Comments on: The Power to Define http://borderland.northernattitude.org/2006/03/26/the-power-to-define/ (bôr'dər-lănd') n. Located on or near a frontier. An indeterminate area or condition. Wed, 21 Jul 2010 08:21:32 -0700 hourly 1 http://wordpress.org/?v=3.0 By: Doug http://borderland.northernattitude.org/2006/03/26/the-power-to-define/comment-page-1/#comment-1584 Doug Wed, 05 Apr 2006 06:06:34 +0000 http://borderland.northernattitude.org/2006/03/26/the-power-to-define/#comment-1584 Your validation of my own strong feelings suggests that we are looking at the situation similarly. I'm always the one at staff meetings to speak up about these issues. As long as I don't do it too often, people seem to enjoy my nagging questions. I think everyone feels oppressed, which is a great catalyst for building a resistance. We should think about sharing with students a little bit more of the picture so that the tests are not viewed with fear, but rather, perhaps, with skepticism. It's their world too. They can start thinking about the direction it's moving. Your validation of my own strong feelings suggests that we are looking at the situation similarly. I’m always the one at staff meetings to speak up about these issues. As long as I don’t do it too often, people seem to enjoy my nagging questions. I think everyone feels oppressed, which is a great catalyst for building a resistance. We should think about sharing with students a little bit more of the picture so that the tests are not viewed with fear, but rather, perhaps, with skepticism. It’s their world too. They can start thinking about the direction it’s moving.

]]> By: the reflective teacher http://borderland.northernattitude.org/2006/03/26/the-power-to-define/comment-page-1/#comment-1579 the reflective teacher Wed, 05 Apr 2006 03:46:51 +0000 http://borderland.northernattitude.org/2006/03/26/the-power-to-define/#comment-1579 Oh lord. The phrase you use to describe education today: <i>weaknesses that we ourselves identify</i>, is so apt. In addition to our need to adhere to NCLB, to surpass AYP, and to work our damndest to get our students to reach "proficient" or "advanced," we teachers buy into what's "necessary." We allow our administration to tell us: "You may no longer teach the standards we require you to teach. You must only teach toward the state test." After a time, we begin to think that teaching toward the test is the true and right path. I've "fallen" from my group of teachers lately as I've refused to teach toward this test, because I see it as taking away form teaching. Often, these tests have little to do with what happens in class. Apparently, it's still an <b>important</b> lesson to be taught to the students. The students, in turn, begin to repeat phrases we've taught them. They know the followng: <b>basic proficient advanced ayp RIT</b> etc. But they don't know what any of these terms mean. And they shouldn't as these are terms meant for administration. The kids should be kept as far away from these terms as possible. In teaching the terms to our students, we buy more into the idea that these tests are a capable measurement of their abilities. (And I'd hate to accept a computer's judgement of my students.) Oh lord.

The phrase you use to describe education today: weaknesses that we ourselves identify, is so apt. In addition to our need to adhere to NCLB, to surpass AYP, and to work our damndest to get our students to reach “proficient” or “advanced,” we teachers buy into what’s “necessary.”

We allow our administration to tell us: “You may no longer teach the standards we require you to teach. You must only teach toward the state test.” After a time, we begin to think that teaching toward the test is the true and right path.

I’ve “fallen” from my group of teachers lately as I’ve refused to teach toward this test, because I see it as taking away form teaching. Often, these tests have little to do with what happens in class.

Apparently, it’s still an important lesson to be taught to the students. The students, in turn, begin to repeat phrases we’ve taught them. They know the followng:
basic
proficient
advanced
ayp
RIT
etc.

But they don’t know what any of these terms mean. And they shouldn’t as these are terms meant for administration. The kids should be kept as far away from these terms as possible.

In teaching the terms to our students, we buy more into the idea that these tests are a capable measurement of their abilities. (And I’d hate to accept a computer’s judgement of my students.)

]]> By: Doug http://borderland.northernattitude.org/2006/03/26/the-power-to-define/comment-page-1/#comment-1455 Doug Thu, 30 Mar 2006 17:07:06 +0000 http://borderland.northernattitude.org/2006/03/26/the-power-to-define/#comment-1455 Stephen, I find your mention of "signs without a referent" to be a nice way for me to stay alert to messages that play in the background all the time. Thanks. Stephen, I find your mention of “signs without a referent” to be a nice way for me to stay alert to messages that play in the background all the time. Thanks.

]]> By: Stephen Lazar http://borderland.northernattitude.org/2006/03/26/the-power-to-define/comment-page-1/#comment-1424 Stephen Lazar Wed, 29 Mar 2006 18:29:53 +0000 http://borderland.northernattitude.org/2006/03/26/the-power-to-define/#comment-1424 I really appreciated your post. It's so easy to get sucked into a game where the debate is over signs without a referent, terms like "achievement gap, failure, or proficiency." I know I do it. Reminders like this are necessary and (hopefully) can raise the level of conversation about education. I just discoverd your blog through your comments on mine and have really been enjoying your thoughts. It's nice to find someone else who seems to be practicing and preaching critical pedagogy. I really appreciated your post. It’s so easy to get sucked into a game where the debate is over signs without a referent, terms like “achievement gap, failure, or proficiency.” I know I do it. Reminders like this are necessary and (hopefully) can raise the level of conversation about education.
I just discoverd your blog through your comments on mine and have really been enjoying your thoughts. It’s nice to find someone else who seems to be practicing and preaching critical pedagogy.

]]> By: HUNBlog - NCLB Dissent http://borderland.northernattitude.org/2006/03/26/the-power-to-define/comment-page-1/#comment-1423 HUNBlog - NCLB Dissent Wed, 29 Mar 2006 17:07:11 +0000 http://borderland.northernattitude.org/2006/03/26/the-power-to-define/#comment-1423 [...] Chris Lehman at Practical Theory. Will Richardson at Weblogg-Ed. Alan November and Will at November Learning. Doug Noon at Borderland. Miguel Guhlin at Mousing Around. [...] [...] Chris Lehman at Practical Theory. Will Richardson at Weblogg-Ed. Alan November and Will at November Learning. Doug Noon at Borderland. Miguel Guhlin at Mousing Around. [...]

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