Helicopter Moms, Cowardly Superintendents, and Fed-Up Teachers by Christina Knowles

Helicopter-ParentingI’ve been complaining about government interference in education for years. But forget the government. There’s a new clueless interloper on the scene. She’s been around forever, but she’s just recently gained the power of a government agency. She is the overprotective, overinvolved mom. Let’s be clear. I believe parents have a say in their children’s education. I believe they should complain if a teacher is doing something wrong or treating their child unfairly. I am a parent, and I would not sit idly by if my child was receiving less than a quality education or was being mistreated. That’s not what I’m talking about. I am also not referring to the majority of parents who reasonably contact teachers and administrators with their concerns, discuss situations, and offer fair solutions or advice. I’m referring to parents who worship their children to the point that they unknowingly handicap them and effectively destroy any chance of them receiving useful skills or an education that will serve them their entire lives simply because they can’t bear to see their child struggle. We’ve all met them. They complain about every grade, write their children’s papers, excuse them when they want to stay home and play video games, demand testing as soon as their child says an assignment is too difficult, and blame the teacher when their child continues to fail all their subjects, or in some cases, merely don’t receive As. Unfortunately, some struggle is required for learning anything new. If a child never struggles in a class, they are not thinking, being challenged, or doing any of the work necessary to learn a new skill. They are merely doing what they already know how to do.

In the past teachers were trusted to institute their own guidelines, within reason, to suit their style, the children’s needs, and their subject matter. The same model does not work in every class. With the passing of new programs and laws such as No Child Left Behind and the new Common Core Standards, came a host of rules and regulations of how a teacher should teach and grade. Our classes are lumped into categories such as English, Science, Math, and History, among others, regardless of their specialty. Each of these categories has their own standards, which may or may not make sense in the specific class. All of these standards have the same weight, regardless of their real world importance, and a standard for turning things in on time or turning in things at all, does not exist, even though in the real world for which we are preparing students, no one cares what a person knows if they are unwilling to produce any action. However, in school, it no longer matters what a student does, only what they know, and it is the teacher’s sole responsibility to figure out what they do know if the student is unwilling to share that information.

Add to this the fact that teachers are the only ones held accountable for what the student learns, and we have some very overworked and frustrated teachers shaking their heads at the system. Obviously, there is no motivation for the student, and this also is seen as the fault of the teacher. Of course, scores drop and desperate administrators dealing with angry parents and threatening superintendents implement one experiment after another trying to stem the flood of apathy and poor test scores. No system sticks around long enough to get an accurate evaluation over a period of time because as soon as little Johnny complains that he doesn’t like it, our overprotective mom rushes to the superintendent to rescue him. For some reason beyond my comprehension, some superintendents and administrators cower in fear at the angry parent and immediately give in, ordering the teacher to make it easier on Johnny while threatening that the teacher had better not let Johnny’s test scores slip. If you aren’t one of these parents, maybe you’re thinking I’m exaggerating. I assure you, I am not.

Recently a situation like this happened on a grand scale affecting every teacher in my building. A couple of years ago, the teachers at the school where I work were forced to implement a modified form of Standards Based Grading. If you aren’t familiar with it, it is a system where no points are accumulated and formative homework is not counted. Students are given letter grades on summative assessments that fall into the Common Core Standards. They are allowed to re-do these assessments, erasing earlier grades that were not passing, re-take every test, ignore deadlines on assignments (because we only care about what they know), and any poor grades would be replaced by newer grades as they learn. This made things much easier for students and much harder for teachers. Teachers now have to spend hours at home creating new tests for re-takes and re-grading tests, papers, and projects while also grading the new work that comes in. Most teachers thought that this was unreasonable and too easy for the students, so we implemented a few rules to make it more challenging and to create some incentive to do the work. We made some restrictions. For example, if a student has an F in one standard, he would not be able to receive higher than a C in that category. Each category is calculated together to receive the overall class grade. If a student failed an entire standard, he could not receive higher than a C in the class. Also, we made a rule that if a student took a test over and did worse, then they would receive the most recent grade.

