A Gen Xer hits the age of 46 - refined just like Makers Mark's best

Being born in 1970, I landed smack in the middle of the "Baby Bust" that became known, decades later as Generation X, thanks to a seminal novel by a new writer named Douglas Coupland. Growing up through the 70s and 80s, and entering adulthood by graduating college in the fun-filled recession of the early 1990s, I've lived a pretty genuine and text book Gen X life. All in all, it's been a pretty good ride. From a middle-class suburban existence as a latch-key kid - thankfully one that was pretty stable and free from the divorce-plagued times - to a somewhat left-of-center early adulthood living abroad and casually winding my way toward a career and a middle-class suburban life. And, now at the age of 46, I have a sound career and pretty solid sense of self.

Taking a break to go hiking in Boulder ... might finish this later.

Still Planning to "Live the Life You Have Imagined"

If one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours. - Henry David Thoreau

One year ago today, I posted those words as a motivation to myself to get started with "what I really want to do with my life." The plan was to get focused on developing the next level of a writing and speaking career, which is something I've always envisioned, even as I've managed a very successful career in public education, both as a teacher and now as an administrator. And, as I've noted in my recent post, I am not unhappy or disgruntled with my current personal or professional life. However, I have notebooks filled with ideas for articles I'd like to research and publish, papers I'd like to write, non-fiction works I'd like to develop and promote, and general ideas for work as an independent scholar and critic. Here are some thoughts from twelve months ago:

For many years, I've told people that when I grow up "I want to be David Brooks of the New York Times." That, or perhaps, Malcolm Gladwell of the New Yorker and "Outliers" fame. Basically, being a writer and speaker and cultural critic is my dream job. I've always enjoyed researching and writing and, basically, passing on information to others. That's why I am a teacher ... and I am fairly confident that I am quite good at what I do. But, for as long as I've been teaching, I've always been waiting for that moment when the writing/speaking career develops out of something I've written. For many years, I mistakenly thought myself a novelist. It took a friend who really is a novelist (though shockingly unpublished as of yet) to point out that I should be focusing on the non-fiction success that I've had and pursue that option. Really, duh. It was a surprising lack of self awareness on my part.

And, I am not there yet. Act III still looks a lot like Act II. But that's about to change.

2016 is somewhat of a significant year for this Gen Xer, for it was twenty-five years ago in 1991 that Douglas Coupland published Generation X: Tales for An Accelerated Culture, Richard Linklater premiered and released the pivotal piece of Gen X cinema Slacker, and a small band out of Seattle named Nirvana released an album called Nevermind and forever changed music, kicking off an era that became known as Grunge. All these moments in history impacted me to the point that I wrote my thesis for my MA on the works of Douglas Coupland. And, the idea of Generation X has always resonated with me as significant - even though acknowledging status as a member of Generation X is often considered a very "un-Generation X" thing to do. In fact, I find it to be one of the great ironies but appropriate quirks of Gen X that the average Gen Xer probably never read the book, and many have no idea who Douglas Coupland is. Most probably never saw Slacker, and probably wouldn't have really liked it if they had. And while most know Nirvana, the band and genre aren't necessarily a favorite. That said, it's worth noting that Coupland had always asserted "Generation X" is much more of a mindset than an age group. Nevertheless, those of us born between roughly 1961 and 1981 are a unique breed of society, and that is often lost amidst the media hype around Baby Boomers and Milennials.

So, if all goes according to plan this year, I intened to release several pieces of writing about Generation X and the popular culture surrounding the book, the people, and the era. For the past year, I have been working on a retrospective of the time since that pivotal year of 1991, and I hope to publish that sometime this spring. I am also planning on releasing a version of my thesis to coincide with my other work. After trying for many years - and falling painfully short - of publishing books, I have not sought a publisher for my Generation X writing, and I instead plan to release it via Create Space. These pieces will, I hope and believe, establish a baseline for the sort of pop culture criticism and scholarly writing I hope to do. Perhaps there will be a website to host and promote the book. There could be some speeches and book talks developed. A consistent string of articles is hopefully on the horizon, and I might even tinker around with things like a YouTube channel. While these ideas are certainly ambitious, and may not make the slightest ripple of an impact in the world of criticism, I hope that I don't reach New Year's Eve of 2016 without something to show for my efforts.

