The Blog
Why Mainstream Ed and Alternative Education Can’t Get Along
The differences between Alternative Education and Mainstream Education are beginning to swing wider. More students are falling behind in Maths, Reading, Writing, and Sciences. The system demands that teachers do better, but then they add more layers to the equation - they demand teachers also include lessons in Social Emotional Learning, they want teachers to demonstrate equitable lessons and grading systems. They believe teachers should be social workers, parental figures, and more. They demand to use a teacher-first approach and if students fall behind, then they try to figure out how to handle the dross. Most times they look to alternative programs - but not without contempt. Alternative programs are successful where mainstream programs aren’t, and for that the system is disdainful. However, the programs take those students and make them successful, so why aren’t schools thrilled?
Alternative Education provides for students, in more ways than the “system” allows. There the relationships are built, students are given more agency, and they are helped to find a voice, a pathway, and a reason for their learning. There is something about feeling welcomed when you arrive to your school, and the teachers are there to support you, not judge you, herd you, collect you, compare you, but to engage you, mentor you, and nudge you along your passage forward.
While it’s true that there are those instructors in the mainstream who fit the bill for alternative education, they are not quite the norm. While mainstream demands a schedule of information and skills to be taught and learned so students can perform well on a test that is actually quite meaningless and does nothing for mental acuity nor for anything but memorized facts and functions, the alternative mode is one in which students are able to express their learning effectively while catching up to the others. Many just need a bit of “air” from the staleness of the regular classroom, and the ability to move and process between nuggets of information.
Where is the processing time given to students in the mainstream educational system? Recess is become a thing of the past - and for over 20 years we’ve seen a spike in ADHD, especially among young males. Could it be that this artificiality of placing students into a sterile space, which is counter to natural learning, has consequences? Does this really mean we drug those students into compliance when the answer is so clear? Just give them breathing time and space!
Schools seem to believe they are the answer to a student’s future. Sure, having an education is vital to moving up in the world, but there are many who never graduated high school who have towered over the many who did and went on to university. Their adventures were harsher, perhaps, than their counterparts, but they were able to learn and use the information that was critical to their advancement and they certainly weren’t finding this in the hallowed halls of Riverdale High School (for example). But rather than mull over how we can make education more effective for the student, policymakers seem to have doubled down on pushing more and more on the teachers, while continuing down a road of the same tired ideas for the students.
There is very little innovation in mainstream education. This is left to the textbook publishers, the educational online platforms, the computerized teachers, and others who profit from the $2.68 billion in 2022 and are projected to be $3.02 billion in 2023 (Lacy).
Also, looking at the policies determined to bring up test scores for the students in the United States, reports are finding that for the past 18 years test scores have been dropping. Lately, we were given the “learning loss” of the pandemic cited as the reason, but that loss is minor compared to the numbers from the previous years as well as the years continuing after the return to “normalcy” (Barshay). But wasn’t there money that went out to schools and districts to help reverse this trend? Where did THAT money go? It certainly didn’t go into the teachers’ coffers, nor did it do any damage to the onslaught of bad test scores.
So, while alternative programs struggle to scaffold work so their students can prosper academically, despite many challenges they have outside the confines of the educational biome, there are corporations snuggling up with the schools, education departments of state (and local), who are profiteering off these students. If schools and districts have that much money to spend on texts, and resources that may or may not really be that vital to the learning processes, why are they spending it there?
The truth is, that schools, districts, policymakers, and government have very little interest in learning and the process, let alone those students who are there to learn but aren’t given a chance because they have trouble “going with the flow” of the flood. So, the system treats them as less than. They pretend to care, but that’s what their actions state. This is quite a sad state of affairs. If only education was there to do what it’s supposed to do, rather than virtue signal and pretend to teach we might be able to have an effective system to show the world.
Work Cited
Barshay, Jill. “PROOF POINTS: There is a worldwide problem in math and it's not just about the pandemic.” The Hechinger Report, The Hechinger Report, 11 December 2023, https://hechingerreport.org/proof-points-there-is-a-worldwide-problem-in-math-and-its-not-just-about-the-pandemic/. Accessed 19 December 2023.
Lacy, Steve. “.Market Insights.” Education United States, Statista, 2 October 2022, https://www.statista.com/outlook/dmo/app/education/united-states?gclid=EAIaIQobChMIlfP6sr6cgwMVFTOtBh2aWAq3EAAYBSAAEgLEJ_D_BwE. Accessed 19 December 2023.
).
Why Hasn't Education Evolved for the 21st Century?
by Philip Summers
December 2023
Let’s discuss something. Let’s examine what the present looks like in education and ask the question, given the furious pace of advancements in technology, why does it look like it did in the 1950’s? Maybe a better question would be why is the same model used since the early 1800’s still in use and considered effective? Subconsciously proclaiming the inability to meet with cries of, “Zero and ones and AI, oh my!” are received by an audience who indulges the confusion instead of recognizing it. School systems today are ill-suited for learning in the 21st century. They are rooted in a culture that moved on long ago.
This isn’t a sweeping criticism of the educational state today because a lot of good work is being done, but many school districts in the U.S. are a big system approach that has been suffering from underfunding and low achievement for 50 years. Slogging through the decades with the same structure. The model for learning best is found in small environments with student directed learning. The best approach to understanding and incorporating rapidly advancing technology is also found in small groups. The nature of the world today demands evolving approaches to learning.
Technology demands a dynamic approach. Both the natural and existential processes of learning are being understood today and research uncovers more every year. The tools of technology are ever changing affecting the way humans perceive and interact with everything. It almost appears we are chasing technology to keep up. Education today must teach how to learn not what to learn. Standards need to be evaluated regarding their relevance in the present world almost yearly. Lessons must be nimble and adaptive to stay pertinent. School environments must simplify to focus on student learning and not the institution of the school itself.
Teachers are the front line of education, the visionaries, and administration should function to serve the teacher with their students. Teachers, as well as the schools they work in, must be supported with sufficient and steady funding. Paying teachers the salary that professional degree deserves and funding the classroom they teach in. It is much easier when populations are low in the school to form communities that better suit learning. Community connections and parental involvement can produce a vast array of experiences and learning opportunities for students at all grades. Networks begin to develop. Costs for facilities, as well as the need for administration, go down. The simpler system is much more flexible and dynamic keeping pace with the world and not functioning outside it.
The curriculum is going to be rigorous because technology demands it. The relevance of lessons to the evolving world must be fostered and nurtured by students and teachers together because it is in the relevance, we find the meaning frame we need to keep pace with a future we are creating. Paradoxically, the core to all this is as old as time itself. The simple, personal relationship between student and teacher must be based in common interest and commitment to learning how to learn; it is the very essence itself. Perhaps we’ve built such large systems it has become easy to miss that simple point.
