No Extra Credit for Kleenex - Seriously

It's the same rant every year. We're in class in the first week or so, and a kid asks if I "have any tissues?" Hopefully we've started the year with a classroom box, but that depends. I casually recommend to the class that they may want to bring in a box of tissues because "at some point this year, we are all going to be snotty." By "snotty" I mean we will "all have mucus in our nose that we would like to expel onto a disposable tissue." So, knowing that, I try to bring in a couple boxes at the start of the year. And then the inevitable question comes:

"Can we get extra credit?"

Uh, .... NOOOOOOOOO!!!!!!

In my class, you may not "purchase grades." Not at all. Not through direct cash payments and not through the donation of consumer goods. Not a hundred points for a project and not two or five points for a box of tissues. Grades are a reflection of a student's academic record and course work. They represent his abilities in math, science, English, etc. Colleges will expect that the A- on the transcript was earned with high quality work. They don't expect that a B+ student can bump his grade up a level simply because he can buy and donate tissues.

I know, I know. There are plenty of justifications. "It's just a few points. It doesn't really affect their grades. It's an incentive. It's no big deal." But it is a big deal. It is at the very least an equity issue. How about the student who can't afford a box of tissues - much less five or six to donate to all his teachers. Granted, "they're only a couple bucks." But that is the perspective of a clueless middle-class individual who fails to understand that "a couple bucks" is still a big deal - and out of reach for some students.

Stop giving extra credit for tissues. Encourage kids to bring in a box out of the simple expectation that at some point during the year, they "will be snotty."

HILARIOUS - Gary Gulman Explains State Abbreviations

Gary Gulman, stand-up comedian, offered a brilliant explanation of the origin of two-letter state abbreviations. The brilliance of this piece is vast with its intricate use of language and its whimsical narrative tone. I don't know how I have avoided hearing about this guy over the last ten years, but I will most definitely be checking out his show the next time he comes through Denver's Comedy works. Give this piece 30 seconds, and I guarantee you will be looking up more Gary Gulman clips on YouTube.

Seinfeldia - "Not that there's anything wrong with that"

It was the "show about nothing" that was really the show about everything. Few shows have defined an era like Jerry Seinfeld's semi-autobiographical sitcom of the 90s. The brilliantly astute comedian Seinfeld and his sardonic writing partner Larry David held up a mirror to a whole host of "first world problems" and middle-class American neuroses, and we laughed at ourselves through the foibles of Jerry, George, Elaine, Kramer, and the madcap list of nutcases they interacted with. Even with all the brilliant television being produced today, we may never see a phenomena like the show that gave us "... yada, yada, yada." But if you're feeling a bit nostalgic for the sort of watercooler discussions that regularly followed a random Thursday night in the 90s, then you've got a treasure trove in a fresh look at some old friends.

Seinfeldia is the bizarro world of Kenny Kramer, who profits off his status as the actual former neighbor of “Seinfeld” co-creator Larry David and the inspiration for that hipster doofus, Cosmo Kramer. Seinfeldia features J. Peterman, whose real-life catalog company went bankrupt after it expanded too quickly on his bet, so full of innocence and mayhem at once, that the faux Peterman on “Seinfeld” would lure new customers. Seinfeldia is the realm of writers who desperately mine their daily lives for sitcom storylines, whether they’re dating a woman with man hands or sharing a real family’s fake holiday with the rest of us. And Seinfeldia is the home of Twitter accounts like @SeinfeldToday — frankly, a little hacky — that imagine plot lines for the show’s continued existence.

Pop culture writer Jennifer Keishan Armstrong, who has covered Seinfeld and other TV culture for Entertainment Weekly, has developed a thesis-worth of commentary on the big themes and historical significance of Seinfeld. Armstrong, a self-professed "pop culture nerd," has plenty of experience and insight regarding TV culture and the world of Seinfeld. Is a "television show about nothing" really so signficant that it deserves scholarly and cultural analysis? Well, that's the question that critics ask themselves continually. You can be the judge after you read Seinfeldia - and even if you decided it's not, you'll probably have a few chuckles reliving the zaniness of these "Masters of their domain."