But Johnny didn’t like that. Now it would be risky to keep taking the same tests over again without studying. In addition, Johnny didn’t like it when he had two Bs and two As and ended up with a B in the class even though the two As were in categories that hardly mattered, and the Bs were in important categories. Johnny thought he deserved an A because—well, just because. Johnny ran home and complained to his mom, and she was furious. She’d take care of that mean teacher trying to educate her son by actually holding him accountable for his work. So Johnny’s mom got a few parents together and went to the school board and superintendent. They demanded records from the overworked administrators and harassed the teachers. They circulated petitions and filed complaints. By the way, Johnny was already receiving free tutoring from the teacher after the teacher was supposed to be home with her family. The teacher was also providing notes for Johnny because Johnny has a hard time copying words off the board when he is playing games on his phone. Johnny also got to use the teacher’s notes on his tests because he has trouble remembering stuff for his modified tests. He only has to read half of his novel because he can’t concentrate on reading when he is almost to the next level of his video game. But anyway, I digress. Johnny’s mom chewed out the superintendent about the mean teachers at his school, and the superintendent asked her what she would like to happen. Johnny’s mom said she wanted all the grades to be rounded up, no restrictions about Fs hurting grades, and she wanted only Johnny’s highest grades to count on his test re-takes. She also demanded that her new rules should be retroactive, and the teachers should have to go back and change all the grades from the previous semester to fit the new rules if the student asked (the grades that were done exactly as the administration dictated before). The superintendent said, “Of course,” and ordered all the teachers to comply. He also made sure the teachers knew that their test scores had better not drop, or they would receive a poor evaluation. It’s too bad Johnny’s mom doesn’t demand a smaller class size, but she never mentions the fact that there are 45 students in his class because she voted against the measure that would have reduced it. She doesn’t want that school to get any more of her money than they already do. Besides, the superintendent says that class size doesn’t matter “if you’re a good enough teacher.”

True story. Johnny is not one boy but represents many. Johnny’s mom is not one parent but a vocal minority. I don’t blame the students. They are good kids, and I love them. It’s human nature for them to take advantage of the system they are caught in, and I applaud the ones who resist the urge, who do their best and work hard despite it—and they do exist, but even they often admit that they have lost motivation and a great deal of their work ethic in this system. This is why I hear from college professors more and more that the biggest problem with incoming college students in our area is no longer what they don’t know, but their expectation of being coddled. They expect to turn things in late for full credit, they expect to miss class with no repercussions on their grades, and expect to re-do assignments and tests. In short they are not prepared for college in ways beyond academic knowledge. Unfortunately for Johnny, his mom holds no sway with the college professor.

As the system continues to spiral out of control, quality, experienced teachers are being driven out of education faster than new ones can graduate. I fear that by the time my students have children in school, school will have become nothing more than a daycare center catering to their every whim and staffed by paraprofessionals making minimum wage. Quality teachers with advanced degrees will not linger forever in a field that devalues them, holds them to ridiculous evaluation standards that are wholly out of their control, and subjects them to taking orders and abuse from overprotective parents who know absolutely nothing about educating their children.

Something has to be done about this mentality of scapegoating the teacher, blaming her for the actions of everyone around her and ignoring the enormous sacrifice she daily makes to educate other people’s children. States and districts pile more and more meaningless busywork on the already stretched teacher while, at the same time, removing all responsibilities from the students. We ignore the fact that most teachers work between 60 and 70 hours per week while being paid for 40. We demand that they provide individual instruction in a class of 45 students, which by the way, is impossible, yet part of her yearly evaluation. We hold her responsible for someone else’s motivation level, while removing most methods of creating this motivation. We make her accountable for things completely out of her control like whether or not the student communicates with his parent about grades or the student taking the initiative to seek out learning opportunities on his own. Why are we so eager to take away all responsibility from our children and place it on the teacher? Does anyone really think that is good for kids? If so, I hope they are prepared to support their children well into their thirties. As for the rest of us, we need to give back to teachers their autonomy and control over that for which they are held accountable. It is not fair to demand results, and then tie their hands in achieving those results. The crisis in our education system has reached critical mass, and we, as teachers, will no longer passively accept the blame.—Christina Knowles

Originally posted in 2013

Photo from teenlife.com

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Pediarchal Culture: The True Causes of the Downward Spiral of American Education (Part II of III) by Christina Knowles

601288_10151639540830639_216435886_n In Part I of this blog, I put forth the theory of pediarchal culture as the root cause of the deterioration of America’s educational system. Pediarchal culture is a culture wherein children rule society. Children rule their parents, usually through love and guilt, and parents cater to the happiness, desires, and whims of their children to their own detriment, especially where education is concerned. Discipline, patience, and respect are sacrificed for instant gratification and excuses replace life-lessons and wisdom. If you missed Part I, I suggest reading it before you continue. This blog, Part II, concerns the reactionary response of school administrative bodies and the excessive and clueless interference by governmental agencies, grasping-at-straws in order to fix a system that wasn’t initially broken (but now is) and to pacify a growing and increasingly angry and controlling population of parents.

