Un-quantifiable

My job is great. I wake up excited and challenged: how can I teach my students, all learning English as another language, as much as possible during the coming day? They need, in varying degrees, extensive vocabulary, instruction in English syntax, exposure to English written and spoken text, practice writing and speaking, background knowledge in academic subjects, support in study skills, and perhaps even a basic literacy, which is sometimes lacking in their first language. There is so much to do every day, and I almost feel like new techniques, research, and ideas have been crammed down my throat since I entered this field. There is no question that all these ideas and creative ways of helping kids learn is exciting and keeps things interesting--but I often finish a class and ask myself, "Was that really the best way to do that? Would X, Y, or Z work better?" And the frustrating part is that I'll never know: education being what it is, I will never have the same number of students from the same backgrounds with the same interests and the same proficiency. There is no way to control for all of that, and so truly quantifying what works best is elusive. On occasion I have a hunch that I should have done something differently, or sometimes I'll think what I tried worked out just great, but beyond my intuition, I have little to go on.

For example, I have read repeated reports that reading aloud to students is beneficial. But it takes a significant chunk of class time, and if I also implement independent reading, paired reading, reading strategies instruction, process writing, writing conferences, various models of vocabulary instruction, group presentations, and critical-thinking seminars, how can I possibly make it all fit together in any way that does not seem totally frenetic? I do what I can, but I am constantly wondering if the activities are in the right proportions and presented at the right moment.

At times I think perhaps the answer is meta-analysis: taking huge numbers of data from schools teaching every imaginable type of student, dumping the data into a computer with advanced logarithms (can you tell I have no stats background and have no clue what I'm talking about?) and then coming up with incontrovertible evidence about certain practices that work best based on the sheer breadth of the data.

One of the most compelling arguments I have ever had presented to me in education was a huge meta-analysis of studies investigating the best method of instructing English Language Learners. The researchers compiled every study they could find that met certain conditions of size and quality, then did a statistical analysis on the data to conclude, quite powerfully in my mind, that a program promoting a true bilingual education--that is, instruction in students' L1 and L2s--was always more effective than English only immersion. I was astounded: if this was the case, WHY is this not more widely shared? I am amazed at both how the political machinery can cloud the results and how the academic world has done such a poor job of sharing this result with the general public.

Anyway, back to my point: while it would be a slow, tedious process to determine how to analyze all the components of a well-rounded ESOL program in such a way as to find out what works best in which increments, would it be worth it to have more effective instruction? And then I wonder, how boring would THAT be if all my instructional decisions were obliterated and all I had to do was read a script?

$174 million

$174 million--that's how short my school district will be from last year's budget. Here's the best case scenario (still leaving us far short of the deficit):

• No raises or cost of living increase for teachers (2nd year in a row)
• Elimination of freshmen sports
• Class size increases
• Elimination of foreign languages in elementary school
• Elimination of full day kindergarten
• Cuts in school counseling (again), custodial staff (again)
• Elimination of summer school--this is major for ESOL kids who depend on summer school to catch up on their English credits
• Elimination of alternative high schools--this is also major for ESOL students: many are older and use these alternative programs to work during the day and study at night
• Elimination of elementary school music programs

It makes me want to make a career change. With all these disadvantages, schools will still press for improved test scores, with the onus being placed on teachers: work harder, work longer, with no increase in pay and in worse conditions.

I recognize the hardships on every one, including tax payers, but I truly believe, when it comes to education, you pay now, or you pay later. What will it mean for the future of these students if we cut out foreign language and music? What opportunities and talents will be missed? How much will the federal government have to shell out later in essential language training? What will happen to students who drop out because the loss of summer school opportunities or alternative high schools makes graduating from high school in the allotted time totally impossible? How much income will they bring back into the system?

Nobel Peace Prize

I realize Obama's receipt of the Nobel Peace Prize is controversial. Opinions seem to fall neatly into polar camps: those who approve of Obama seem to be at least open to the justification behind the award, while those who disapprove are eager to express their scorn. See? Even that sentence was revealing: I clearly belong to the former camp.

While altruistic, compassionate acts are the very lifeblood of peace, I believe strongly in the power of words both to pacify and to incite, especially the words of those who are in the position to speak to the world. The act of speaking diplomatically is surely difficult to measure, but by the very choice of such a person the committee is making a statement about the importance of language in forming relationships and creating understanding. Yes, no lasting effects have been seen yet, but by the time they have, the impact of those original words may be untraceable.

That's not to say that I don't recognize the controversy. I don't necessarily even agree with the choice. But I find it appealing how unexpected the Nobel Committee's decision was, and how by it's very "huh?" factor it gets people thinking about what peace means and how one's impact on peace can be measured. The choice is provoking, right? And being provoked into thinking about the meaning of peace may not be such a bad thing these days.

Early Fall in Falls Church

A Few of My Favorite Things

• Strawberry/Banana/Nutella Crepes
• Crisp, clear fall days
• Relaxing in jeans and a sweatshirt with a good book
• Spontaneous dance parties in the kitchen
• Dinner with friends

All of the above happened today. It was a good one!