Trust Me

Let me teach.
I know how to teach..
I have a Masters degree.
I can do more than read from a script.
Trust me.

Let me teach.
I know how kids think.
I've been doing this for 30 years.
I know more than my supervisors.
Trust me.

Let me teach.
I know what's important.
I care about my kids as adults.
I know learning is not reflected in a test score.
Trust me.

Let me teach.
I have a passion for it.
I seek to improve my craft every day.
I know my #1 job is to help create responsible, caring individuals.
Trust me.

Repairing a Bricked XO

I now have 11 XO laptops in my third grade classroom. The latest arrived DOA, or "bricked", as in the RTC bug (real time clock failure). I mentioned this earlier in Remarkable Generosity

So tonight I took apart an XO, hooked up a custom cable from the motherboard of one, to the USB port of another. Once connected, I ran a program on one XO that would supposedly fix the other. This just sounds like hocus pocus, I know.

But it worked. Lazarus came back from the dead. I am still shaking my head in amazement and gratitude:

Remarkable Generosity

Remarkable Generosity
Originally uploaded by mahlness

On the right is an XO laptop donated to my third grade classroom from a teacher in L.A. This generous person sent me two. One is in my classroom now and runs great. The one on the right is "bricked", XO jargon for a laptop that will not boot because the RTC (real time clock) went bad - and a bug in the original firmware will not allow it to boot if the RTC is not there...

On the left is an XO from New York, by way of Michigan. This little guy works great. What's even more amazing, is that it came with several things: a USB cable, an 8-GB SD card with ExtraOrdinary 2010 loaded on it, a one of a kind cable to connect the motherboards of both these XO's, detailed instructions on how to hook the good one up to the bricked one, special software loaded to upgrade the firmware on the bricked one once I connect the motherboards, and detailed directions for exactly how to accomplish this delicate task. I feel as though I'm about to do brain surgery. Oh, it also came with a postage paid return envelope for the special cable.

I'm just blown away by this generosity. I've never met nor spoken with the folks who put this stuff in my hands. They trust that I will put them in the hands of kids and use them to enrich their lives.

This comes at a time when it feels really, really GOOD to say that.

Thank goodness for the kids

Tomorrow it starts all over again. My new class of third graders will enter a new classroom, bringing with them what keeps me coming back as a teacher. They bring enthusiasm, confidence (some more than others), wide eyed wonder, curiosity, creativity, and a wealth of values from a variety of backgrounds. I love being a teacher, and I can't wait for it to really start.

It was a rough summer to be a teacher. Mostly, I can blame Diane Ravitch for this. I blame her for writing a book that put education reform on its ear. That book changed the way I looked at education reform - forever. So thanks a lot, Diane (big, fat genuinely thankful grin)!

One thing led to another over the summer, and I found myself following people like Ken Bernstein on Daily Kos, The Answer Sheet, from the Washington Post, Teachers' Letters to Obama on Facebook, and a host of others as I tried to follow people not interested in trashing me just because I was a teacher.

The more I read from those learned sources (and clearly not ed secretary Duncan), the more furious, outraged, and ultimately, despondent I became. Lies and untruths were flowing from sources I thought I would follow forever: a liberal Democratic administration headed by Obama, and someone who was a supposed champion for technology in education, Bill Gates.

Wrong. Wrong. Wrong.

I also followed ed-reformers like Tom Vanderark (know thine enemy). I sat around tables in Seattle with him, heads from Microsoft, IBM, Dell, Seattle Schools, and then superintendent John Stanford, as they drew up plans for the Seattle ed/tech plan. I was a teacher. I had differences with Stanford, but to his credit, he surrounded himself with admins and CLASSROOM TEACHERS (there was one other besides me). I spoke at that table of powerful folks as an equal. Stanford heard me. They all did, they all listened, questioned, and engaged. We had conversations.

That scenario is a distant memory from a bygone age - when teachers were not the cause of the problems in education, they were the answer. Now ed leaders are not looking for a conversation as much as the holy grail. This year the answer is bad teachers.  The conversation is over.

I need to stop with the rant. In 12 hours or so, 28 fresh new faces will walk into my classroom, and I will know once again why I do what I do. Thank goodness.

With 30, do you get eggroll?

With 30, do you get eggroll?
Originally uploaded by mahlness

This fall I begin my 30th year as a public school teacher. I feel lucky, and I do love being a teacher.

But I go in to that year with egg on my face, simply because I AM a teacher. I am absolutely astounded the way the new education reform movement has taken over and is being sold and bought, hook, line and sinker.

It is so wrong and so totally misguided.