Weighing in on Alternative Education
Students, Teachers, Administrators, Parents, and Community Members Speak Out
by Philip Summers & Tony Hunt
November 2023
When I first began teaching, I was always looking for ways to reach my students. Whether it was through creative projects, activities, dialog, writing, sharing, play, or whatever popped up – I also worked with others and we created together! I learned from my co-workers, and they may/not have learned from me. The point was the students were learning, they were progressing, we had a wonderful time, and everyone was happy. Then I went into high school education. I also changed states. Then I realized I was in an environment that did not work so well for looking outside the box and reaching the students in ways that spoke to them, but there was an implied script to be followed. Of course, I pushed back on that and discovered some schools did not appreciate anything off-script, while others encouraged it. Then I found Alternative Education. I had some misgivings at first. But it took me no time to begin realizing this was another training ground – one that challenged me to discover methods that were not always at my fingertips, and I was forced to reengage with my peers to best serve the students and their learning. It was challenging work, but in the end the results were amazing. After many years, though, I began to ponder whether others in my position, or the parents, administrators, teachers, students, community members, or whomever, had a change of perspective on Alternative Education from their relationships there. I reached out to people across the country – former students, teachers, administrators, program directors, parents, and others to find out what they had to say. I learned a great deal from these conversations – not only about their stories, but also how much what we have discussed in the podcast has truly been on the mark. I am posting some of the comments, and as promised to the participants, these are anonymous:
“Alternative Education was never somewhere I thought I would have ended up. I always seemed to be successful in my education until High School. Unfortunately, I made some poor decisions early in my High School career that ultimately led to me to needing an Alt Ed program to graduate on time. Although initially embarrassed to be separated from my peers it ultimately was the most positive choice I could have made. The class was closer than any other class I'd previously experienced and it felt much more connected. The teacher became my mentor, providing me with opportunities to further bolster my education. It helped me gain knowledge outside of a textbook and reignited my passion for my education. I’ll forever be grateful for my experience in the program.” (former student of Alt Ed)
“Alternative Education was never in my scope. And then when I saw it it (sic) made sense. Many students found their way and were able to find success – where they had been runover by the schedule, teacher, and the academics. Many of these students were the ones who had God knows what going on in their lives, and the Alternative Education programs and schools were able to accommodate them.
“The only issue with Alternative Education is that those in the mainstream tend to dismiss it as an [illegitimate] mode of education. That is what Alt Ed really needs to work on, itself. Most have fantastic programs that tailor to the needs of the students, and they work with the families, as well – they tend to be comprehensive in that sense. That is what really helps – building trust between the community and the school/program. But if the rest of the educational community sees it as a place for “Those Kids” and as “Easy Education” the mindset will not change. “ (Current Educator)
“When I was first assigned to Alt Ed, I had the assumption that the students I would work with would all have behavioral issues. My perspective changed as I gained experience with my students. I found that you can't have any assumptions at all about students in Alt Ed. Every students story is different and unique. I found myself getting very frustrated and annoyed when people from the community would give generalized comments about "those kids." Saying things like, "Oh I bet it's so rewarding to be a stable adult in their lives." Or, "Oh, that must be so challenging to work with kids that have so many problems." The truth is many students did have problems and many kids didn't have stable parents, but serval students just simply didn't like being a big school. And many students with problems had amazingly supportive, stable parents. So in the end, it came down to meeting each student with no assumptions or judgments. Each kid has a story, and my job was to create safe enough conditions that they would eventually open up enough to share it.” (Current Administrator/Policymaker)
“In my opinion, I think that alternative education is generally viewed negatively from those who don’t realize the opportunities that are given to you. At least from my experience. In my experience as a student in alternative education, a lot of adolescents come from similar backgrounds, and aren’t necessarily incapable of succeeding, but their environment has influenced them negatively. Not for every case, but alternative education helps students who need it find their way. Whether they want to stay the path of a scholar, or transition into working. I’ve heard before that alternative education is where options are narrowed down, but I firmly disagree. It helped me gain experience in different careers, to have better discipline in school, and meet some incredible mentors that I wouldn’t have met otherwise!” (Former Alt Ed Student)
“Alternative Education saved my kid. Really. My son was so lost and he had just about given up on school, we didn’t know what to do. We can’t afford private school, and I don’t think that would have helped him, either. He wasn’t understanding the material and the teachers just kept moving along in the classes. We tried to speak with them and they gave us the same feedback - ‘(X) needs to pay better attention and ask for help’ He did ask for help but it was never the ‘right time’.
“When his counselor suggested the Alternative Ed program we figured, ‘Why not try it?!’ We went in for the interview, signed the papers, and he went in. At first he struggled with the new class. Then he thought it was just easier to focus and get his work done. The teacher was there if he had questions and kept checking in on him to make sure he got it – the teacher even sat down and went through and had (X) explain what he understood and this way they both knew what he didn’t. My son excelled and his attitude toward school changed 180 degrees! He’s graduated from college thanks to the skills he was taught in that program, and he is working a wonderful job! Thank you, Alternative Education!!” (Former Parent)
“My understanding of Alternative Ed was that I believe it had a bad reputation. Because now I've ever heard where the kids at work Struggling with an academically and life and needed extra help. After I got in it completely changed my aspect of things.
Well, for me, I Don't believe I was necessarily struggling in school. I just never had the time and opportunity to really focus on it; because I've been working since I was 14 years old - a 40 hours a week, right after school. Every day. there's not an opportunity to really focus on school and once I went into the program, and there I was given the opportunity to be have tailored everything down to the schedule that I was able to work with, and it ultimately helped me be able to get my school work done, at my pace without it being just like a cookie cutter program.
It was easier for me to understand just two subjects for school. That's something. I was able to take it on my own pace versus having to go at a specific pace that the regular school was. Or i guess that the the class was What's going on? So a lot of times i just needed to take a second longer to reread things, and that's all i needed. I then completely understood it, but I feel like I didn't get that when I was in just regular class.
I did the packets right? I think they were they were just as effective as a class because I would get asked to help students that were in their regular classes and I would just be able to explain the subject that they were on in a way that I felt like if I can explain something to somebody, it's because I understand it and being able to learn at my own pace, whether that's after school, or after I get after, I would get off of work. It really gave me the time to learn at my own pace. They would have pick up a subject a lot faster than if I would have been in just an ordinary class.
“I realized not everyone has the perfect homelife to be able to prioritize school. And I was, unfortunately, one of those students who had to go to work, to be able to help my family; Even if it was a young age. It was something that was mandatory for me to do for us, to be able to get by day by day and school was not a priority for me at that time. And the program tailored it to be able to provide me the opportunity to work on it at my own pace. And I went a lot faster than I would have in school and And I graduated about six months. Early.” (Former Alt Ed Student)
“Well, I’ve always based my opinions off what other people said, ‘Oh, it’s for kids who are struggling or aren’t smart enough.’ OR ‘For kids who have a bad reputation.’ And when I enrolled, I almost felt embarrassed because of the reputation it had. But you know, I learned through the whole process that it was just additional help that I received, or it just worked better for me.
“It was something that benefited me a lot because I tend to doubt myself in everything I do, and school was one of them. I doubted if I was academically smart like everyone in the same classroom setting.
“I learned at my own pace and I feel I had help with that. I wasn’t rushed, and I wouldn’t go into a class setting one day where it’d be another subject and another stage, then pushed into another room with a completely different subject. I appreciated being able to focus on one thing at a time rather than all that hopping around from subject to subject, which caused me to doubt if I could ever graduate.
