. But I did it. Three times. On purpose. Yup. Chaos. Such an overwhelming sensory day sends me home speechless. I can talk but I shut down to restart my own engine for the days ahead. If you met me I would strike you as a gal who is overly social, commands a room at a party, not the one that gives off vibes of a societal mute. Nope. But yesterday, they took my voice.

The phone is a tool for homework. Mention homework to any 6th grader. Read their faces. Then add phones to the sentence. It changes. Dramatically. Now, it is a doable project not a chore as homework as become archaic. Truth. My goal is to have them monitor their screentime. They will use this personal research along with how screentime makes them feel in an argument essay. This is probably, the best assignment I have ever given. So far, 100% of the students are completing the assignment and truly thinking about their use of screens. Their screen numbers are boggling my mind but it is 2022. We are all a bit attached in both positive and negative ways. Yes, I am doing the homework with them. Our categories are school screentime, entertainment, TV and games.

Every morning we decipher our numbers, how we felt, and what else we did after-school outside of screens. One student read a book. Truth, and his admittance caused sweet, honest questions of curiosity. Now, books have never gone away, but technology has replaced our literary heros. The library is foreign and the screen is accessible to all financial categories and lures our students down deep dark holes of gaming or social medial scrolling for the most part. I do have one kiddo that creates 3-D printing items during the week. Now, that is just cool and a great use of technology. But that is rare. Sadly.

For the last two days and throughout next week, we will share our screentimes. Our focus is what do you do besides screentime? Secondly, how many screens are going on at once? Finally, how does all that time on a screen make you feel? I am relieved to report that outside play still exists. Chores exist, family time still exists. But screentime is a predominant focus. Oh, multiple screens are open pretty much 24-7. Truth.

Beyond the initial joy of phones for a few moments that fateful day and the madness. We are all seeing screens a bit differently. I am understanding their world, and they are realizing what they are possibly missing out on in life. Hiding behind a screen does take away from humanity and growth outside of following their favorite social media influencers. Some, get pure enjoyment from screens, games etc. and this will never change. Others, however, are seeing that life is not one big Tik tok. A few are looking into online books. Unbelievable. Kids teaching kids where books exist with their beloved devices. All of this conversation is a real life moment with my darlings which allows me to build trust and gain buy-in to the essay beginning tomorrow. They have a voice on this topic and it will shine. As for my voice. It is back. Stronger than ever.

50!

Posted on by Tracy Livingston M.Ed.

50 is a badge of honor in the Peloton world. I earned it. After my ride I danced…part tik tok and all embarrassing…no one was home. I inserted the word beast all day in every possible and impossible use just to tie me back to my tabata ride with Robin. The feeling I held with me that day and since this accomplishment is ecstatic as a beginner in the Peloton family. This is just one step one of many that I want not for the spin but the feeling afterwards. All these years I thought I would fall in love with a fitness routine. No. It is the moments after, that you fall in love with, that keeps you coming back. Ok the music and trainers are awesome, but it is the after.

My rides are saving my sanity. In a course of one week…deaths hit too close to home and my age, I became another pin cushion for Pfizer as I turned in my golden ticket for THE second shot, and muddled through the slight after feelings as the vaccine does it stuff. This was enough during an already over covidized lifestyle along with my yearly “I hate testing” mode that came kicking and screaming a few weeks weeks early. To add insult to injury my being raked over the coals for my ideals that state testing is the answer to everything or anything. It is my my opinion, but it was canceled quickly.

As a teacher, such speak is foreign to the trained union ears, but I have never have liked testing. Never. Ever. It brings out the worst in all teachers as they try to race to the top of the heap only to be publicly shamed if that years group does not measure excellence. FYI not every year brings testing success for a variety of reasons. It’s true. I have had great scores in my life, blue ribbon years in fact. How, I just teach. Thats all. You can’t push a score, child, or base your entire career around a number, but some do. I just teach and during testing I create cheers, dances, chants, and allow kids to breathe, chew gum, eat jolly ranchers galore as I just monitor and cheer.

As part of the canceled teacher culture. I am keeping to myself, teaching to my kids, smiling, and riding with numerical purpose. The new age of teacher (or those fixated on the score) has never understood me. We can’t all teach the same, test the same, be the same, and turn pages of text at the same time. However, we should all teach to the same standards at the same time with our materials of choice and share our knowledge and curriculum creation talents to bring the best to kids. If you love Common Core that’s cool, but in my opinion it has killed the overall creative spark of the teacher. Just my opinion. I love different. I create new lessons every year. I have never used the same plan twice. Ok, just one…but it’s really good. I will never change. Never. Truth be told I actually love a good test that shows a childs real growth or non-growth with the added caveat that the test must matter not for a pie in the sky score but true advancement. Give me any test that is meaningful to the tester and I am all over it as the purpose has changed. No longer is it a number it is a number for the child not the teacher. Big difference. We need a great test like Cambridge, ACT SAT, Stanford 9 that is used for student advancement. Not our current battle of the scores for only the teachers, districts, and states etc.

So how does my Peloton 50 celebration equate with my recent frustration surrounding my yearly testing woes. It is the difference between wanting the number and riding with no purpose. I worked for the number, I made the number happen. Our kids, especially our little humans don’t care about the number they just want the stress to go away. That feeling they have in their tummies and heads when some of our great teachers go overboard and our kids don’t see a connection to the test and life. Give it connection and we will see real scores that match to capabilities from our kids. But for now we are just ringmasters trying to squeeze out effort that many kids see no overall reason to give or just keep spinning with to please a system. Real meaning to testing will allow us to truly see the light of day. We would have invested kids, teachers teaching with true meaning, and correlation to the score and success which would have a higher impact on true data.

That’s all I want. That and my next Pelotin goal 100 by 4/19. Is it really too much to ask?

NCLB Dribble

Posted on by Tracy Livingston M.Ed.

NCLB is the worst policy that still stands. Find the data, test the child, re-test the child, find the data. Rinse, repeat but don’t leave them behind. Ever. While I do not have data to prove that NCLB has failed. I have observations. It has upped my stress levels, given no rocket scientist data points, or increased my value as teacher. The societal view of my profession has dropped, many our leaving, and our kids data is not stellar as compared to other countries, states, zip codes etc. I am a tester approximately 25% of the year and a data digger on my spare time. NCLB has done nothing for the state of public education and everything for the state of charter or private education. They test, yes they do. But for purpose not whimsy.

My educational fantasy is copying the English system. It’s ok to give them credit for a system that works (we won the war) and of course modify it so it is less class oriented. We should have exams, we should have top curriculum, we should have standards that truly point kids to university. But we don’t. Most of the world uses the Cambridge Curriculum and leveled exams that are administratered after all instruction has ended. Again, a fantasy. A few schools/districts are dabbling with Cambridge a system and curriculum with varied reading materials that don’t all come from a text. Real reading out of books. The idea. And their history comes from actual documents think Gilder Lehrman, not our washed out textbooks, which we continue to refurbish at great cost. Give me books and documents and I can create anything. But I am an antique. The new teachers unless they feel education in their bones do not have this gift. So give them a real curriculum to follow…Cambridge. If Arizona was brave and we spent the money once for this amazing stuff we would turn out kids ready for 100 level university classes instead of turning our 000 level students.

You get my idea. Less constant testing and a superior curriculum would have increased our overall numbers in our public schools. Instead, many districts will be closing buildings due to our parents fatigue with a system that is broken. All of this hurts my heart. I am an Arizona public school kid, a public school teacher and all I want is better. My question is how much longer are we going to wait?