Colorado GOP must come clean about Trump support

I love many, many varied aspects of Colorado, from its status as a healthy outdoor-oriented state to its innovative spirit and its leadership in the artisan craft beer and spirit revolution. Colorado's fierce independent and libertarian streak creates for some interesting politics, and that is a positive when it comes to some legislation, but it's certainly a drag when we get to education funding. That said, Colorado is also a hotbed for education innovation, and I am truly impressed with the private sector support of groups committed to excellence and opportunity for all students. And, of course, Colorado has solidified its status as a true Purple State when it comes to the major political parties. As a moderate independent - with the standard mantra of "fiscally conservative, but socially conscious" - I am pleased to live in a place where people comfortably split their ballot between the two parties, and where the Gary Johnson/Bill Weld Libertarian ticket could actually make a big splash. 

However, a line in the sand has been drawn for Colorado Republicans, and it is squarely focused on their connection to Donald Trump. The GOP Presidential nominee is a breaking point for millions of voters nationwide, both Republicans and independents, and they will place judgment on the words and actions of statewide candidates. Basically, it goes like this:  Donald Trump is a crass, unsophisticated, bigoted, misogynistic, egotistical, rash, unpredicatible, ignorant, and inexperienced individual who is historically and uniquely unqualified to serve in the world's most powerful position. Opposing him and his candidacy should not require a second thought. This decision has nothing to do with his opponent, and it should not be made via caveats about party or the Supreme Court or really anything else. As Dave Perrry of the Aurora Sentinel so astutely notes, history will judge Colorado candidates on where they placed allegiance.

The moment of truth, and I do mean truth, for Colorado Republican elected officials is now as they must either unequivocally denounce the catastrophic candidacy of Donald Trump or suffer the inevitable consequences. In the minds of rational, thinking Americans, conservative and liberal, Democrat and Republican and none of the above, Trump is an unparalleled political abomination in the history of the United States. As his critics from the left, center and the right have pointed out, and as anybody in their right mind can plainly see, Trump is uninformed, unintelligent, unprincipled, unpredictable, unrepentant and unable to exert even a modicum of self control over his anger or his ego.

Simply put, we cannot and should not have any respect or support for a candidate who will not disavow Donald Trump and pledge to not support his candidacy. Rep. Mike Coffman and Sen. Cory Gardner and all other candidates must publicly take a position that they do not support or desire Donald Trump to occupy the Oval Office and inherit the legacy of Abraham Lincoln and Ronald Reagan. If these candidates will not refuse to vote for or endorse Trump, then they are explicity stating that they endorse him and want him to be the President of the United States. It's not about the lesser of two evils. It's not about partisan platforms. It's not about his opponent. It's about whether these leaders feel that Donald Trump should be President.

If they do, they will inherit and deserve all the shame associated with Trump.

Who's Teaching America's Students to Write

As school begins, and I engage in the long, arduous project of teaching students "how to write," I thought it be a good time to re-post this Mazenglish piece from 2012.

Is it possible that nearly half of high school students in this country write less than a paragraph a month in classes?  If true, that would explain the abysmal writing skills - and scores - of American students on tests such as the NAEP, or in college classes whose professors are baffled by their incompetence.  As the Common Core focus on literacy redefines how we teach and measure reading scores, some schools have awoken to the equally significant task of teaching students how to write.  This "writing renaissance" documented in much education news is both refreshing news and a depressing commentary on the state of American classrooms.

Teachers may be focusing on the teaching of writing like few have done before - or in a while - but still a majority of teachers claim their education and training did little to teach them how to teach writing.  And, of course, this skill must be developed across all curricula.  For, if it has left up to the English teacher, as it far too often has been, writing skills will continue to stagnate.  The connection between reading and writing should be obvious, and students need to be regularly challenged to synthesize information they read and offer their analysis in written form.

Building arguments and analyses from their existing knowledge, as well as new texts, is foundational for critical thinking.  And, students need to be writing much more.