“Another thing about the program I was in is that it was really inclusive. Even people who weren’t in the program were invited to participate with us. I remember what an impact that had on me. In the regular school it was always the same people who did everything and most of us were excluded. This felt like a home. A family.” (Former Student in Alt Ed)
Perceptions
What is the perception of Alternative Education? Despite the former and current residents of the pedagogical phenomenon crowing about its effectiveness, it is seen as lesser than regular education. Why? Could it be that it seems easier? But it is not. It is still content and standards driven, there are still high expectations, but there is the mentorship/tutorial component that is missing from the regular classroom. True, the numbers are smaller to maintain effectiveness and fidelity to the mission of the schools/programs, but there are also (fingers-crossed) staff who work hard to ensure the students feel Welcome, Wanted, Necessary, Heard, and Able.
Throughout the years I have discovered that many people go into Alternative Education as a mission to change the world. They burn out quickly. I have also discovered many who believe it to be an easy day. They don’t last long, either. Those who last in successful Alternative Education programs/Schools are those who understand that learning is a process – a lifelong process – that never ceases, and they are up to learning and exploring with the students. This is why computerized learning and using those platforms, rather than 1:1 learning, and even packets with the right kind of teacher, is far more efficacious and successful for deeper and longer learning.
If mainstream education is about compliance, rote-learning, and taking tests, then Alternative Education is about casting off those shackles and exploring the world of learning together. Every student has their own story, and we treat them as individuals – not as a herd of sheep that need training; any dullard can figure out how to train or herd. This is why we need and should require well-trained teachers who are empathetic and love teaching for the learning. Then Alternative Education will find itself legitimized.
#AlternativeEducation #PerceptionsofAlternativeEducation #PerceptionsofAltEd #ChangingEducation #FalseImpressionsinEducation #StudentVoicesinAltEd #ParentVoicesinAltEd #TeacherVoicesinAltEd #UnderstandingAlternativeEducation #UnderstandingEducation #EducationalAlternatives #SuccessesinEducationalAlternatives
What Were You Thinking? - When I First Came to Alternative Ed and After
Philip Summers -
November, 2023
When I was hired for my original position in alt ed. I had absolutely no idea of what it
was: nada, nothing, zip. The original interview was for a standard career education position
so I thought and must admit now wasn’t a position I thought I wanted but was willing to
start anywhere to break in and get paid to teach. I didn’t get the job. I was offered a part
time position running “Evening School” however and I jumped. It never occurred to me that
I would change forever as a person and certainly as an educator.
The lessons are numerous and tested over 30 years of teaching. I’ve had many positions
in diverse roles from second to fifth grade teaching in a standard 400 kid elementary school
to administering and teaching an only boys’ program of 12 adjudicated students grades 8-
12. I’ve worked alone and with teams plus many large buildings although the bulk of my
career was with small environments and site populations.
I don’t want to sound like the old guy telling you where things didn’t used to be but by
far and away the best learning I have been a part of happens in smaller environments
where students and teachers become accountable to each other and the target they seek to
accomplish.
I was so fortunate to stumble into alternative education, possibly divine provenance or
just luck I can’t tell you. Learned all the best lessons of life in those next 24 years. The
flexibility within lessons to explore student inspired content and through interesting
content while also getting to any of “core skills” needed to function in a modern world is
baked into the small system. Classrooms that have enough numbers of students to
promote cooperation while never having so many that class time is wasted on behavior
disruptions; safety for the individual student and the class community environment just
diminishes in large settings micro and macro.
The years in alt ed taught me lessons about life and my purpose in it. I was relatively
free of hierarchical restraint and political nonsense so I could teach students and not
subjects. I’ve not seen this kind of student focused approach in any other environment.
Administration of curriculum has replaced relationships in mainstream education: the
students accommodate the school not the other way around. Essentially, all that is
necessary for learning in a school is a teacher and a student and the institution itself should
serve those two and not its perpetuation.
Most people have no conception of what an alt ed school offers. They have no idea of
the world of innovative and relative education they have to offer. It’s tragically one of the
best kept secrets in American society today. A classic case of not knowing what you don’t
know. I can’t blame folks however, the context of school itself is rooted in the big building,
big population experience nearly all of us go through. It is curious to note though, in
accordance with an old phrase, we have all been through first grade but very few of us can
teach it. People may think they are experts at education in the US today, but they’re
experience in it was very one-sided.
Tony Hunt
November, 2023
Students, Teachers, and others Comment on Alternative Education Experience
When I first began teaching, I was always looking for ways to reach my students. Whether it was through creative projects, activities, dialog, writing, sharing, play, or whatever popped up – I also worked with others and we created together! I learned from my co-workers, and they may/not have learned from me. The point was the students were learning, they were progressing, we had a wonderful time, and everyone was happy. Then I went into high school education. I also changed states. Then I realized I was in an environment that did not work so well for looking outside the box and reaching the students in ways that spoke to them, but there was an implied script to be followed. Of course, I pushed back on that and discovered some schools did not appreciate anything off-script, while others encouraged it. Then I found Alternative Education. I had some misgivings at first. But it took me no time to begin realizing this was another training ground – one that challenged me to discover methods that were not always at my fingertips, and I was forced to reengage with my peers to best serve the students and their learning. It was challenging work, but in the end the results were amazing. After many years, though, I began to ponder whether others in my position, or the parents, administrators, teachers, students, community members, or whomever, had a change of perspective on Alternative Education from their relationships there. I reached out to people across the country – former students, teachers, administrators, program directors, parents, and others to find out what they had to say. I learned a great deal from these conversations – not only about their stories, but also how much what we have discussed in the podcast has truly been on the mark. I am posting some of the comments, and as promised to the participants, these are anonymous:
“Alternative Education was never somewhere I thought I would have ended up. I always seemed to be successful in my education until High School. Unfortunately, I made some poor decisions early in my High School career that ultimately led to me to needing an Alt Ed program to graduate on time. Although initially embarrassed to be separated from my peers it ultimately was the most positive choice I could have made. The class was closer than any other class I'd previously experienced and it felt much more connected. The teacher became my mentor, providing me with opportunities to further bolster my education. It helped me gain knowledge outside of a textbook and reignited my passion for my education. I’ll forever be grateful for my experience in the program.” (former student of Alt Ed)
“Alternative Education was never in my scope. And then when I saw it it (sic) made sense. Many students found their way and were able to find success – where they had been runover by the schedule, teacher, and the academics. Many of these students were the ones who had God knows what going on in their lives, and the Alternative Education programs and schools were able to accommodate them.