But before we get into all that the schools are doing wrong, I’d like to point out a fact that is not commonly taken into consideration regarding the ranking of American schools compared to the rest of the world. Statistics that compare the skill level and test scores of American students with students from high-scoring countries are apples-to-oranges comparisons. The United States is the only country in most of these comparisons to test all students and to consider every student on an academic track bound for college. In many other countries including Norway, Denmark, and Korea, students are split at the high school level into academic tracks and vocational tracks with the best scoring children going into college prep classes and the others not included in the testing. So when we see rankings compared to other countries, it is equivalent to testing all of our students (including students with no interest in college, with disabilities, or with behavior problems affecting learning) with only the honor students of other countries. Now it is true that cultural differences also affect the value of education perceived by students, which in turn affects their level of learning. Certain cultures put a higher societal emphasis on education, grades, and discipline of children. However, it is unfair to judge our school system based on these unequal comparisons.

With that said, our educational system is most certainly in trouble. So whose fault is it? As I said, it is my assertion that a pediarchal cultural shift is the root cause, but because no one is willing to admit this, or take responsibility for changing it, the obvious choice for a scapegoat is the teacher. Parents, more than ever before, are quick to side with their children and blame teachers for failing grades and even behavior problems. Because we now live in a pediarchal culture, parents feel the need to guarantee the success of their child and ensure the child’s happiness at all costs, and if they cannot, which of course they cannot, because it is out of their control, they demand results from the teacher, who in the eyes of the parents, is the only thing standing in the way of their child’s success. To take any responsibility for the failure of their child, would be catastrophic to the image they have built for themselves as “good” parents. To lay the responsibility on the child may hurt their self-esteem, and if they have raised them “right,” the child would never have difficulty with material or behavior problems unless some outside source was causing it. The class must be boring, too difficult, they have a learning disability, ADD, the teacher doesn’t like them, the teacher is not qualified, she is not giving the child individual attention, the teacher is lazy, and on and on it goes.

At first, the administrators and teachers of schools looked inward. Maybe these students were different from students in previous generations. Their lives were more complicated, busy, and full of technology, so maybe they needed to be taught differently. So year after year, one method after another was implemented to reach these students. Administrators demanded teachers learn and teach to every individual student’s “learning style.” Teachers were made to go to training after training to learn how to reach the new generation of students. We were forced to let students with ADD listen to headphones while we taught, or wander about the room because they could not sit still. I’ll never forget the first time a parent told me that their child with ADD had no trouble focusing on things that interested him, but had trouble with things he didn’t care for. Wow! Me too! I think that is called being normal, not having ADD. The difference is that I have self-discipline, so I can force myself to endure what I don’t like, which is how I made it through the remainder of that meeting.

The next trend teachers were forced to implement was the elimination of “tracking,” which has been a disaster. We combined all levels of kids in one classroom to avoid labeling students as low, regular, and high. Teachers were required to plan, implement, and provide feedback on three different types of curriculum in one class. That didn’t work, so now teachers are forced to teach differently and accommodate each individual student. Needless to say, this is utterly impossible, even for an elementary school teacher with 25 students, and beyond the realm of imagination in the reality of a high school teacher who may have anywhere from 170 to 250 students for which they are responsible. And it does not even solve the problem of labeling students. Don’t you think it is obvious who is receiving special treatment when a few students are using notes on a test when no one else can, or has half the questions as everyone else? Everyone knows who is receiving accommodations anyway. If I had all the low kids in one class, I could tailor the lesson to their needs without sacrificing the education of the higher students.

Speaking of higher students, we are forced to write an Alternative Learning Plan for gifted students. This has also been a disaster. These students are usually identified as gifted around 3rd grade. After years of being told that they are gifted, these students often fall behind regular students because they assume they already know everything. We are told that they do not achieve because they find our classes too easy and too boring. It is my job to create something exciting, high-level, and interesting for them to do instead of the boring work at which they are failing. Last year my American Literature classes were exploring how the idea of the American Dream has evolved since the beginning of our country. My regular students were reading The Great Gatsby and writing essays on the subject of the evolving American Dream and whether or not is was achievable. I had one failing but “gifted” student who had to have a special plan. I created an assignment for him to make a “video diary” or “digital storytelling,” a short movie discussing the American Dream today versus times past. He didn’t want to do it alone, so I allowed three other very high-achieving “regular” students to join him in the library to work independently for several weeks. Finally, when it was due, the regular students said the gifted boy refused to work on it at all. After talking to him, he admitted that it was too boring for him, and he would rather write the papers the other students were writing. He threw one together really quickly, turned it in, and failed it. The regular students in the group created a decent project, but on the whole, did not understand as much about the topic as the ones who just stayed in the class and did our “boring” work.