So, look for some articles, hope for some books, and wish me luck on another stab at Act III.

Here we go:  The Force Awakens.

Goodbye - and Good Riddance - to 2015

And, so, we bid a not-so-fond farewell to the "Terrible, Horrible, No Good, Very Bad" disappointing, frustrating, and mediocre mess of a year that was 2015.

OK, so it wasn't really terrible, horrible, or very bad. And, of course, there was plenty of good. Living in middle-class, suburban Colorado with a wonderful family, great colleagues, overall good health, safety, security, friendship, support, and opportunity, I can't and shouldn't complain about ... life. In comparison to the challenges faced by many people this year, and in acknowledgment of the serious tragedies that this year has wrought, I am satisfied and appreciative of my world.

That said, in reflection, this year threw some curveballs at us that have made things unpleasant at times. I've been tempted to reflect on this as the $100,000 year because there have been enough disruptions to put this middle class family in a rut. With record rains last spring, and really crappy soil in Colorado, my basement floor has heaved to the point of potentially catastrophic structural damage. After a trying and frustrating time dealing with the complicated world of construction contracting, we are looking at a new basement floor and sump-drain system, with the repairs probably topping out at just under $50,000. And that hurts, especially because when it comes to problems linked to "earth movement," State Farm has been anything but "a good neighbor." So, we have a pretty hefty bill to shoulder which has pretty much drained savings and required additional debt. And if that wasn't enough, the transmission dropped on our twelve-year-old beloved Pontiac Montana, necessitating the purchase of a new car. Not what the financial security doctor ordered for us that's for sure. And, as the kids get older and the spectre of college looms, it's been an uneasy year here at A Teacher's View.

Beyond that, the year 2015 was just not a successful version of my intent to "live the life I have imagined." Let's just say that while I love my job and am happy to be so fortunate, there are other things I want to do, and I just haven't been able to make them happen. Of course, the year wasn't a total loss. In fact, my plan to live one of my healthiest years yet showed a lot of promise. While struggling with a variety of issues during the year - and feeling like I couldn't commit to the sort of changes I'd like to see - I did have a successful experiment with my health when I went "Gluten-free, sugar-free, dairy-free, alcohol-free, and caffeine-free" for one month. I never followed up on the blog, but it was a pretty nice run that allowed me to hit my goal weight and post my best 5K of my adult life. I wish I'd written more about it, and I probably should. But the failure to post about it is a reflection of how busy and stressful the work life became - especially because I've been less than successful about becoming a more focused and organized person. From the start of the school year, there has been a lot going on, and while I am pretty good at my job, I often feel like I'm just getting by, getting things done, rather than thriving. I know that's not really true - but perception matters.

So, rather than going on and on about this year, I'll simply finish by reflecting on a pretty mediocre year and pointing out that "I don't want no mediocre." See ya, 2015. Don't let the door hit you ... on the way out.

The Purpose of School - It's Not What Bill Gates or the Chamber of Commerce Says

In regards to a Most Likely to Succeed, documentary film on the purpose of public education, I may be a bit late to the discussion. But I am intrigued by the work and goal of Ted Dintersmith, a former venture capitalist who is challenging the conventional notion of school and asking questions beyond the myopic focus of corporate education reform that just promotes skills and thinking that can be tested to gauge a student's "readiness" for a workplace cubicule.

In a couple of pieces for the Washington Post, we have been introduced to the man behind Most Likely to Succeed, who is promoting a fresh look at schooling that moves beyond the 19th century focus of preparing kids for manufacturing jobs. In a September profile, Valerie Strauss introduced him in "Not Bill Gates: Meet Ted Dintersmith," which framed the work of a man who is following the path of people like Tony Wagner and Sir Ken Robinson who are merely seeking to move education beyond the standard factory model.

The over-arching message of the film is that students and teachers should be given the latitude and trust to define their own approach to learning. So I hope other schools don’t just copy what they see in the film, but are inspired to come up with bold and innovative learning experiences that leverage the talents and passions of the students and teachers involved. That said, there are a few key principles you see in the film that are applicable to all schools and classrooms. Students have a large role in defining and managing their learning. Classrooms center around peer-interaction, not on a lecture model with the teacher doing most/all of the talking. Students are encouraged to make decisions, try bold approaches, experience failure, and given a chance to rebound. Students are assessed on the basis of a public display of achievement. Students provide feedback and constructive criticism of each other, and play a big role in the assessment process. These are the things I hope find their way into other schools.

