Unlike most media outlets, The Huffington Post actually pretends to take an interest in education. However, I continue to believe that their Education section was created to be an advertising platform for the truly awful film, “Waiting for Superman,” remembered as the Howard the Duck of education documentaries by the three other schmucks and I who paid to see it.
Regardless of their motives, The Huffington Post, is a frequent mouthpiece for the charter school movement and unofficial stenographer for corporations trying to make a quick buck off the misery of teachers and students.
The Huffington Post recently featured an article, “The Most Popular Books For Students Right Now,” authored by their Education Editor Rebecca Klein. I clicked on the headline with interest, because I’m a fan of books and reading (I know a truly radical view for an educator). What I found was quite disappointing.
Aside from the fact that six books were the favorite across twelve grade levels, the books fell into two obvious camps; books kids like and books they were required to read by a teacher.
Nonetheless, data is data and Web users like lists.
What I do not like is when basic tenets of journalism, like “follow the money,” are ignored in order to mislead readers. The source for the “independent reading habits of nearly 10 million readers“ is Renaissance Learning, described by The Huffington Post as “an educational software company that helps teachers track the independent reading practices of nearly 10 million students.”
That’s like saying ISIS is a magazine publisher Donald Trump, owner of an ice cream parlor. While factually true, this is what Sarah Palin might call putting lipstick on a pig.
Renaissance Learning is a wildly profitable company that sells Accelerated Reader, a major prophylactic device for children who might otherwise enjoy reading. The product is purchased by dystopian bean counters who view small children as cogs in a Dickensian system of education where nothing matters more than data or achievement.
Their product creates online multiple-choice tests that schools pay for in order to quantify each child’s “independent” reading. If the school doesn’t own the test for a particular book a kid reads, they receive no credit. Kids routinely dumb down their reading in order to score better on the quizzes. Accelerated Reader rewards compliance and speed by turning reading into a blood sport in which winners will be rewarded and their classroom combatants, punished.
Ironically, I wrote about Accelerated Reader in The Huffington Post back in 2012. (Read Mission Accomplished)
When you look at the “favorite” book list featured in The Huffington Post, please consider that kids read The Giver and The Crucible because they are standard parts of the curriculum. This tells us nothing about what kids at grades 7, 8, or 11 actually like to read. Seeing Green Eggs and Ham as the first grade winner should make you sad. Can you imagine taking a comprehension test on this classic??? How vulgar!
The Grade 2 favorite is also likely assigned by teachers, Click, Clack, Moo: Cows That Type. The mind reels when I try to imagine the test measuring comprehension of the comic book/graphic novel, named favorite book by 3rd, 4th, 5th, AND 6th graders, “Diary of a Wimpy Kid: The Long Haul. First of all, we should be alarmed that this simple book tops the charts for four years, but don’t forget that kids will be tested by a computer on their comprehension of this delightful comic book.
“Nothing forced can ever be beautiful.” – Xenophone
There are many ways to evaluate excellent educational leadership. Here is a true story demonstrating such leadership.
A school principal recently led me on a tour of his elementary school. As we walked into one classroom I saw the blood flush from the principal’s face. We walked in on a classroom full of children watching a Disney cartoon while their teacher did paperwork. Once outside the classroom the principal apologized profusely and promised that the teacher would be spoken to.
This principal was embarassed by the lack of teacher professionalism demonstrated by using a cartoon to distract her students. Such practice is widespread and illegal. It is against the law to show commercial films to a public audience (including public schools) without the consent or license of the publisher.
My grade school-age nephews are watching plenty of commercial films as the school year winds down. Therefore, I’m inspired to share an article I wrote six years ago.
One seventh grader’s journey includes learning math through Scooby Doo
A version of this was published in the August 2001 issue of Curriculum Administrator Magazine
At our annual family dinner to celebrate the end of another school year each of our children reflected upon the lessons learned and the obstacles overcome during the previous ten months. Our seventh-grade daughter, who will be referred to by the top-secret code name of Miffy, shared with us a new pedagogical strategy and use of educational technology not yet conceived of during my school years. What was this innovation? Was it project-based learning, multiage collaboration, constructionism, online publishing, modeling and simulation? No, it was Disney films.
Yup, that’s right. Disney films (and several others too).
The following is a partial list of the films shown this year during class time by my daughter’s teachers.
I know that you must be marveling at the remarkable interdisciplinary properties of The Nightmare Before Christmas. You may also be wondering why there were no movies shown during fifth period. That’s because they don’t show movies during lunch.
Now I’m as fond of wasting time and goofing-off as the next guy, but Miffy was able to remember watching at least 34 films having no educational value whatsoever in one school year. In case you were thinking that they could be studying film criticism or visual storytelling you should know that they only watched half of most films because the periods are too short. Others were watched over several days.
This remarkable waste of class time occurred in a school where requests for meaningful projects, hands-on experiments, field-trips, drama and other productive learning experiences are abandoned because of an oft-repeated “lack of time.” Sure the standardized tests and top-down curricular pressures wreak havoc with creating a productive context for learning, but we can’t blame this one on Princeton or the President. Somewhere along the line educators determined that the demanding curriculum was elastic enough for the illegal showing of countless commercial films.
My Daughter the Rodeo Clown
Miffy also told me that due to the SAT-9 exams, Career Day had been cancelled. I’m not sure which part of that statement is most tragic, so let’s state it in the form of a standardized test question.
Which is most pathetic?
a) Canceling Career Day because of SAT-9 testing
b) Career Day
c) The school’s remedy for having cancelled career day
The ingenious remedy chosen was to spend much of the last week of school watching a series of instructional videos called, “Real Life 101.” While hardly as educational as Mulan, these shows turned out to be far more entertaining. The audience was repeatedly reminded, “you don’t need a college degree for this career, but it wouldn’t hurt!”
You can’t make this stuff up! The worksheet that followed the Career Day substitute asked each child to rank these careers in order of preference and write a few sentences explaining their number one choice.
If I wanted my children to watch television, I’d let them stay home. At least at home they could watch something educational like “Behind the Music: The Mamas and the Papas“or learn about Beat poetry from the “Many Loves of Dobie Gillis.” At least then they would have a chance to learn something more than the unfortunate lessons being modeled by their schools.