“The only issue with Alternative Education is that those in the mainstream tend to dismiss it as an [illegitimate] mode of education. That is what Alt Ed really needs to work on, itself. Most have fantastic programs that tailor to the needs of the students, and they work with the families, as well – they tend to be comprehensive in that sense. That is what really helps – building trust between the community and the school/program. But if the rest of the educational community sees it as a place for “Those Kids” and as “Easy Education” the mindset will not change. “ (Current Educator)
“When I was first assigned to Alt Ed, I had the assumption that the students I would work with would all have behavioral issues. My perspective changed as I gained experience with my students. I found that you can't have any assumptions at all about students in Alt Ed. Every students story is different and unique. I found myself getting very frustrated and annoyed when people from the community would give generalized comments about "those kids." Saying things like, "Oh I bet it's so rewarding to be a stable adult in their lives." Or, "Oh, that must be so challenging to work with kids that have so many problems." The truth is many students did have problems and many kids didn't have stable parents, but serval students just simply didn't like being a big school. And many students with problems had amazingly supportive, stable parents. So in the end, it came down to meeting each student with no assumptions or judgments. Each kid has a story, and my job was to create safe enough conditions that they would eventually open up enough to share it.” (Current Administrator/Policymaker)
“In my opinion, I think that alternative education is generally viewed negatively from those who don’t realize the opportunities that are given to you. At least from my experience. In my experience as a student in alternative education, a lot of adolescents come from similar backgrounds, and aren’t necessarily incapable of succeeding, but their environment has influenced them negatively. Not for every case, but alternative education helps students who need it find their way. Whether they want to stay the path of a scholar, or transition into working. I’ve heard before that alternative education is where options are narrowed down, but I firmly disagree. It helped me gain experience in different careers, to have better discipline in school, and meet some incredible mentors that I wouldn’t have met otherwise!” (Former Alt Ed Student)
“Alternative Education saved my kid. Really. My son was so lost and he had just about given up on school, we didn’t know what to do. We can’t afford private school, and I don’t think that would have helped him, either. He wasn’t understanding the material and the teachers just kept moving along in the classes. We tried to speak with them and they gave us the same feedback - ‘(X) needs to pay better attention and ask for help’ He did ask for help but it was never the ‘right time’.
“When his counselor suggested the Alternative Ed program we figured, ‘Why not try it?!’ We went in for the interview, signed the papers, and he went in. At first he struggled with the new class. Then he thought it was just easier to focus and get his work done. The teacher was there if he had questions and kept checking in on him to make sure he got it – the teacher even sat down and went through and had (X) explain what he understood and this way they both knew what he didn’t. My son excelled and his attitude toward school changed 180 degrees! He’s graduated from college thanks to the skills he was taught in that program, and he is working a wonderful job! Thank you, Alternative Education!!” (Former Parent)
“My understanding of Alternative Ed was that I believe it had a bad reputation. Because now I've ever heard where the kids at work Struggling with an academically and life and needed extra help. After I got in it completely changed my aspect of things.
Well, for me, I Don't believe I was necessarily struggling in school. I just never had the time and opportunity to really focus on it; because I've been working since I was 14 years old - a 40 hours a week, right after school. Every day. there's not an opportunity to really focus on school and once I went into the program, and there I was given the opportunity to be have tailored everything down to the schedule that I was able to work with, and it ultimately helped me be able to get my school work done, at my pace without it being just like a cookie cutter program.
It was easier for me to understand just two subjects for school. That's something. I was able to take it on my own pace versus having to go at a specific pace that the regular school was. Or i guess that the the class was What's going on? So a lot of times i just needed to take a second longer to reread things, and that's all i needed. I then completely understood it, but I feel like I didn't get that when I was in just regular class.
I did the packets right? I think they were they were just as effective as a class because I would get asked to help students that were in their regular classes and I would just be able to explain the subject that they were on in a way that I felt like if I can explain something to somebody, it's because I understand it and being able to learn at my own pace, whether that's after school, or after I get after, I would get off of work. It really gave me the time to learn at my own pace. They would have pick up a subject a lot faster than if I would have been in just an ordinary class.
“I realized not everyone has the perfect homelife to be able to prioritize school. And I was, unfortunately, one of those students who had to go to work, to be able to help my family; Even if it was a young age. It was something that was mandatory for me to do for us, to be able to get by day by day and school was not a priority for me at that time. And the program tailored it to be able to provide me the opportunity to work on it at my own pace. And I went a lot faster than I would have in school and And I graduated about six months. Early.” (Former Alt Ed Student)
“Well, I’ve always based my opinions off what other people said, ‘Oh, it’s for kids who are struggling or aren’t smart enough.’ OR ‘For kids who have a bad reputation.’ And when I enrolled, I almost felt embarrassed because of the reputation it had. But you know, I learned through the whole process that it was just additional help that I received, or it just worked better for me.
“It was something that benefited me a lot because I tend to doubt myself in everything I do, and school was one of them. I doubted if I was academically smart like everyone in the same classroom setting.
“I learned at my own pace and I feel I had help with that. I wasn’t rushed, and I wouldn’t go into a class setting one day where it’d be another subject and another stage, then pushed into another room with a completely different subject. I appreciated being able to focus on one thing at a time rather than all that hopping around from subject to subject, which caused me to doubt if I could ever graduate.
“Another thing about the program I was in is that it was really inclusive. Even people who weren’t in the program were invited to participate with us. I remember what an impact that had on me. In the regular school it was always the same people who did everything and most of us were excluded. This felt like a home. A family.” (Former Student in Alt Ed)
Perceptions
What is the perception of Alternative Education? Despite the former and current residents of the pedagogical phenomenon crowing about its effectiveness, it is seen as lesser than regular education. Why? Could it be that it seems easier? But it is not. It is still content and standards driven, there are still high expectations, but there is the mentorship/tutorial component that is missing from the regular classroom. True, the numbers are smaller to maintain effectiveness and fidelity to the mission of the schools/programs, but there are also (fingers-crossed) staff who work hard to ensure the students feel Welcome, Wanted, Necessary, Heard, and Able.
Throughout the years I have discovered that many people go into Alternative Education as a mission to change the world. They burn out quickly. I have also discovered many who believe it to be an easy day. They don’t last long, either. Those who last in successful Alternative Education programs/Schools are those who understand that learning is a process – a lifelong process – that never ceases, and they are up to learning and exploring with the students. This is why computerized learning and using those platforms, rather than 1:1 learning, and even packets with the right kind of teacher, is far more efficacious and successful for deeper and longer learning.
If mainstream education is about compliance, rote-learning, and taking tests, then Alternative Education is about casting off those shackles and exploring the world of learning together. Every student has their own story, and we treat them as individuals – not as a herd of sheep that need training; any dullard can figure out how to train or herd. This is why we need and should require well-trained teachers who are empathetic and love teaching for the learning. Then Alternative Education will find itself legitimized.
What AreTests
by Philip Summers
November 2023
It’s third grade and I’m being introduced to the harsh human reality of experiencing a truly standardized test. We are beginning basic multiplication of the first 10 digits; the multiplication table that was found inside the Pee Chee’s of the era (many of you remember when they came in only that goldy yellow color) needed to be committed to memory so I thought. I only started to be literate in basic mathematical function until I was in my early 20’s so my approach to knowing the table was basically one dimensional: find the answer only.
I didn’t realize it at the time, but I had no chance of succeeding at “times tests”. I hadn’t any concept of my strengths and weaknesses, little concept of my social situation, and no awareness whatsoever of how numbers worked with each other in any context. Yet there I was being evaluated only in how compared to other students at roughly the same age.