And in a more comprehensive look at his goals and actions, we learned what happens when "A Venture Capitalist Searches for the Purpose of Education":

And then it hit me, full force. The most innovative country on the planet is blowing it. As we move full swing into an era of innovation, the United States should be educating to our creative strengths, but instead we’re eroding the very characteristics that will enable our kids to thrive. We’re setting kids up for a life without passion, purpose, or meaningful employment. Absent profound change, our country is a decade away from having 50 million chronically-unemployed young adults, adrift in life and awash in debt.

I was now fully consumed with this cause. I stepped up my pace, criss-crossing the country to visit schools and gain perspective. I was in hot pursuit of the right answer to the question: “What is the purpose of school?” Everywhere I looked — mission statements, meetings with school leaders, websites — I’d find sensible, even inspiring, purposes:

• teach students cognitive and social skills
• teach students to think
• build character and soul
• help students in a process of self-discovery
• prepare students to be responsible, contributing citizens
• inspire students through the study of humanity’s great works
• prepare students for productive careers

Break Means Break - That Means No Homework

On Winter Break - or Fall Break and Spring Break for that matter - I do not give my students homework.  That means nothing, zilcho, zip.  It is called "break" for a reason, and I do not feel the overwhelming need to burden the kids with busy work during the holidays.  This puts me in a minority among teachers, but I can't quite figure out why.

This year it has been easier to make that work for teachers. Traditionally, in my district we break for winter two weeks before the end of first semester and final exams, and many students claim they spend the entire break studying for final exams.  Now, I don't believe that at all, but I do sympathize with kids who have an extra book to read or a final review packet to complete or pages of calculations or research papers to complete.  There should be enough time during the normal thirty six weeks of school for teachers to accomplish all they need to accomplish.  If not, they are probably erring on the side of forcing too much "content" into their lessons. This year, however, was the first year that we took final exams before Winter Break. It noticeably created a greater degree of stress, for students were used to a couple weeks off before exams to study, and teachers seemed to have more time for first semester units. Yet, when all was said and done, it seems like most are happy to just "take a break." And, teachers have been encouraged to not assign any work during the break.

The issue of content is a contentious one, as teachers revere their content and can't imagine their students missing out on one fact or name or equation or definition or connection.  But this point of view too easily veers into rote memorization of trivial content or, worse, busy work.  As an English teacher and supporter of core knowledge approaches, I completely support the intention to build within students a vast store of background knowledge which they can and must use to access new information.  But nothing is so serious or monumental that it can't be accomplished during the standard schedule.  There is nothing wrong with students continuing to read and learn during time off school.  But that's a long way from believing that the extra "vacation packet" is going to solve the ills of gaps in student knowledge.

So, this break, take a break.

$3 Million in Prizes & Grants with H&R Block's Budget Challenge

"They saw what no one else could see." And they pocketed billions for knowing about money in a way that no one was talking about. The Big Short, based on a book by Michael Lewis that framed the 2007 financial crisis as a thriller, has recently become a holiday hit, holding its own against that other December blockbuster Star Wars: The Force Awakens. If the film The Big Short teaches us anything, it instructs all Americans about the value of improving their financial literacy. 

Money talks. And, if educators and parents agree about one key to a well-rounded education, it's the importance of having "money talks" with our young people. The latest generation to enter adulthood, the Millenials, are facing some of history's toughest financial challenges while also experiencing some of its greatest opportunities for financial well being. That is why I am always impressed when my students enroll in our school's economics and business finance classes. Like all young people, they can always use help. And that is why I am happy to announce and proud to support H&R Block who is once again promoting financial literacy to young people and supporting that goal with direct support to the nation's classrooms.