Buy Newspapers - a free society depends on them

I've always been a newspaper reader. My mother was a newspaper reporter, feature writer, and editor - and I've always understood the value of print news organizations. For me, the morning paper on the driveway is an integral image of America, and my morning coffee and the newspaper is a ritual. Sadly, far too many people have failed to appreciate the fundamental role that newspapers play in our republic. This week on Last Week Tonight, John Oliver dedicated a twenty-minute segment to the value and importance of print journalism. No one explains it better:



Sign up today:

https://denverpost.subscriber.services/?gclid=CjwKEAjw26C9BRCOrKeYgJH17kcSJACb-HNAyVK4QqNwTJ-qFc2v2_ZALS0Hwsc4wDSjR5xlgaXX7RoCiE7w_wcB

https://myaccount2.chicagotribune.com/promotions.aspx?landing=semtempbexp&icmp=templateb&flow_type=subscription&track=ct_paidsearch_subscription_acquisition-subscriber_google_text_exp__{adgroup}_{adid}_b___%2Bchicago%20%2Btribune

http://ad.latimes.com/land-subscribe/sem.html?track=lat_paidsearch_4weeks99c_acquisition-subscriber_google_adword________{adgroup}_{adid}_b___%2Bla%20%2Btimes%20%2Bsubscribe&gclid=CjwKEAjw26C9BRCOrKeYgJH17kcSJACb-HNA-ckeEfOOtqo9bqbvE9g97Rzjr6I4jhpQU7PuKErfNhoCSrHw_wcB

http://postdispatchsubscription.com/?source=microg&gclid=CjwKEAjw26C9BRCOrKeYgJH17kcSJACb-HNA2TDGttO3jGzFTQQONp3L2zaFY58veInPZkLhp3ffBxoCcoTw_wcB

https://buy.wsj.com/wsjsummer/?trackingCode=aaqnpflw&cid=WSJ_SCH_NA_ACQ_NA&SQ=SRC%3DGoogle_ADID%3D98448981977_KW%3Dsubscribe+wall+street+journal_MT%3De_DIST%3Dg_ADPOS%3D1t1_PLACEMENT%3D_DEVICE%3Dc

http://www.nytimes.com/subscriptions/Multiproduct/lp8HYKU.html?campaignId=67JJ6

http://www.oregoniansubscription.com/?source=microg&gclid=CjwKEAjw26C9BRCOrKeYgJH17kcSJACb-HNA3lwKlXXsecWS4isU-8OhaTDCFRs2J_wChc_vRUCuMxoCcdHw_wcB

Failing Our Brightest Kids - More Attacks on Gifted Education

Last year I saw a commercial for a tutoring service which used the tagline: "Because every kid is brilliant in his own way." And, I thought to myself, "Yeah, .... uh, ... nope." Many kids have varied talents and interests, and we should honor and cultivate those in every way we can. But every kid is "brilliant"?  So, every person is "brilliant"?  Nope. Not even close. And anyone who thinks so has apparently never met or worked with brilliant people. Is every music student "Mozart in his own way"?  Is every swimmer "Michael Phelps in his own way"? Is every politician "Abraham Lincoln in his own way"? Not by a long shot. The world is filled with all sorts of people of varying talents and interests - but not everyone is brilliant or gifted. Not everyone can make varsity. Not everyone can ace Calculus at the age of fourteen. There are truly "gifted" people, and our education system - notably edu-reformers - are doing a great disservice by ignoring that reality.

The latest educational leader to commit the professional malpractice of dismissing diversity and talents of individual kids is Dallas Dance, a superintendent in Baltimore County, who wants to drop the legal identification of "gifted and talented" students. Dance is apparently unaware that the world has some specifically gifted people whose learning needs are separate from the pack based on their unique abilities. He focuses his criticism on the idea of "labeling" kids, mistakenly believing that if we stop openly identifying such unique gifts then all kids can somehow be brilliant. The problem of course is that "giftedness" is and should be a legally defined exceptionality with all the same respect that we afford other deviations from the norm, such as disabilities.

Research has shown that gifted and talented children have social and emotional needs that differ from those of other students. State law requires local school districts to identify them and tailor classes to meet their needs. Jeanne Paynter, a former director of gifted and talented education for the state Department of Education, said the county risks running afoul of state law. "Gifted and talented has 60 years of research documenting the needs of the student, the characteristics, the methods to identify and the methods to serve" those students, said Paynter, who now teaches at McDaniel College. "Lumping all the programs together is fine," she said. "But where is the policy that stands up for the rights and needs for this special needs group?" "The word gifted, complex as it is, really does mean something," Miller-Breetz said. "It takes students out of the purely academic sphere and into the unique social and emotional sphere that gifted and talented kids often inhabit."