The test would last 3 minutes and everyone in class took it together under the watchful eye of Mrs. Ritchey. She would hand out the test face down and it was made clear we weren’t to turn it over until she said “begin”. We’d be ready with pencils in hand and the test face down as she watched for the clock second hand to get to zero.
“Why does 30 seconds of watching a clock count down seem like 30 days?” is the question on my mind every second. This was also in the days of undiagnosed ADHD and ADD, and in my case I wasn’t diagnosed until 2018, so the focus on the clock and the panic it created was the state of mind in which I began every one of these tests. When the command to begin came the first thing I did was look at the entire page. The entire 50 questions all at once which amped my anxiety. I begin to “focus” on problem 1 now (I have no idea what focus is in any of its definitions) and it says “6x7=” and I begin to march down the road of despair because I have some idea of what numbers 5 and below equal but I’m stumped with anything past 6. This sounds a little crazy, but it made total sense to the 8-year-old I was then.
Trudging on, I’m maybe 23 problems into it, she got up and turned her test in completely done. Glancing at the clock it took her two and a half minutes. She was the smartest person in our class, probably the whole school. It turns out she was to be the valedictorian of my senior class in high school. She has done all of them and she did it with time to spare! I waste a few seconds on angst. The clock hits three minutes and the command to turn the paper over comes. I’ve finished 27 of 50 problems. The thirty seconds before the test lasted so long and the three minutes of actual test taking seemed like 30 seconds. I don’t recall ever getting better at these tests that year.
The world of standardized testing is not objective. Comparing students under uniform conditions to get an “accurate” measure of similar status in inherently subjective. Equal treatment of unequal’s is inequality. Standardized tests discount, and even overlook, a person as an individual unto themselves with unique abilities by placing artificial criterion on the outcomes. Comparison of individuals through testing produces false results: they find what they are looking for subconsciously.
Outside of testing for specific knowledge directly related to a subject or profession, such as medical exams and the bar exam, content specific testing has little use. Performance evaluation, ipsative, and formative assessments are always better and are the best gauge regarding progress and process of a student. I am not as interested in teaching to their understanding of the subject as I am teaching them the processes of learning as they go. We teach students, not subjects.
Looking back, I learned a lot in those time test scenarios. The lessons came to me over the decades of my life. I came to understand how learning and human experience shape an individual’s very
perception of the world and themselves. I learned that I am not mathematically inclined, it is not one of multiple intelligences. I learned that I could process math in my own way. If I needed complicated math, such as dosing 5 mgs of a drug in a half liter of D5W and delivering the exact number of drops to titrate per minute to deliver the correct dose, I can do that easily and under great stress. I learned how to do my “times tables” effortlessly and easily in my head becoming fluent in those concepts. I don’t remember learning anything from the multiplication tables in those third grade “times tests” however.
Prodigy
What is Standardized Testing?
The Edvocate
5 Components of Assessment Strategies
https://www.theedadvocate.org/the-5-components-of-assessment-strategies/
Western Michigan University
A rather lengthy and detailed paper
Criteria for Evaluating K-12 Assessment Programs
https://wmich.edu/sites/default/files/attachments/u350/2018/k-12-assess-cizek-etal.pdf
Center for American Progress
Future of Testing in Education: Effective and Equitable Assessment Systems
Extensive three-part series examining testing in America today and its future.
Do Educational Institutions Serve Communities or Vice Versa?
by Tony Hunt
November 2023
IT takes a village. Do you remember that phrase from the 1990s? Hillary Clinton liked using it. She authored a book with this title, in fact. It was in reference to taking a village to raise a child - this encompassed all the people, government, institutions, and other factors that surrounded the family should all participate in helping the child develop; but let us take that back a bit. Let us peer into what might seem more a real village, rather than the construction and bastardization we have come to know about the word, “Education.” I would like to explore how a village would raise that child – sans the government and all its factors interfering, and sans most outside factors. Moreover, we shall take a gander toward how the child would be raised and educated by the village, as they had been done for hundreds if not thousands of years. But how has this idea of education changed, and is its focus still beneficial to the community at large? Or has it forgotten its purpose? A thought too broad to keep into a short blog post, but I will work with the posit still.
From the beginning of time, once a child was birthed and weaned, they began to discover the world around them through investigations, play, and from what the adults around them told or explained to them. This developed over time so that they learned the skills necessary to help their tribe, family, clan, or what have you, survive and prosper. All those in the community worked together synergistically to allow the group to thrive. Education was simply play, learning traditions and skills, and passing that along to the next generation.
After a while, the Greeks and other civilizations began to develop systems that helped further the ideas and concepts that made their group successful. As these communities thrived, they needed more systems to keep them safe and healthy; the idea of simply passing along skills meant that ideas could also be taught and developed – it no longer meant the warriors and tradesmen, but now the leaders could also involve more members to participate. Plato states that the role of the government should be to keep the community safe and to also ensure that they have access to food, shelter, and clothing.
Many of these ideologies of government passed down through the ages and were remarkably resilient. Those receiving education of the arts – reading, writing, mathematics, language, philosophy, and other subjects – tended to be those of the governing and elite, while the lesser classes learned to hone skills in areas that would enhance and keep the society moving along without hiccup.
Along came Horace Mann, and the art of social engineering. Sure, the elites were able to have their proper tutors in the areas that kept them elite, but now we needed to bring more people into the workspace, as well as educate them so that the industrial machine of the time could be properly manned. What better way to teach these ruffians about being on time, obeisance to a bell, following directions, knowing how to comply, than putting them into a building and forcing them to learn what had been deemed necessary by outside forces – not necessarily for the betterment of the community, but for the coffers of the businesses.
Then this concept grew in popularity and by the turn of the 20th century education became compulsory in many states – later in others, but in the end there we were. But at what cost? Now you have the institution educating the young of the community, but are they being educated to enhance? To maintain? Or to what? What purpose do those buildings have for the community? What is the endgame for this thing called “education”? Is this learning simply artifice? Or is it useful for all students? If it is useful – how and where can it be applied?
Dr. Peter Gray from Boston College, as well as John Abbot, from the UK, both advocate for students to engage in their learning outside the classroom, and to have access to materials that enhance their learning in the communities. Dr. Gray explains that learning is evolutionary and natural. He, Abbot, and many others, realize that contained learning in the classroom is artificial and is stifling to the students and their needs to learn, what may be to them, important stuff – such as social mores and rules, how things work, how does the world work? Studies have been done on unschooling, and they find students learn how to read and write when it naturally begs for them to do so – and they can learn from other students as well. But we keep our students locked into perfunctory exercises that makes each of them a clone of some sort; each one learning to move, think, process, and engage just like everyone else – the qualities of being unique, having creative license, thinking outside the boxes, and finding modes of self-expression that enhance their communities is downplayed if not smothered.
