I don’t usually get too controversial here, because I know once I send something down the interweb tubes, it’s out there forever and ever, but I have to comment on an article in today’s USA Today (a paper I do not read regularly, but the article to which I will be referring was recommended by my mother who does).
Go ahead. I’ll go get a drink while you read it. It’s pretty short, so no need to hurry on my part. I’m going to add ice and maybe pet the dog in the interim as well.
Ok, so now that you’ve perused it, you can agree or disagree. I welcome your comments, but first I have to add mine.
Aside from the wonderful examples of students the author has taught in the past and their career paths, marriage choices, etc., I think the article makes some very valid points. The first, of course, is that our school boards, our government, and the so-called reformers will not admit that the issue of successful educational strides have very, very little to do with the classroom teacher.
Like Mr. Welsh, I would love to say I had so much power! Imagine the possibilities if all teachers could “reach” every student in every class every day of every year! Like Hillary Swank and Michelle Pfiefer rolled up in one steroid-dipped joint, man! We’d be on fire!
The truth is, I have very little influence in my students’ education. It’s true. I see them a few hours a week and compete with their other classes, their friends, their video games, their sports and after-school activities, and their ever-present cell phones. I am merely the tiniest blip on their radar screens. Elementary teachers have less competition, and probably a little more impact, but guaranteed they’re competing as well. It’s a losing battle for many of us, and we accept that. It’s a bruised ego we must endure when we go home at night sometimes thinking, I just don’t understand why they don’t take my class seriously or why can’t they just do the work? But, we grow to understand this competition is fixed. It was never fair.
That’s where the parents come in, ladies and gentlemen. They are either on our team or the enemy’s. The kids who have parents on our side will ensure their children have the basics they need to succeed in class, but they also provide the teachers with additional arsenal. They give their kids experiences outside their home, neighborhoods, and communities. They take their kids to museums and give them an outlet to express themselves creatively and actively. These parents also understand the importance of being active in their kids’ educational lives. They don’t sit passively by and watch as their kids struggle or succeed. They provide tutors when needed. They look for resources that will help their kids grow and get better.
Now, like Mr. Welsh stated, this type of parenting is not reserved for the privileged. It is not the wealthy or the college-educated parents who are the only ones able to play in this game. No! Any parent can be an advocate for his or her child’s education and show that child why it’s important to learn. They don’t even have to say, “It’s important to read, son.” or “An education is necessary, dear.” No. It’s by deed. Take your son or daughter to a game (little league or pro), to be exposed to sports and outlets for their energy; to an art museum, art show, or art fair (there are free shows/fairs/museums) so you can talk about why the artist chose that color or subject or to discuss which painting you like best and why; to a nature preserve to talk about insects and plants and the environment and biology; to the grocery store to show consumerism and advertising and nutrition; to a play to see something performed live instead of edited for television; on a road trip across the state to learn about history and culture outside their neighborhood. These activities (among so many others) help acculturate our youth. They give the school a fighting chance, too.