Viewpoints like Dance's are simply part of a mindset that is primarily focused on ensuring that all kids achieve at grade level. And it is founded on the belief that all kids are the same. However, kids are unique with varying needs, and the use of age as a determiner of intellect and ability is only the easiest way to lump kids into a system. In reality, some kids are ready for Calculus, or reading Shakeseare, or composing music, or creating apps, and developing non-profits long before other kids their age who may never accomplish those tasks - and certainly not with the ease and fluidity that a true "gifted and talented" kid can.

Just one more example of how we are ignoring the needs of our brightest students.

What a shame.

New Job? Make Your Bed before Work

Some great advice for making a new start from business writer and branding expert Chris Dessi, writing a feature for Inc.com.  Some of Dessi's advice is pretty common and even obvious. But I really enjoyed his first bit: Make your bed.

During his 2014 commencement address at the University of Texas, Admiral William McRaven talked about why it's so important to make your bed every morning. Admiral McRaven thinks it's a great way to start the day because it represents the accomplishment of the first task of the day, and it will make you feel good and will lead you to accomplishing other tasks.  

Equal Time for Both Sides in Scopes Monkey Trial

Do people still question the reality of evolution? I mean ... it's 2016. It's not really possible that people believe Adam and Eve were riding around on dinosaurs, right? OK, that was a bit snarky, I'll admit. The issue of evolution, intelligent design, creationism and the inevitable conflict between science and religion still exists even in the era of Mars landings and genetically-modified organisms. One place, however, that is surprisingly at peace with the conflict is the town of Dayton, TN, site of the infamous Scopes Monkey Trial. The town has long had a statue of orator and creation defender William Jennings Bryan, and it is now planning to add a complementary statue of Bryan's antagonist Clarence Darrow. This development is a modest sign of civility in our factured political times, and AP writer Travis Loller recently offered some insight and perspective on one of the most engaging and controversial legal issues of our time. 

Still, townspeople are resigned to the idea of a Darrow statue, said Christian writer Rachel Held Evans, a Bryan College alumna. "I think there is a sense that, 'Oh, it's only fair. We have our side, and they have their side. We have our statue, and they have their statue," she said.

Ed Larson, who wrote a Pulitzer Prize-winning book about the trial called "Summer for the Gods," said that Dayton has historically been hospitable to both sides, and that outrage over the teaching of evolution in 1925 was manufactured. The trial is often remembered as the persecution of teacher Scopes for teaching evolution, which Tennessee had outlawed, but it actually began as a publicity stunt for Dayton, Larson said.

Larsen explained that locals had responded to a newspaper advertisement by the American Civil Liberties Union looking for someone to test Tennessee's anti-evolution law in court. No one had complained about Scopes or his teaching; he was recruited to be the defendant, Larson said. Scopes never spent time in jail and was offered his job back after the trial, Larsen said — and Bryan even offered to pay his fine.

US Students Win Second Consecutive Math Olympiad

As Americans get hyped for the 2016 Rio Summer Olympics, most people will be completely aloof to the incredible math prowess of American high school students at the premiere math competition in the world. In late July, the United States math team took first place at the 2016 International Math Olympiad in Hong Kong. This was the second consecutive win for the American team, besting competitors from academic math powerhouses like China (Shanghai), South Korea, Singapore, and Japan. The IMO is the pinnacle of math competition for high school mathletes who begin their competitive drive with math contests like the AMC8/10/12, the AIME (American Invitational Math Exam), and the IMO.

Participants were selected through a series of competitions organized by the Mathematical Association of America (MAA), culminating with the USA Mathematical Olympiad. The six team members joined 48 of their peers at Carnegie Mellon University (CMU) in June for three weeks of immersion in problem solving at MAA’s Mathematical Olympiad Summer Program (MOSP). Established in 1974 to train the first U.S. team to the IMO, MOSP has expanded over the years and broadened its goals. 