It's in the best interest of all Americans for as many people as possible to achieve financial well being. But they can't do it without a little know-how. To that end H&R Block thinks "financial education is so important, we're paying people to learn it." That is the spirit of the H&R Block Budget Challenge from the company that has been helping Americans with their taxes and assisting them in planning for future for more than fifty years. The key to effective financial management is experience, and that's why H&R Block's Challenge is so appealing. Students who take the challenge:

• Experience real life as an adult: paying bills, managing expenses, saving money, investing in retirement, paying taxes and more. 
• Sit in the "drivers’ seat" as they immerse into the financial life of a recent college graduate who has been working for about six months. 
• Receive a regular paycheck, a checking account, a 401(k) savings account, and bills to pay throughout the simulation. By maximizing 401(k) savings, paying bills on time and responding correctly to quiz questions while avoiding fees like late fees, overdraft fees and finance charges, students increase their individual score.

The H&R Block Budget Challenge is a great opportunity for schools and students alike because lesson plans and classroom materials are readily available. And, best of all, the program is FREE. There's no better financial decision than to take advantage of free opportunities, and in an era of ever-tightening classroom budgets, teachers will be happy to learn they can access these opportunities for no cost to themselves or their school. And, most importantly, in addition to the free experience and knowledge, students can EARN BIG CASH. $3 million in cash and scholarships are available to participants. 

Learning how to manage a check book or decipher credit card offers was a mystery to me as a young adult. That's why I like to promote financial literacy to my students, encouraging them to learn about concepts such as compound interest and "saving 10%" of what they earn. As I approach middle age and consider my financial future, I wish I could have had some practice making adult financial decisions before I was actually an adult and risking my own money. That's why I really appreciate our high school social studies teachers who make economics and personal financial literacy a part of their standard curriculum. Teachers who take advantage of offerings like H&R Block's Budget Challenge have the greatest impact on their students by using a game and the spirit of competition to engage young people with possibly the most important and immediately useful information they'll learn in school - the ability to manage their financial lives.

And, lest you think, there are no real winners, check out this video of a St. Clair High School senior who thought he won a $20,000 scholarship, only to learn he actually won the grand prize of $120,000:

Clearly, dreams come true and hard work pays off. And, there's no reason to sit this one out. The Challenge is open to any full-time students age 14 and older whose teacher registers them. The deadline for this latest round is January 7, with class creation deadlines rolling through February 4, so you have some time, but there is no time to waste. Start the semester off right by encouraging your teachers and classmates to enter the H&R Block Budge Challenge. Participating teachers can get $15 off their tax preparation just by downloading the lesson plans.

I have trusted my tax returns to H&R Block for years, and I firmly believe in the guidance they provide. Join H&R Block in its quest to promote financial literacy. It just makes sense.

** “This is a sponsored post on behalf of We Are Teachers and H&R Block. I received compensation for this post, however all opinions stated are my own.”

Stop Trying to "Fix Schools" & Just "Fix a School"

The education reform movement, which has become surprisingly pervasive and powerful in the past fifteen years, is founded on the mistaken notion that American public schools are "in crisis" and American education is "failing." This faulty narrative has opened the door to countless education reform initiatives that are often developed and promoted by corporate business entities and wealthy "edu-philanthropists" who think their business success enables and entitles them to impose their ideas on communities in the interest of "fixing schools."

This week in a piece for the Denver Post, I've taken on the naive approach of corporate and business education reformers and offered them advice on how they should "Stop Trying to Fix Schools, and Just Fix a School." My basic argument is centered on a neighborhood - rather than systemic or national - approach where reformers can address the basic needs and gaps in student achievement at the source - where students live.

Here's the full text:

Stop Trying to “Fix Schools” and just “Fix a School”

It’s been 32 years since an Education Department report declared America “A Nation at Risk.” It’s been 15 years since Microsoft billionaire Bill Gates began his education philanthropy, naïvely believing his wealth and business acumen could solve the country’s supposed “education crisis.” It’s been 14 years since No Child Left Behind promised all students would achieve at grade level by 2014. It’s been seven years since the launch of the Common Core initiative to standardize education. It’s been five years since Facebook billionaire Mark Zuckerberg gave $100 million to “fix schools” in Newark, NJ and turn that poverty-plagued system into a national model of education.

