Yo Mista!

An article published in the NYT this week highlights how states across the U.S. are changing the way teachers will receive certification. According to the article, "New York and up to 25 other states are moving toward... de-emphasizing tests and written essays in favor of a more demanding approach that requires aspiring teachers to prove themselves through lesson plans, homework assignments and videotaped instruction sessions." I say it's about time. Back in 2009, I joined the teaching profession in New York state via Teach for America , which simply meant I had to obtain a master's degree (part-time, at night) while teaching full-time in a classroom. Like most of my peers, I paid more attention to my job as a teacher than my actual master's degree courses. I wish it didn't have to be that way, but it was. My kids were much more important to me than some excerpt written by Linda Darling-Hammond about best practices. Actually, not all TFA teach

My mom played a significant role in my early childhood education. Despite our differences now , I have to give credit where credit is due. I learned first grade-level skills well before I entered kindergarten because my mother spent hours tutoring me everyday. At this stage in my life, my dad was brutally abusive and controlling; he would not allow my mom to make friends, much less hold a job. Perhaps if she'd been allowed to lead an independent and abuse-free life, she might not have spent as much time tutoring me. I guess I will never know. Instead, in between cleaning and cooking, my mom prepped and tested my mind. She believed her ticket out of this prison was my education and success, that maybe something good could come out of this tragedy of a marriage with my dad. After kindergarten, my mom decided to transfer me out of St. John Vianney (a private, Catholic school) and into Roy Elementary School, the local public school to begin the first grade. This would be her last

In light of the 2012 Summer Olympics in London beginning this Friday, check out this nifty infographic (see below) comparing the education of countries who have received the most gold medals. What's interesting about this infographic is that "hours per year required in the classroom" seems to be viewed as a good thing, i.e. the longer the instructional day, the better. On the contrary, if you compare the countries who subject their children to more school hours per year vs. international assessment performance (via the PISA , etc.), a negative correlation seems to exist. Perhaps this offers a deeper insight into the culture of homework and families in other countries vs. the U.S. Maybe the school day has grown longer in the U.S. because those who care about the numbers believed it's a quick fix to bad and/or absentee parents unavailable to instill solid values. Instead, maybe we should think about what types of people are becoming parents and what they

At the end of the 2011-2012 school year, I sent out a school-wide e-mail to all faculty, staff, and students informing them about my decision to leave and teach elsewhere. I received many responses wishing me well, mostly from students, which kind of made me sad as the kids really were the only reason I stayed to teach a third year at that school. I recently received an e-mail from Andy, the ideal transfer school student in my opinion. Besides just being highly intelligent and articulate, Andy has a very interesting background and story, e.g. he dropped out of high school for a semester to skateboard in Germany. Unfortunately for Andy, the NYC Department of Education has strict guidelines on how many classes and what types of classes should "count" on a transcript towards graduation. So even though Andy had already completed higher levels of math in his prior high school (e.g. Geometry, Trigonometry), his transcript was still missing an Algebra credit: a mandatory credit h