Back to School....Again...

I'm beginning my Masters degree on July 3. I'm 42 and I'm finally beginning my next degree. Where will it lead? Who knows...well...God does. I just discovered a fantastic quote from William Shakespeare: "We know who we are, not what we will be." I just feel that way now: stepping off into the unknown.

It hasn't been without its hitches, though. I found the registration process to be a bit confusing. I received a note of welcome into the Masters of Arts program in Inderdisciplinary Humanities from Trinity Western University . It's a degree that is more for me. I can't conceive of teaching all day and talking about teaching all night *shudder*. (If you haven't noticed, I'm getting kind of tired of education - same old problems in the same old cycles...) Anyway (I'm American and so I say 'anyway' not 'anyways' like the Canadians do.) the note says that "Incoming graduate students are not required to pre-register for courses."

"Even easier!" I think (incorrectly)

I start asking for pre-reading lists in March, thinking I can get a head start during Spring Break. I get e-mails of puzzlement and head scratching over what to do with this kid who's so anxious. At the end I get the syllabus for each course (2 courses) - would that be syllabi for plural? I get the books from Amazon (used of course) and get to it.

Well, that's that, right? Wrong!

I get an e-mail a couple of weeks ago saying that I haven't registered for my summer courses, so I better do it. I thought I was registered. I go to the website, which I'm convinced is out to get me, and find out how to register. Then I need to pay. They don't take credit card. What's with that?

I finally call a human being and figure out how to pay. Then I get to thinking:
"Do the teachers even know that I'm registered for the courses?"

Turns out to be a good question. The philosophy prof doesn't know that I'm registered and he's changed the syllabus. I have the wrong book!

Well, I ordered the books - there's 5 books, it turns out. I had one already. (used on Amazon - I'm not paying double through Trinity! Yes, it's literally double the price!) and, hopefully, I'll have the books before classes begin.

Maybe it's because I'm an old fart and the younger ones are so intuitive with computers they just know what to do. Oh, well..back to reading...

BIG PS - Ok, I'm an idiot - I just discovered that since I registered, I have a new e-mail at Trinity that has most of the info I've been missing.

Adjective VS Noun

The word is Christian. Quick: Is it an adjective or a noun? Answer: In the Bible, it is a noun. However, we (the Church) have turned it almost exclusively into an adjective. Worse, I've even seen it turned into that most hated of word forms: an adverb *shudders*: 'Christianly'

What's the big deal? Well, I'll tell ya: Putting the label 'Christian' on anything be it music, books or schools implies that it is all the way God, Christ, wants it to be. The label 'Christian' leads to Christians (that's a noun there) assuming that it is the best. The garbage that has the Christian label on it today is astounding. This is the 'white-washed tomb' that Jesus alluded to. I'm so tired of religion and I'm so wanting to follow Christ. I want to BE a Christian, not just have it be just a label over my head.

Christians wonder why they are not always taken seriously and they only have to peek in a 'Christian' fiction book with it's poor, predictable writing to see how shallow we look. It has been said that the North American church is a 'mile wide and an inch deep' - Nothing displays that more than these attempts to mimic popular culture.

Music? Most songs lack content and barely have a complete thought in them. They are sung 6 to 7 times over to try to elicit feeling. Sometimes you feel like crap and all the repition of schmaltzy 'love me' lyrics isn't going to help. Most of the Psalms are arguments with God. Not saying he's my celestial pal!

Christians need to start setting trends - not just following them. If we are followers of the One God who created all...then we should be shaking the world up on a regular basis.

It's All Developmental

I've just realized that I'm getting old. Big news, eh? Well, as a teacher with a birthday in June - I get this double whammy every year. Now it's worse - Our local paper always prints the pictures of all the local high schools' graduates and I've realized that I've suddenly started to recognize the faces. The very first grade 3 class I’ve taught here is graduating high school. They are now entering the workforce, studying to become whatever – they might be the face behind the counter when I apply for another loan! That just blows my mind. When they sign their names, I’m the one who first showed them how to sign their names!

The upside of all this is that I have a bit more of insight into the process of education. And I can say, after all these years: It doesn’t work.

It comes down to one thing - young children cannot learn what they are not developmentally ready to learn. Children are not at the same developmental level at the same age. Dividing young children into groups by age is the same as dividing them by height. It makes no difference! In one grade 2 class, I have students who would be challenged in a grade 1 class and students who could run circles around most grade 4's.

This all developed from a workshop I prepared a few years back that involved teaching spelling. The long and the short of it is that as I watched grade 2 students struggle with spelling the word 'because' I saw that even if the word was on the wall for them to copy they still got it wrong. Now an intensely famous spelling guru,Rebecca Sitton , would say that it is because I'm 'not holding them accountable' - but I'm in their face (relax - in a gentle, primary teacherish kind of way) about it. They still miss a letter or two. Why? I'm convinced that it has to do with how developmental spelling ability is. In the book,Words Their Way , we find that all children will develop in spelling ability in the same progression. If you try to teach the long 'e' rule before they have mastered short vowels, they will not learn the silent 'e' 'rule' in any permanent way.

This leads to grade 1 teachers (big Canadian thing, btw: you say 'grade 1' not 'first grade'. Another thing: Canadian kids are younger than US kids in each grade. Canadian 4 year olds may enter Kindergarten with a December 31 birthday. That's the cut-off when most states have a cut-off in September) saying: "I taught the silent 'e' rule last year! What do you mean that she doesn't understand it???"

After wrestling with spelling, I began to see this pattern in other areas and they I realized: "It's all developmental." Then I realized the way we do education is not developmental. It only works for the kids whose development happens to match the curriculum. Most teachers don't bother with knowing the developmental level of all the kids because it's usually physically impossible to keep track of each child's ability in each level. Another problem: based on research largely done on US high school students - the educational culture believes that retaining young children even at a Kindergarten, grade 1 or 2 level is always wrong. This is a flat out myth.

If you want to eliminate failing schools: Start extending the time some kids spend in Kindergarten and/or grade 1.

If you truly want'no child left behind' then start from scratch and reinvent how education works. Question everything and be ready for the New Enlightment!