In my opinion, every new trend moves us further in the wrong direction. Maybe students need a break from video games, cell phones, and activities that stimulate them constantly. When I traveled to Barbados, I was surprised that they had a very good school system. I guess I assumed that things would be rather laid back on an island, but that was not the case. In one school, everything was very traditional. Students wore uniforms and sat at a desk while the teacher lectured, they took notes, wrote papers, read books, had recess, repeat. If a student got caught with a cell phone, the administration confiscated it and kept it the rest of the year. Caught twice and the phone was never given back. Education is taken seriously, and parents don’t care if their kids don’t like it because it is good for them. These kids are just as modern and in to technology as ours, but they strangely don’t have a problem with ADD or disrespect.

Not only are teachers constantly forced to learn and implement methods they don’t necessarily believe in, but their workloads have become astronomically time-consuming and time-wasting.  In addition to being responsible for stacks of Individual Education Plans, Response to Intervention plans, Individual Literacy Plans, 504s, and other legal documents requiring teachers to do the impossible, teachers are expected to update grades immediately, post them on the internet, update class web sites, send out progress reports, and because it is too much to expect a parent to go online and check on their own child’s progress after a teacher went to all the trouble of posting it, the teacher is then required to personally contact each parent of any student receiving a D or F grade, and to report any behavior problems that may occur. Keeping up with parent contacts alone would easily consume 5 or 6 hours a week of the teacher’s time.

Yet school administrators and the Department of Education continue to put ridiculous requirements on teachers, a workload that is clearly impossible to keep up with, while simultaneously removing all responsibility from students and parents. Government interventions such as the No Child Left Behind Act and the recent onslaught of teacher evaluation bills such as Colorado’s Senate Bill 191 continue to shift the responsibility from student to teacher. However, it is my opinion that these government interventions do nothing to resolve the situation. They are focused on “fixing” the teacher, and the teacher was never the problem. I don’t mean to claim that there are not teachers who lack abilities, knowledge, or motivation to properly teach, but in my opinion, these teachers are the rare exception. By focusing on the teacher, and ignoring the root problem, they are making it worse by robbing good teachers of the time spent in creating good lesson plans and giving effective feedback to students in addition to driving excellently qualified teachers from the profession altogether.

Every year teachers face new expectations, new required methods of teaching, new evaluations, sometimes new state standards, and numerous new requirements in regards to producing evidence to prove they are doing their jobs. Not only does this take valuable time away from already stretched-to-the-breaking-point teachers who are underpaid to the point that many have to find other work to supplement their incomes in order to provide for their families, but it places all of the accountability on the teachers and removes it from both parents and students. By only holding the teacher accountable for student success, it ensures its failure. How many self-motivated teenagers do you know that would take responsibility for their own learning if there were no consequences for refusing to take it? If they knew they were guaranteed to pass anyway, and that someone else would be taking the blame for their refusal to cooperate in their own education? I know there are some, but they are few and far between. Even with the best teachers who have the ability to motivate and inspire students beyond the average, high school students are often un-inspirable. They are too caught up in work, relationships, or even sleeping to care. Many times they are not thinking about the future, and are too immature to realize they are only hurting themselves. They are a product of our culture. Our children have often been given too much too easily, and expect that to continue into their adult lives. Again, there are exceptions, but this is the rule. Recently I gave my juniors a practice ACT test to prepare for upcoming ACTs in April. When many of them failed to receive scores even close to college expectations, their responses were typical. A few of them were concerned and asked what we could do to improve before actual ACTs. Several said they didn’t care because they weren’t planning on attending college anyway, and the rest said it was no problem because they would just attend a junior college that would take anyone. So how is one teacher supposed to motivate 220 students when their own parents cannot? Even in my most popular classes where we engage in meaningful discussion and the topics are easily applicable to their real lives, there will be some students completely uninterested in participating.

Because of this relatively new tendency to place the responsibility solely on the shoulders of teachers, educators are required to jump through ridiculous hoops to prove their effectiveness in the classroom, while at the same time, their hands are tied when it comes to affecting any real change in the system. Teachers no longer have the support of administration in dealing with parents. If a particularly angry parent complains of a grade, it is the teacher who must prove he/she has done everything short of coming home with the student and doing their work for them to ensure their success. When a student is failing, a teacher must put in personal time away from his or her family to tutor the student, type up notes for the student, re-write tests, verbally test, re-test, re-grade, call the parents, meet with the parents, administrators, and special educators to alter the curriculum, and fill out mounds of paperwork to prove that they have exhausted all avenues to help the student succeed. All on top of the regular lesson planning, grading, meetings, committees, activities, and staff development that each teacher is required to attend. If the teacher still gives the student a failing grade, this affects the teacher’s evaluation because “failure is not an option.” Well, unfortunately students know that failure is not an option in most cases because it is not worth the teacher’s time or employment to go through all that and sacrifice the education of the rest just for the students who refuse to take part in their own education. Why wouldn’t the teacher just pass the student? Many do; however, there are also many teachers who are too ethical to do this, so the teacher continues to suffer.

