When working with students from disadvantaged communities, it is easy to fall into a negative cycle. These are students who are often even less inclined than most kids to read as they come from cultures that do not even offer the pretense of supporting reading. The parents are likely not going to be able to help them with homework so the temptation is to not give them homework in the first place. These students are often significantly behind their peers so it is tempting to keep the curriculum simple and not demand too much from them. We do not want these kids to become frustrated and drop out. While this sort of thinking may be founded upon good intentions, there is a trap. These students will, one day, go out into the world to compete for college placements and ultimately for jobs against students who have been given a vigorous education both at home and at school.
Imagine being a basketball coach for a team of middle-class Jewish day school kids. These kids have their Judaic classes plus a variety of secular interests and hobbies besides for basketball. Most of these kids are here because they think it might be nice to hang out with their friends after school. Shooting a basketball and playing pickup ball is fun so why not join the team. You want them to run laps and do drills? How mean of you. Why are you yelling at them? They are doing their "best."
I used to be one of those kids when I was in 5th grade at Columbus Torah Academy. I particularly remember one practice where the coach made us run ten laps around the gym. After finishing, I went to get a drink of water from a fountain in the gym. The coach yelled at me and then made the entire team run another ten laps. In essence, that practice consisted of us running laps. Why did he "waste" our time like that? We could have run laps at home. Shouldn't our couch have been actually teaching us how to play basketball?
As an adult, I now recognize that the coach was right. One of the most essential parts of being on a team is to put yourself into the hands of a coach, recognizing that the coach understands the larger picture of what the team needs in order to win better than you do. As a player, if you do not understand this down to your very gut, the coach should cut you immediately even if you have Stephen Curry's 3-point shot. The greatest shot in the world is not going to help your team if you do not know how to get open and can easily become a trap if you lack the humility, when double-teamed, to accept that you might not be touching the ball that game. This might be the game for the number five guy on the team to be fed the ball and take those open shots.
To be clear, we were not a good team and regularly lost heavily to local Catholic schools like Saint Catherine’s and Saint Pius. I was certainly one of the lousier players even though I honestly tried. This was not our coach's fault. He did his job even if it was not a pleasant one. I do not believe that he acted out of any desire to beat down on elementary school boys. The fact was that we were going up against more talented teams and he had to make do with what he had. It would not have been kindness if he had told us we were great only for us to get blown out by reality.
A more extreme version of the coach is the drill sergeant. Consider the example of the film Full Metal Jacket. It is easy to laugh at the antics of the sergeant but there is something truly tragic about his situation. The Vietnam War is in full blast and the recruits he is training are draftees. We can assume that they are not America's best and the brightest. These are kids who could not make it into college even to avoid military service in an actual war. The sergeant knows that many of these kids are going to die. It is his job to make sure that they do not get their squad mates killed. Then you have someone like Gomer Pyle who most certainly should never have been allowed into the army except that it was the job of some bureaucrat to meet a quota by drafting Pyle even if Pyle is going to get someone killed.
Being a teacher does not involve life and death responsibility like a drill sergeant but the stakes are higher than that of a coach. The worst that can happen if a coach fails at their job is that the kids will be humiliated for an evening by a better-prepared team, possibly leading some of the kids to conclude that they do not have a future in sports and, instead, should become accountants. If a teacher fails at their job, then students will graduate and apply or even start college not even realizing that they are not prepared because, all along, they were fed a fake education.
From this perspective, it seems logical to license teachers to do anything we allow coaches to do. Specifically, teachers should be allowed to accurately describe a student’s shortcomings to their faces and expel them from the classroom for failing to live up to basic standards. Furthermore, obedience should not be something up for negotiation but should be seen as the price of entrance.
The reason why this does not happen is that the consequences of a teacher not doing their job are entirely long-term. There is no big game next week where the students will be crushed by a better-prepared squad. In practice, even exams usually fail to properly demonstrate that students are not up to task as they are created and administered by the teachers who have every incentive to not hurt their students’ self-esteem. Imagine if my coach had been allowed to schedule a game for us against our school kindergarten. We could have been an A+ team.
As teachers, we work under a further significant disadvantage. Students volunteer to join a team so the coach is free to kick anyone out if they do not get with the program no matter their individual talent. Most students who come to my class have no particular desire to study history. I have to be grateful to the students who do their work as they are told even if they then take a sip of water. If students tell me to "go F myself," the most I can do is report them to the administration, knowing full well that, at best, any punishment will be symbolic and that the student will be back in class the next day. I stand a greater chance of losing my job for "creating" a situation where a student might become "frustrated" enough to curse at me than that student has of being expelled from my class or from the school.
I have taken to teaching some of my students to play chess. Chess teaches critical thinking and focus. You cannot simply do the first move that occurs to you. Most importantly for my students, chess is unforgiving in its exposure of your ignorance. You think you are smart; why did you just lose? Let us go over the game and see all the better moves that you should have seen if you were actually paying attention. There is no need to insult the students. The game itself can offer more biting criticism than I ever could. With chess, you do not need to wait several weeks for the big game to expose your failings; all chess needs in order to expose you is a few minutes.
No comments:
Post a Comment