So, the question begs: How does the educational system impact the culture and the ecosystem of the community? Does it enhance the economy? Does it provide more opportunities for growth and participation? What does it do, exactly? If the system dictates the same rules/factors for everyone then where is equity for those communities that find it difficult to apply or even engage in those? Communities tend to be quite self-sufficient and are best at determining what is most needed for their populations. Also, were they allowed to adapt and innovate to accommodate those rules and regulations, there might be found better and more efficient means of achievement for more students and other communities – rather than a governance that has little to no experience in the methodologies attributed to education and the community needs at hand.
A community may be defined as a group that exists with shared values or characteristics. In the sense we are undertaking today, we mean that group that co-exists with each other, bartering for goods, and engaging in activities that benefit the whole. Schooling does benefit the whole, but does education?
What is it children are actually taught in school? Are they truly learning more in these massive institutions that seem to grow even more immense with each iteration? Or is it just pandering to the system and pretending that the children are learning reading, writing, and arithmetic? Are they learning social behaviors that will help them later in life? Or are they learning how to follow?
Another concern is the need for massive budgets to maintain these structures. Many teachers complain about the lack of sanitary to allow this for their children? Obviously, the powers that be are more
concerned with the wonderful and colossal edifice that they’ve built – and look at all the bells and whistles – and yet, how long will this truly last, and at what cost to the teachers and students? Do these really create a better learning environment if the classes are overloaded, the HVAC or anything else goes haywire? Remember, the bigger the structure the bigger the problems that could arise. But still, how does this give to the community?
How many of the educational system that exists in a community actually live in that neighborhood or town? How could they know or understand what the needs are? How can they address them if they aren’t a part of the ecosystem?
IF we look at Dunbar’s number from last week, how can we dismantle and rebuild efficiently and precisely what each community needs from the school so that children can thrive under the instructors’ tutelage? Wouldn’t that be true equity? Giving each community what they need rather than drop a box into the middle of the village and having outsiders deciding what would be best for them according to their whims? Education by fiat?
Again, what is the purpose of the educational system if it teaches us nothing but compliance. Would a system of attainment, rigor, accountability, engagement, ownership, and community be far more fruitful and, in the end, cheaper? But then when did anything governmental choose the best and the cheaper option for our children?
Some Resources:
Nikhil Goyal – Schools on Trial
Dr. Peter Gray – Free To Learn
John Abbott – Battling for the Soul of Education (PDF)
Tony Little – An Intelligent Person’s Guide to Education
#EducationandCommunity #CommunityandEducation #HowDoesEducationServeCommunity #DoesCommunityServeEducationalInstitutions #AlternativeEducation #AltEd #AlternativeEducationPodcast #EducationPodcast #CommunityInvolvement #ImpactofEducationonCommunity #RelationshipofEducationandCommunity
Dunbar's Number
by Philip Summers
November, 2023
There have been some discussions we’ve had involving Dunbar’s Number recently. It is a contemporary theory that seems to indicate that group cohesion, effectiveness, and achievement are directly related to the physiological propensity of all humans to function in groups and what those numbers of individuals per group are. Simply put, humans do their best at all things involving groups if the number of such groups, per site, is kept at 150 people and below. Educational settings are particularly affected by this number. When population numbers are excessively high, problems of community fracture include subgroups, subcultures, cliques, exclusive groups with conflicting social norms, and self-interest groups disrupting the learning process.
Community Numbers larger than 150 tend to fracture creating obstacles and barriers to group purpose, unity. and consensus. It’s just our nature to do this to form communities that are safe for us.
Here are the specific numbers. Dunbar’s Number is an anthropological theory, and it indicates human beings have a limit to the number of folks they can have meaningful relationships with the kind of relationships where we cooperate well and find true a community. It appears to be hardwired through our evolution and its purpose is survival; this makes it very easy to initiate under the right conditions but can make things difficult when we need to violate natural tendencies. The limit seems to be 150 people as stated, with 5 people being close to you, 15 being good friends, and 50 are friends. The remainder of the 150 are acquaintances we recognize and some of our peers know well.
The theory itself has a limited foundation and has been questioned (see Big Think article). Anecdotal evidence abounds to the contrary, however. I have many years of experience teaching in programs where the site populations were no more than 100, and the 6 programs run on the site had no more than 45 students and staff in each; I can attest to the many communities we built across the board in every program. I have also taught in traditional high schools where the site populations of staff, support, and students were more than 400-2500 and I have yet to identify a school-wide community in any of them. This seems apparent to many who teach.
In an educational setting It is important to define “on site” populations. On site means the building, or small number of buildings, on the campus are autonomous and independent. Assigning classrooms within a big school, or even a building on campus but not connected won’t work well. The aspects of community are hindered by the overarching campus culture. The aspects of building community are always being influenced by the prevalent culture that has developed in the bigger building.
Ideal sites for smaller student populations are off campus from regular, larger schools where a culture can congregate around its own standards and physical environment. Just as we are hardwired for survival we are also wired to value and develop our immediate culture and its resources.
The question of limited resources within such a small group is valid. A network of groups can open up avenues to all resources, however. A cohort of programs, all 150 or below, can specialize in topics, approaches, and in-house resources that form a network to address individual student needs. An example would be students who are extremely close to graduation requirements but need to
work; a completion program to streamline curriculum and have a flexible attendance approach is the answer. Students finding this would suit them and their life can apply and attend as needed. If an educational site is independent and flexible it could house a few specialized programs to address student needs as they arise. School sites of 150 or less can respond to ever changing needs so quickly and effectively.
It’s interesting to note the unit formation numbers found in the military and are strongest in terms of combat mobility, innovation, force, and effectiveness lie at the squad (7-14), platoon (20-50) and battalion (100-250) levels. Elite special operations units have even less numbers per combat units such as the Navy SEALs. SEALs work in 4 “fire teams’ with the platoon number at 14. There are squads of 8 and a “Task Unit” is 32 men. There are 10 larger units called Teams, each with around 200 men and they specialize in geographical regions. Small units with extremely cohesive members.
Why compare the Navy SEAL structure to education? Because they have researched it through agencies like DARPA (Defense Advanced Research Projects Agency) and experts infields from all over the world as well as honed their approach thoroughly over many years.
It works for them to stay alive and be the most fearsome fighters in the history of the world. In their world of high consequence, they are their best for the person on the right and to their left. The immediate consequences aren’t as high in education but the system of achieving excellence is the same. Small groups who support and protect each other with a common goal can make excellence a norm.
Some businesses utilize Dunbar’s Number in production, but they are still in the minority. Gore-Tex is a notable company that uses it to produce its clothing in sites of no more than 150. All efforts are made to adhere to this and when more production is necessary sites are secured and staffed until they reach 150 again, in which case a new facility is procured. They have found this policy to improve relationships between employees as well as be successful in increasing productivity and development.
Much of this seems to be intuitive. Many people argue it’s too expensive to build many smaller site schools and develop the network for resources among them and I would agree. That’s not my point at all. The argument is valid but using it every time to counter the development of schools with small populations is doing a disservice. Many more educational decisions would be made much differently if the notion of Dumbar’s number wasn’t dismissed so easily regarding aspects of economics assuming the value of an efficient and dynamic system isn’t worth the cost.