In all that time academic achievement has remained roughly the same, with national tests like NAEP and ACT indicating a relatively stable, or stagnant, state of education. Education laws and reformers like Gates and Zuckerberg have had little success in changing neighborhood dynamics that inhibit school achievement. Their shortcomings are reflected in the recent re-write of NCLB, Gates backing away from ideas like his “small schools” initiative, and Zuckerberg’s Newark experiment exposed as a colossal waste of money documented in Dale Russakoff’s The Prize: Who’s in Charge of America’s Schools? Clearly, none of the actions of edu-reformers have been able to change the fundamental societal problems of poverty at the root of low achievement. And, there’s one simple conclusion. The education reform movement led by billionaire philanthropists would be far more effective and much less controversial if it focused on fixing “a school” and not on “fixing schools.”

Despite new standards, new tests, new laws, new accountability systems, and new ideas, academic results in poor neighborhoods remain, well, poor. And these results are no surprise to anyone. Recent news of continuing struggles in Aurora Public Schools and the apparent re-segregation of many Denver-area schools indicate specific socioeconomic and geographic challenges that require a “neighborhood focus.” Such an approach requires directly supporting struggling students with school supplies, tutoring, after-school programs, parenting classes, health care, food, and more. That’s the focus of an intervention program in northwest Denver called Blocks of Hope, where school and community leaders plan to attack the issues of poverty and struggling schools “one neighborhood at a time.” Poverty intervention and whole child/whole family support for education is modeled on Geoffrey Canada’s Harlem Children’s Zone. A similar approach has shown dramatic results at Camden Street Elementary School in Newark, New Jersey where principal Sam Garrison teamed with a wealthy business owner to improve the school through community building programs. Clearly, Mark Zuckerberg could have had more success in Newark if he followed the Garrison model and used his $100 million to directly support struggling schools.

Despite claims by reformers like Bill Gates and College Board president David Coleman, the establishment of common standards and yearly standardized tests have not improved education. The root causes of education failure often reside outside the school environment, and these are too often ignored by reformers. Non-school factors are the primary drivers of low achievement, and there is little doubt where these needs are greatest. There is no crisis in public education, but there are many crises in individual communities. Thus, declaring a crisis in "education" and instituting state and national programs is not helpful because it aims at too big of a target. There is no reason to declare a crisis in the thousands of successful schools. Education is not "in crisis," but 30% of schools and neighborhoods are. We already know which schools and students struggle. Thus, reformers and educators and media and legislators must focus directly on them.

Now that NCLB has been replaced by the Every Student Succeeds Act, and the federal government has returned education reform to local control, perhaps it is time for all those interested in “fixing schools” to act locally and simply fix a school. That requires looking beyond the charter school model. While charter schools are touted as a solution, they have not helped struggling communities, and they do nothing to improve neighborhood schools. Often charters simply weaken neighborhoods and increase segregation by leaving behind many children who cannot access schools outside their neighborhood. The charter school movement should only be considered successful if it succeeds at “motivating students” and not just when it educates “motivated students.” Programs like Blocks of Hope will address problems directly where they exist. Thus, true change will come when education reformers, including the billionaire philanthropists who have promoted a variety of wasteful and unnecessary initiatives, commit to supporting those students who need it most where they need it most. And that’s where they live.

Michael P. Mazenko works at Cherry Creek High School and blogs at A Teacher’s View. Follow him @mmazenko

Fine Dining in Park City, Utah

Reprint from my other blog: Nov 2013

Taking a quick family vacation to Park City, Utah, this fall, I didn't expect to find a culinary mecca - but we were pleasantly surprised by the fine food along old Main Street in historic Park City.  We sampled several places around town, but if I had to recommend a restaurant, it would have to be 412 Bistro on Main Street.  Not only is it an adorable and convenient French restaurant, but it knows duck like it should be prepared. The "Duck Three Ways" is one of the best duck meals I've ever had - and I do appreciate a well prepared duck.  Though the chef recommends medium rare, I would definitely say medium to medium well, and if you do it that way, it is absolutely succulent.  The pan roasted breast is sweet and meaty, but it's the duck confit leg that is done to perfection - the meat is tender and the spices are a perfect complement. And, the duck pate? It is butter, absolute butter-y goodness. We also enjoyed a couple of finely paired glasses of French syrah that went well with a nearly perfect bowl of french onion soup.  The soup can be a bit of a cliche, and too often it's not done well. But Bistro 412 knows how to extract the best from the onions, cheese, bread, and broth. It was worth a second bowl - seriously. I have some criticisms of the escargot, as it was a bit too bread-y, and the broth was simply standard. The bouillabaisse was also well done with some wonderful crab, though the broth wasn't any more special than the escargot.  Service at Bistro 412 was pleasant and efficient, and we started the evening around the fire pit outside - amidst great views and snow flurries.  And, I'd like to share some thoughts on dessert … but there just wasn't room.  Overall, a great meal in Park City.