I have never felt so discouraged.
I have never felt so disrespected.

I have never been so competent at what I do.
I have never been so restricted from doing fantastic things.

We teachers are being blamed for what's wrong in education.
We are being threatened.
We are being told to shape up, or else.
We are being evaluated by invalid measures.
We are being evaluated on the wrong things.

Our president thinks this is great.
So does his secretary of education.

School starts in three weeks.
Instead of encouragement, I hear threats.
Instead of freedom, I feel tighter shackles.
Somehow I have to close out all this awful noise and teach.

Is this any way to make great teachers even better?

Of course not, it's a prescription for driving people who care right out of the classroom.

Thank goodness there are teachers like Ken Bernstein who are battling for us all. He wrote this today as he prepared to start his teaching year:

Today I return to school.

Today I begin the necessary preparation to do the work which consumes me.

Today I begin yet again the process of preparing to teach.

I am a teacher. I wear that title proudly. I am honored to be in the company of those who are teachers. There is no more important work that I could be doing.

I have always wanted my life to make a difference.

I am a teacher. If I live up to the meaning of those words, I will be making a difference.

Peace.

Thanks Ken.

Louis Schmier: To Be A Teacher

I believe part of the answer to bringing the current teacher bashing and testing obsessed edreform movement to its senses lies in reminding people, from politicians to parents, why teachers teach.

The following was an email written by Louis Schmier in 1994. The image to the right is an excerpt, so please read his entire "To Be A Teacher". Below is the version from his blog:

Well, I just went out for a pre-dawn walk. After being spoiled by ten idyllic days of walking the cool, inviting, gnatless, mosquitoless environs of Seattle’s streets and Vancouver’s Stanley Park, my body had seemed to know what torture it was about to endure. I had started sweating before my hand was on the door knob. It is hot down here! It is humid down here! It was like slogging through a paved rain forest. And, the sun hasn’t even come up yet!

Anyway, as I was hoping against hope that the heated asphalt wouldn’t fry the soles of my feet before I finished my route, I was thinking about a question raised by a student in my class yesterday morning. I think he and the others were intrigued by the four days scheduled in the syllabus of what I call “stuff,” those bonding and trusting exercises with which I begin all my classes. It’s my way of starting to replace what I think is the strangling atmosphere of isolating, destructive classroom competitiveness with the sweet smelling air of a mutually supportive and cooperative learning community. He wanted to know what I thought it took to be a collegiate history teacher. I told him that I would have to reflect on that question and would bring in an answer today.

I’m sure he and the others are expecting me to talk mundanely about techniques, courses to take, areas in which to major, advanced degrees to acquire, research in which to engage, stuff to publish, and so on. But, I don’t think I will because I don’t think the essence of teaching lies in the “doing,” that is, I don’t think teaching begins with, is and ends with technique. Nor do I think the seminal issue of teaching lies in the “knowing,” that is, having a grasp of the subject and the subject content of the course. Certainly both technique and subject are important, but I think teaching, and learning for that matter, ultimately rests on “self.” I think the essence of teaching and learning lies in the “feeling” and the “being,” that spirit which surrounds each of us, which brings life and meaning and purpose into the learning experience, and which creates that critical common bond of humanity among the students as well as between them and the teacher.

So, here is what I am going to tell the students about what I think it takes to be not just a collegiate history teacher, but a teacher of anything at any level:

If you want to be a teacher, you first have to learn how to play hopscotch, jump rope, ride-and-seek, learn other children games, learn how to watch a snail crawl, blow bubbles, read “Yertle the Turtle”, and watch “Bullwinkle”. If you want to be a teacher, you have to sing “she loves me, she loves me nots” as you blow at a dandelion or pull the individual petals of a daisy. It you want to be a teacher, you have to stop and watch a rainbow, listen to a distant train, wiggle your toes in the mud and let it ooze through them, stomp in rain puddles, look up and watch an airplane, and be humbled by the majesty of a mountain. If you want to be a teacher, you have to fall in love each day. If you want to be a teacher, you have to paddle a canoe, take a hike, or just get out. If you want to be a teacher, you have to watch intently the artistry of a spider weaving its web. If you want to be a teacher, you have to fly a kite or throw a frisbee, skip stones in a lake or brook, make sand castles, and love people. If you want to be a teacher, you have to listen intently to the rustle of the leaves, to the murmur of the brook, to the pitter-patter of the rain, and to the whisper of the breeze. If you want to be a teacher, you have to dream dreams, play games, talk to the flowers, catch fire flies, admire a weed, walk barefoot, hold a worm, and see what is yet to be. If you want to be a teacher, you have to think silly thoughts, have a water gun fight, have a pillow fight, swirl a tootsie pop in your mouth, burn sparklers at night, and see in a tree more than a mass of atoms or so many board feet of lumber or something that’s in the way. If you want to be a teacher, you have to skip as you walk, laugh at yourself, smile at others, hang loose, always have an eraser handy, concoct an original recipe. If you want to be a teacher you have to be inspired and inspire. If you want to be a teacher, you have to fix a bird’s broken wing, pinch the neck of a deflating balloon and play a tune, do zany things, play with a yo-yo, and lose yourself in the quiet scenery to find yourself. If you want to be a teacher, you have to feed the pigeons or squirrels, sing in the shower or tub, smell the flowers, play with finger paints, and do a belly flop in a pool. If you want to be a teacher, you have to bring joy into everything, watch in awe a sunset or sunrise, ride on a swing, slide down a slide, bump on a seesaw, and respect even a cockroach as a miracle of life. If you want to be a teacher, you have to ride a bicycle or roller skate or ice skate, and live today. If you want to be a teacher, make all those marvelous feelings and images an intimate part of you and bring them into the classroom with you and share them. If you want to be a teacher, as Carl Jung advised, you have to put aside your formal theories and intellectual constructs and axioms and statistics and charts when you reach out to touch that miracle called the individual human being.

That’s what I am going to tell my student about what it will take to be a teacher.

New look, new mix

This blog has not had much ed/tech content lately.

Well, I got a new phone, and had to do as much as I could with it of course.... then there's been Facebook, lots of stuff going on there.... Twitter is still very much in my new mix... then Posterous came along for me and I found I could post everything everywhere, instantly, via email, especially easy on my phone.

As a result, and also because of the intensity (no, difficulty) of the past school year personally and professionally, this blog has been content silent.

I hope to change that. I have more time right now. My next school year (my 30th year teaching) will be a better one, I'm pretty sure of that.

So here's to a new look, more frequent incredibly insightful posts - ha, and who knows what else...

Seattle from Jack Block Park

Posted via email from Mark Ahlness on posterous

Carrot Clinch

Sweet - and tasty!

Posted via email from Mark Ahlness on posterous

10 Line June Beetle

Made an appearance in Seattle today, on our front porch, first noticed by the guy hauling away our old refrigerator...

Posted via email from Mark Ahlness on posterous

Conversation with Diane Ravitch

A fantastic opportunity to speak with Diane Ravitch via Elluminate. I asked a question about unions... She was wonderful!

Posted via email from Mark Ahlness on posterous

Summer clean and lube - test spin coming...

Posted via email from Mark Ahlness on posterous

Standing in the sprinkler in Seattle

Only way to beat the heat today, computers turned off, fans at full speed, and the cats don't know what to do, except cuddle. Wrong. Cellphone now getting too hot, sending...

Posted via email from Mark Ahlness on posterous

Diane Ravitch at the 2010 NEA Annual Meeting and Representative Assembly

http://www.nea.org/grants/40246.htm

Posted via email from Mark Ahlness on posterous

Forwarded from seattlepi.com: State audit critical of Seattle school district

Mark Ahlness (mahlness@comcast.net) has sent the following story
to you from seattlepi.com.

---------------------------------------------------------------

State audit critical of Seattle school district
SEATTLE -- The state auditor's office on Tuesday issued a
sharply critical audit of Seattle Public Schools, accusing the
district of misappropriating money or leaving public assets
"susceptible to misappropriation" because of ineffective
policies, failure to enforce its own rules and inadequately
trained staff.

* Read the full article at:
http://seattlepi.nwsource.com/local/6420ap_wa_seattle_school_audit.html

Posted via email from Mark Ahlness on posterous

NC classical in WA, amazing technology...

Listened to WFDD from Winston Salem NC on our deck in Seattlethis evening,
via my phone and a nice speaker. Is there anyhing technology cannot do...?

Posted via email from Mark Ahlness on posterous

July BBQ in Seattle, a little damp...

Posted via email from Mark Ahlness on posterous

Hop tragedy - Attack of the Aphids!

Had to cut down three huge hop plants that were totally overrun with aphids, thanks to the cold wet Seattle spring (yes worse than usual). Will monitor as they come back, and hope for a long hot summer!

Posted via email from Mark Ahlness on posterous

Blanche cleans up after alder smoked salmon

Posted via email from Mark Ahlness on posterous

Froggie fountain, another gift from my kids

A gift certificate to the local nursery, not hard to spend. Knew the minute I saw this, it was coming home with us. Thanks again, room 12!

Posted via email from Mark Ahlness on posterous