Schools need this modern, effective, and intuitive approach if we are serious about student learning and achieving. When site populations of 150 and below are present a community that values attendance, academic achievement, and good citizenship can be fostered and developed. Personal accountability to the community and its norms is fostered by members when they have a commitment to the people around them. Modern society has fostered a culture that promotes the alienation of individuals and creates systems that value perceived product value over the morale and long-term health of people. In large systems people have a difficult time enduring these conditions, in communities’ people can find purpose and foster relationships that are meaningful and enduring.
I’d also say that when schools grow too big student learning, achievement, safety, and innovations diminishes: the bigger the school the greater losses to learning. Resources tend to be mismanaged
and certain groups tend to receive a disproportionate amount of them. Student management becomes an overwhelming issue as the system grows less flexible and efficient and becomes bogged down in established approaches and ideas: change comes slowly, and many times goes in unintended directions. Consequences add up and large schools become mired in discipline issues and subcultures. Student learning becomes deprioritized as they are overshadowed by these issues.
The future demands we reassess our approach to almost everything. Why are we so stubborn about accepting that fact? It is apparent to see that relationships between people foster growth and excellence; the stronger the relationships the better the product.
There have been some discussions we’ve had involving Dunbar’s Number recently. It is a contemporary theory that seems to indicate that group cohesion, effectiveness, and achievement are directly related to the physiological propensity of all humans to function in groups and what those numbers of individuals per group are. Simply put, humans do their best at all things involving groups if the number of such groups, per site, is kept at 150 people and below. Educational settings are particularly affected by this number. When population numbers are excessively high, problems of community fracture include subgroups, subcultures, cliques, exclusive groups with conflicting social norms, and self-interest groups disrupting the learning process.
Community Numbers larger than 150 tend to fracture creating obstacles and barriers to group purpose, unity. and consensus. It’s just our nature to do this to form communities that are safe for us.
Here are the specific numbers. Dunbar’s Number is an anthropological theory, and it indicates human beings have a limit to the number of folks they can have meaningful relationships with the kind of relationships where we cooperate well and find true a community. It appears to be hardwired through our evolution and its purpose is survival; this makes it very easy to initiate under the right conditions but can make things difficult when we need to violate natural tendencies. The limit seems to be 150 people as stated, with 5 people being close to you, 15 being good friends, and 50 are friends. The remainder of the 150 are acquaintances we recognize and some of our peers know well.
The theory itself has a limited foundation and has been questioned (see Big Think article). Anecdotal evidence abounds to the contrary, however. I have many years of experience teaching in programs where the site populations were no more than 100, and the 6 programs run on the site had no more than 45 students and staff in each; I can attest to the many communities we built across the board in every program. I have also taught in traditional high schools where the site populations of staff, support, and students were more than 400-2500 and I have yet to identify a school-wide community in any of them. This seems apparent to many who teach.
In an educational setting It is important to define “on site” populations. On site means the building, or small number of buildings, on the campus are autonomous and independent. Assigning classrooms within a big school, or even a building on campus but not connected won’t work well. The aspects of community are hindered by the overarching campus culture. The aspects of building community are always being influenced by the prevalent culture that has developed in the bigger building.
Ideal sites for smaller student populations are off campus from regular, larger schools where a culture can congregate around its own standards and physical environment. Just as we are hardwired for survival we are also wired to value and develop our immediate culture and its resources.
The question of limited resources within such a small group is valid. A network of groups can open up avenues to all resources, however. A cohort of programs, all 150 or below, can specialize in topics, approaches, and in-house resources that form a network to address individual student needs. An example would be students who are extremely close to graduation requirements but need to
work; a completion program to streamline curriculum and have a flexible attendance approach is the answer. Students finding this would suit them and their life can apply and attend as needed. If an educational site is independent and flexible it could house a few specialized programs to address student needs as they arise. School sites of 150 or less can respond to ever changing needs so quickly and effectively.
It’s interesting to note the unit formation numbers found in the military and are strongest in terms of combat mobility, innovation, force, and effectiveness lie at the squad (7-14), platoon (20-50) and battalion (100-250) levels. Elite special operations units have even less numbers per combat units such as the Navy SEALs. SEALs work in 4 “fire teams’ with the platoon number at 14. There are squads of 8 and a “Task Unit” is 32 men. There are 10 larger units called Teams, each with around 200 men and they specialize in geographical regions. Small units with extremely cohesive members.
Why compare the Navy SEAL structure to education? Because they have researched it through agencies like DARPA (Defense Advanced Research Projects Agency) and experts infields from all over the world as well as honed their approach thoroughly over many years.
It works for them to stay alive and be the most fearsome fighters in the history of the world. In their world of high consequence, they are their best for the person on the right and to their left. The immediate consequences aren’t as high in education but the system of achieving excellence is the same. Small groups who support and protect each other with a common goal can make excellence a norm.
Some businesses utilize Dunbar’s Number in production, but they are still in the minority. Gore-Tex is a notable company that uses it to produce its clothing in sites of no more than 150. All efforts are made to adhere to this and when more production is necessary sites are secured and staffed until they reach 150 again, in which case a new facility is procured. They have found this policy to improve relationships between employees as well as be successful in increasing productivity and development.
Much of this seems to be intuitive. Many people argue it’s too expensive to build many smaller site schools and develop the network for resources among them and I would agree. That’s not my point at all. The argument is valid but using it every time to counter the development of schools with small populations is doing a disservice. Many more educational decisions would be made much differently if the notion of Dumbar’s number wasn’t dismissed so easily regarding aspects of economics assuming the value of an efficient and dynamic system isn’t worth the cost.
Schools need this modern, effective, and intuitive approach if we are serious about student learning and achieving. When site populations of 150 and below are present a community that values attendance, academic achievement, and good citizenship can be fostered and developed. Personal accountability to the community and its norms is fostered by members when they have a commitment to the people around them. Modern society has fostered a culture that promotes the alienation of individuals and creates systems that value perceived product value over the morale and long-term health of people. In large systems people have a difficult time enduring these conditions, in communities’ people can find purpose and foster relationships that are meaningful and enduring.
I’d also say that when schools grow too big student learning, achievement, safety, and innovations diminishes: the bigger the school the greater losses to learning. Resources tend to be mismanaged
and certain groups tend to receive a disproportionate amount of them. Student management becomes an overwhelming issue as the system grows less flexible and efficient and becomes bogged down in established approaches and ideas: change comes slowly, and many times goes in unintended directions. Consequences add up and large schools become mired in discipline issues and subcultures. Student learning becomes deprioritized as they are overshadowed by these issues.
The future demands we reassess our approach to almost everything. Why are we so stubborn about accepting that fact? It is apparent to see that relationships between people foster growth and excellence; the stronger the relationships the better the product.