Will Colleges Move Away from ACT/SAT & Focus on Writing for Admissions?

The college admissions game is becoming more and more difficult to predict and to play. And the percentages continue to expose the dirty little secret of standardized test scores - one: test prep classes can help kids game the system, and two: these classes skew admissions toward wealthier students. And, there are plenty of innovative and thoughtful and skilled students who could greatly contribute to and benefit from higher education but are unprepared and unable to play the games to game the system.

Enter Bard College.

Last year, Bard College, the innovative liberal arts school, made waves in the world of higher education by offering an alternative admissions route to the standard ACT and GPA route. Slate's education columnist Rebecca Schuman reported on the new system which asks students to "simply write four essays" to qualify for admission to Bard. Of course, these are no simple high school essays, and they're not just a variation on The Common App. The essays are complex, challenging subjects that demand about 10,000 words of innovative critical thinking and commentary.

Thus, as more colleges begin to re-think the excessive emphasis on the ACT and SAT, English teachers - and really all high school educators - may want to amp up the writing instruction and prepare kids for the rigor of some high-level college writing.

Look for more colleges to re-consider the way they gauge applicants.

I Love Denver - Living in the Mile High City

It was almost twelve years ago that my wife and left the Midwest and arrived in Denver, Colorado, for a new job and a new life with our new son. We have never regretted our decision. And, here is a fabulous look at Denver in a production put together by Air Ball Creative for TEDx at Mile High

Love you, Denver.

In Washington CD and Hungry? Check Out "Burger, Tap, & Shake"

Driving around DC with a group of hungry kids on a school trip, doing all we could to avoid fast food and extremely pricey fair, and we found a great burger joint called Burger, Tap, and Shake. Being a bit of a foodie, and certainly a healthy food aficionado, I was not thrilled about walking in to just any burger joint. And then I discovered the Burger of the Month - "The Blitzen." It was a venison-bacon burger with smoked gouda, caraway marmalade, and lingonberry mustard. It was quite a nice surprise. While the bun was a bit better than average fair - and obviously white flour fluffy - the burger was rich and juicy with a great blend of flavors. The fries were tasty, but the onion rings looked delicious (still regretting my choice). And, while I didn't order a shake, several in my group enjoyed some unique flavors, including mango. Burger, Tap, and Shake was quite busy, but efficient, with an eclectic customer base consisting of teenagers and young professionals, as well as families and older patrons. Had I not been on a school trip, I would have certainly imbibed in what looked to be a great tap beer selection as well. So, if you're on Pennsylvania Avenue and looking for lunch, check out B-T-S.

In Literacy, Close Reading & Passage Analysis is Key

How does the author use language to ...

This question would seem to be the foundation of English and language arts classes, as it is the most critical and requires the most attuned close reading skills. Whether students are looking at a poem or a novel or an essay or a speech or a news feature, they should be studying, analyzing, and commenting on the way the writer uses the conventions of English to achieve his purpose. Focusing on a writer's choices with diction, syntax, tone, and other rhetorical strategies is the essence of analysis. It is also one of the keys to confirming student learning and comprehension. If students are truly being meta-cognitive, if they are truly comprehending the words, if they are really affected by the literature, they should be able to comment on the "ways" by which the author makes that happen.

Certainly, class discussions will address the elements of the novel in terms of character, setting, plot, and theme. But those areas are the most basic of levels in analyzing literature, and they don't address multiple genres outside the novel, play, and short story. Thus, I believe one of the keys to weak English performance and low literacy skills results from English teachers lacking the ability to teach language. Far too often the English classroom is focused on the theme because so many of us are in love with the stories and simply want the students to share our passion for the coming of age of Scout and Holden or the American tragedy of Gatsby or the whimsical fun of the Jabberwocky.

So, in an effective English classroom, you won't only be asking the students about what happened, but instead about how the author made it happen. It's not all about content - it's also about technique.

That is the true study of English.