Perhaps, someday our politicians, billionaire philanthropists, edu-reformers, and the media will seek to promote academic competition as a way of elevating the stature of education in this country. For a country obsessed with media coverage exposing weaknesses of American schools, there is almost no media coverage of the incredible successes our students achieve. Imagine if young students were offered and encouraged to pursue scholarship opportunities in competitive math or science or speech/debate. Wouldn't it be incredible progress to promote media coverage of academic college signings as much as athletic. Nearly all the mathletes will use their skills professionally - almost no athletes will. 

Just one more example of how in America we are ignoring our best and brightest.

This year’s IMO featured an unusually large number of non-standard problems which combined multiple areas of mathematics into the same investigation. The most challenging problem turned out to be #3, which was a fusion of algebra, geometry, and number theory. On that question, the USA achieved the highest total score among all countries, ultimately contributing to its overall victory — a historic repeat #1 finish (2015 + 2016), definitively breaking the 21-year drought since the last #1 finish in 1994, and the first consecutive #1 finish in the USA’s record.

Let’s give it a try. Here’s IMO 2016 Problem 3:

Let P = A₁ A_{2 …} A_k be a convex polygon on the plane. The vertices A_1, A_{2, …,} A_k have integral coordinates and lie on a circle. Let S be the area of P. An odd positive integer nis given such that the squares of the side lengths of P are integers divisible by n. Prove that 2S is an integer divisible by n.

Summer Slide? - "Enrichment Gap" is the Real Problem

As students head back to school, the edu-reformers and edu-critics will began their annual rant against summer vacation, arguing that the alleged "summer slide" in achievement is reason to end summer break. Of course, while much of the argument against summer vacation is based on myths, the evidence of a slide in learning is valid. However, it's much less true among middle-class, educated families, and Michael Petrilli of the Fordham Institute has clearly identified the problem of the "Enrichment Gap" between socioeconomic groups. Thanks to Joanne Jacobs for spotlighting the article.

Late July might be famous for potato chips and trips to the beach. But it’s also the time when America’s inequality, like the hot summer sun, is at its zenith, particularly for our children. Affluent kids are spending their days (and often their nights) at camp or traveling the world with their families, picking up knowledge, skills, and social connections that will help them thrive at school and beyond. Needless to say, these experiences are seldom accessible to their less affluent peers.
As Robert Putnam argued in his landmark book Our Kids—and again in his recent report, Closing the Opportunity Gap—there is a growing class gulf in spending on children’s enrichment and extracurricular activities (things like sports, summer camps, piano lessons, and trips to the zoo). As the upper-middle class grows larger and richer, it is spending extraordinary sums to enhance its kids’ experience and education; meanwhile, other children must make do with far less. (Putnam got the data for his chart from this study.)

Petrilli is spot on, and this issue has long been a key component of the "summer slide." Enrichment programs are in many ways as important as basic academic curriculum in the development of a child. If edu-reformers - especially deep-pocketed ones like Gates & Zuckerberg & Welch - really wanted to make a difference, they would start using their vast funding to grow these opportunities. This requires a neighborhood approach and focus on "fixing a school," rather than fixing schools.

Classroom Management - Don't Bribe Kids to Behave

RE-POST - Mazenglish, 2012

Far too many teachers see classroom management as a burden that can only be controlled through a bribery-based incentive system.  In fact, the use of rewards for good behavior - which is really just how they should behave - has become accepted practice.  Not good, says Dr. Tracey Garrett who writes "Classroom Management: Not Just a Bag of Tricks."  There is too much research out there on effective strategies for managing a classroom for experienced professionals to continually cede control of their domain for a few skittles or worse.

The concept of reward-based discipline has always bugged me - though it's not surprising that people resort to it.  Certainly, a quick look around the community reveals that many adults parent this way as well.  But it doesn't have to be this way.  From early in my career, I knew the tools of classroom management, even as they were reinforced to my through a series of videos from Dr. Harry Wong.  The basics are always the same.  Effectively managed classrooms are, in fact, managed.  Systems and procedures must be in place with a level of expectation that is clear.  Basically, successful classroom management is grounded in:

1. Organizing the physical environment
2. Creating rules and routines
3. Establishing caring relationships
4. Planning and implementing engaging instruction
5. Clearly addressing - not ignoring - discipline issues.

It is, uh, that simple.