It never fails to amaze me how anything a teacher, principal, or school system does — no matter how noble or wonderful for children — can generate criticism.
Seven years ago, I started a math team at my school that would eventually involve more than 130 students per year and would go on to win three national competitions. One response I got at the time: “Why do you only care about the kids who like math? What about my daughter, who is an excellent artist?”
Four years ago, my school started an annual school-wide play. We found an amazing director who has been willing to work for far less money than his time should command, and each year he continues to lead 50 to 100 children in a phenomenal experience that literally changes their attitudes and beliefs about their own abilities and limitations. The response we sometimes get: “It isn’t fair! Why doesn’t EVERY student in the school get to participate?”
Throughout my career, I’ve used project-based homework to try to give students meaningful at-home experiences. Students are interviewing their elders in a history project, creating graphs to represent the data they found while trying to solve a self-selected research question, and more. A response I’ve received more than once: “Why can’t my kid just get daily worksheets to complete?”
This fall, I led a book drive that sent more than 3,000 gently-used books to Lusaka, Zambia, where they would form a brand-new public library to be used by families in the area who had never had access to a library before. This, too, received criticism.
In those four instances, the effects of those complaints were limited: the math team was still formed, the plays continued, the homework didn’t switch over to worksheets, and the books still went to Zambia. But that is only the case because my principal happens to be a visionary who looks past criticism (perhaps even enjoys it, in some peculiar sense) and makes unwavering decisions based on what’s best for kids.
Unfortunately, not everyone does that. How many great ideas have been killed because someone cared more about avoiding complaints than doing what’s best for children? As for the person making the complaint, would they really be happy to see opportunities for specific students (such as math team) stripped away so that everything could be “fair?”
What’s best for kids? The answer to that question should define our every decision as teachers, parents, and school administrators.
March 30, 2008 at 8:00 pm |
As part of a technology class I’m taking, I fell upon your blog, and I couldn’t agree more. The strongest schools, classrooms and homes are lead by people who do what is best for children, even if it isn’t the most poplular.
March 30, 2008 at 8:18 pm |
Yup, there’s always someone to complain.
My older kids had a principal who sounds like what you describe. One 5th grade teacher did a big Shakespeare unit every year for her class and the kids loved it. The last year before she retired, a parent called to specifically request that his/her child not be in that class, because surely Shakespeare was a waste of time.
The principal decided that since there were only 2 5th grade classes that year he could rearrange the schedule so that all 5th graders would get the Shakespeare unit from that teacher.
But he could honestly tell the parent that the child wouldn’t be in her class. ;-D
He was close to retirement too, and like you said, may have even delighted in bucking up against some of those parents from time to time. He was also someone who was always cheerful, pleasant, available to talk to and very honest about what he could and couldn’t do for a complaining parent.
March 31, 2008 at 10:26 am |
This post really hit close to home. I was lucky enough to go to a magnet high school for performing arts. While anyone in the district could audition for the school, there were a limited number of slots. This program changed my life and the lives of many of my classmates, but there was constant criticism about the district using some of its funds for magnet schools. As a mother now, it’s sad to me that programs like these have fallen by the wayside, in an attempt to be “fair to all”. We need more programs like these, not less! Thanks for your great post
April 1, 2008 at 9:58 am |
Excellent post.
I think the reality is that America is less unified along cultural lines as of late, so this is expected. The old days, where everyone could go to the same school and agree on what happens there, are simply long gone.
I would also note that for every complaint you hear, there are tem times more folk muttering something under their breath.
This issue of divided culture, more than any other, is going to govern the public schools in the future. Just imagine how much more disagreement you would have if the homeschool/private school children were back!
April 7, 2008 at 2:34 pm |
Criticism aimed at educators often derives from others’ desire to provide the best for one’s child or what is most comfortable for the parent. Many parents like having their kids do worksheets– it is easier for the parent to oversee than a project; however, it is not authentic learning. EVERY parent also wants their child celebrated!
What they should do, though, is to advocate directly for their child by helping create a project or starting a movement to celebrate their child instead of complaining about your project!
You keep on doing great things, Mr. Pullen! Don’t worry about the naysayers. They just need to try harder to create something fun for their kids!
April 20, 2008 at 7:37 pm |
I would also note that for every complaint you hear, there are tem times more folk muttering something under their breath.
Yes, and for every complaint you hear, there will be at least one kid who wanders into your classroom 5, 10, 30 years later and says, “that project/team/play changed my life.” And there will be at least 20 parents who – unfortunately – forget to thank you for the energy and creativity you invested in their child’s education. They’re out there and they’re very grateful, even if they don’t always express it. Keep the faith.