LINKS
Medium.com
The Atlantic
Dunbar’s Number Explained-YouTube
https://youtu.be/zZF6vXMGBOw
Big Think article against:
copyright 2023 EducationalTriagePodcast
Welcome to Educational Triage
What do you write about when you’re beginning a podcast and doing more research and probing into systems that are, surprisingly, rich with nuance and possibilities; yet, there are unsurprisingly few resources to cull from; however, they are growing. Indeed they are. In the past two years, I have found more than five times the number of books on Amazon.com than I had before. This is a good sign. It would seem the world is riper for Alternative Education now than it was before. What I learned back in 1992 and onward has
When the pandemic hit I had some qualms about our district and the directions it was taking with Alternative Education. Granted, the very same district had pushed for me to work on my administrator’s license over 25 years ago, and I was on board. But, what I saw, learned, and figured kept me with the students; I just couldn’t see myself not working directly with the students. There was also the reckless relationship I was in that may have also played a part - but in the end I believe I did the right thing - but there are many moments when I ponder and wonder….
What I have learned from alternative education and those who encouraged me to participate in the state organization is that we as alternative educators need to be aware and active in our communities. And, twenty years later, I discovered that in our fair state that great sense of community had diminished. Many who had carried the banner for years and were stalwarts of the AltEd community in the state had retired and many moved away.
So, how is it that a state that was known for its progressive moves in this realm of education could suddenly diminish and shake its progressive moniker as its swagger sauntered? Perhaps we became complacent. I did check out of the state organization as I needed to refocus on several things in my own life. I sadly discovered that the organization had dissipated and slowly vanished.
Fast forward to our district, which had award winning alternative programs, that determined once it's first director of Alt Ed had retired that it would dismantle the foundations of the system that was thriving, effectively impacting students and the community.
This continued with their placements of those who were valued for their "likeability" and ability to say the right things. They hurrahed when the district took ESSA funds away and budgeted them for more administrators and more bureaucracy at the "corporate" level, rather than directly to the students as they were expected to do.
I also realized the state, itself, had been doing the place-holder game. Turnover was normal. Finally, there was someone who came into the office who knew what he was talking about, but still, the disconnect between alternative educators continued; many remained cocooned in their own worlds.
When they retired the state hired someone who was determined to begin coalescing all the people in the state and having them come together. We attended a conference just prior to the pandemic and that really sent a spark up and down my learning curve.
While the pandemic was wreaking havoc my inspiration had me reading more and more. I found few others were “in-the-know” about much of anything alternative education, including the people I worked with directly - who had been working in the milieu for years, but refused to discuss or even consider any changes or options. Frustrated approximates the day-to-day feeling I was living with. I began considering a podcast and talked about it with some others who I considered knowledgeable and blessed with the open mindset necessary for working in this space.
So, after months of planning and figuring things out - we’re finally here. I have two great co-hosts and it would appear we ping well off each other. And, we have the same goal of educating and learning more about Alternative Education and all its iterations. Can we change perceptions? Can we open more minds to think, discuss, try more ideas and allow for the ressurection of curiosity and the joy of learning and accomplishments/achievements for all students.
With your help, we can grow and become a good and solid podcast that can reach and possibly bring more into the fold.
I am honored you read this and hope you find inspiration and more here.
Welcome!
-Tony
What Schools Should Think About in Their Mottos
Why do schools have mottos?
School mottos provide a unique opportunity to understand the basic didactic principles and core values of education systems in various contexts, thereby giving access to new insights on the sociology of education. - Educate Cafe
When we talk of Alternative Education we speak of "other" methodologies and pedagogies that do not serve the masses but serve the few who fall through the potholes on the road taken by the masses. These are the ones who, due to circumstances, either intrinsic or extrinsic, were not hep to the content and processes necessary to succeed in their enrolled courses. Even though they may not have passed those courses, they are scooted along to the next and the next and the next until some unfortunate event occurs that makes those in power shake their heads and ponder - what is wrong with them? A veritable lack of self-awareness, indeed. Does this mean the journey to the tests and recognition of the work done by the schools toward the standards means more than the student? What are the processes and means by which we take the student through the system and fail them? And how can we best take our own accountability and begin repairing the system(s) we accept that harm so many?
After all, don't we claim to "Teach Every Student" or say something similar in the mission of our schools? Then, why do so many fail? Why are we, and their parents, and the community, so accepting of this failure on our part? Have we promoted a culture of failure for many under the guise of test scores? We celebrate only those who succeed in the eyes of the system, not those who overcome the system and are victorious in their own right? but naught is truly recognized - perhaps and quaint word or two to acknowledge, but not the pomp and trumpeting that shouts "Good Work!" to those who are always the model student.
By all means, let's take a look a the processes we claim work for all students. Students come into the system due to laws that compel the parents to either demonstrate they are instructing the child under the auspices of the state education laws, or they enroll them in the school that best suits the abilities and needs of the family. If it's in the public sector, then it is free. If the school is private/parochial then it is not (however, despite the detractors, there are many scholarship programs available for students who otherwise may not be able to attend these schools, paid for by those who do have the ability). The children come in either by bus, foot, car, bicycle, or another form of transport, and many are given breakfast or the opportunity to have such before they are ushered into their classes. Many do opt to play, congregate and socialize, while many do not for a variety of reasons we won't venture toward here.
Once the students are in their classrooms, they are seated at their desks. Most often these are assigned - which could change depending on whether or not the instructor wants to help create a sense of community by switching and changing partners (to allow students to get to know others better), or if it seems this is a solution to behavior or learning needs. As students progress, the arrangements tend to become tighter and there seems to be a more regimented feel/alignment. This is all dependent on the instructor and their level of security - the more insecure they are the tighter the demands for high structure, and vice versa. For many students, this becomes a sign of safety - for knowing exactly where and what all happens creates that envelope of security; it is something they cannot find outside the school walls (for many, not all).
This semblance of safety plays an important role in the ability of students to learn - however if the student trips and finds themselves not understanding or falling behind for any number of reasons it verily becomes their problem. The instructor may phone/email home, but that doesn't always have the intended consequence of rebuilding and catching up. It is only when too many students are falling behind that something is done within the context of the classroom. Why? It’s a systematic process. That’s why.
As students may find themselves lost among the various curricula there is very little the teacher can do but move on for the “good of the order”, thereby eliminating the awareness of “Teach Every Student” - or at least the concept that all students will learn successfully in every context. Many parents tell their children that they were never good at X subject so it’s fine - another set of stones in the wall building between the student and success.
Eventually, this goes on with no true glimmer of hope for the students - who need something to grasp onto in order to pull themselves up, and when they do find something it inevitably is taken from them due to funding, staff assignments, or other elements that push toward the “successful” students. These other students have no recourse but to either sit silently and fail, skip classes, or school, or act out to try to signify they exist and should count as much as the others.
Look at the factories, which are actually quite similar. The ingredients are mixed together and processed - the good ones go out and the others are discarded or dealt with in some other fashion. There are those products that are, more recently, sold as being just as good but misshapen, and these are our students who are tossed aside for the sake of the many.
While many question the validity of the alternative mode of education, they may sneer and sniggle at the methods - but in order to create anatmosphere of safety and success for all students (which should be every school’s motto) and then, rather than put the curricula first, the student is the element in the center. The student is matched with the necessary tools they must have to attain the achievement levels that will allow them to progress and be successful in whatever endeavor they chase once they’ve graduated. The potholes are filled, for the most part, and rather than limp across the finish line with their peers, they shine with the same polish and sheen - but many have something their peers lack - grit and a community that supports them for years to come.