If you believe that the accountability is not primarily on the teacher for results that are out of their control, take a look at Colorado’s teacher evaluation rubric related to the new Common Core Standards. Here are just a few of the ridiculous expectations for which the classroom teacher is responsible even though they have absolutely no control of these outcomes, nor should they have any responsibility for such things.

 STUDENTS will routinely:

–Choose challenging tasks and instructional materials.

–Encourage fellow students to participate and challenge themselves.

Apply coping skills to classroom situations.

–Share coping strategies with fellow students.

–Help fellow classmates by offering support.

–Accept responsibility for their behavior and use of time.

–Help other students stay on task.

–Assume ownership for monitoring their progress, setting learning goals, and

applying teacher feedback to improve performance and accelerate their learning.

 STUDENTS Demonstrate:

–Honesty
–Respect for others.

–Monitor their level of engagement.

–Stay on task during class periods.

–Work without interruption.

–Abide by school and class rules.

–Communicate freely and openly with teachers.

–Respect the uniqueness of fellow students.

–Respect their classmates and teacher(s).

Is it just me, or do these things seem like they should be on a STUDENT evaluation rubric? Unfortunately, I am responsible for these things, not my students, even though it is their behavior.

I realize now that this topic is too in-depth for two parts, and I will post Part III separately. Part III will begin by further examining the teacher evaluation rubric for Colorado, including a list of things that the students’ families will do, except I am the one who is judged on whether or not they do them. Until next time–Christina Knowles

Sources

COLORADO STATE MODEL EVALUATION SYSTEM FOR TEACHERS . Colorado Department of Education. http://www.cde.state.co.us/sites/default/files/TeacherRubric.pdf Accessed: 2/14/14

Pediarchal Culture: The True Causes of the Downward Spiral of American Education (Part I of III) by Christina Knowles

601288_10151639540830639_216435886_nI have been an English teacher for 14 years. I was a middle school teacher for ten, and a high school teacher for four. When I started, I believed I had found my calling. I love my students, I am passionate about my subject, but I have become increasingly disenchanted with the system of education in this country. I have witnessed, first-hand, the deterioration of this system over the past several years, despite, in fact because of, the constant efforts of both educators and government agencies to revamp the system and “fix” this seemingly insurmountable problem. Why doesn’t anything we do work? Why are we in a constant state of change? And why are we driving experienced and qualified teachers out of education faster than we can graduate naïve young idealists to replace them? Well, there are a number of reasons, in my humble opinion, and that is just what this is, an opinion. I haven’t done double-blind studies or charted any statistical analyses. But I have observed trends over the course of 14 years of teaching that are undeniable to common sense. I will attempt to relate those observations and interpretations to you in the least offensive way I know how. Why would it be offensive, you may ask? Because there is going to be some blame, and as Americans, we all share in this catastrophic cultural shift in one way or another. The recent trend is to lay the blame at the foot of the teachers. This is clear by the implementation of recent laws such as Colorado’s Senate Bill 191, which basically holds the teacher accountable (and only the teacher) for the success or failure of each student, and is responsible for the requirement of a new, insane teacher evaluation rubric. If you don’t believe me, just wait, and I will show you exactly how ridiculous this rubric is. However, that will be covered in Part II and III of this blog because this topic is so large that, out of necessity, I have divided it into three parts. So for now let us focus on the main problem because the second is merely a grasping-at-straws-reaction to the first. The main problem is America’s transition from a patriarchal society to a “pediarchal” society, a society ruled by and existing for the pleasure of children.

I may not have conducted and documented my own studies, but I have done a little research into this subject and was not surprised to find evidence that confirmed my belief that a cultural shift in the way we treat and view children is at the source of the problem with education in this country. Here is how the Center for Excellent Living describes this shift in values:

“Traditionally most cultures have given authority to the elders, who through experience and  education have become wiser people and more discerning when making decisions. However, our western society has become both “pediarchal” and hedonistic. We’ve given family authority over to the children, and our desires are for their “happiness” at all costs.

The flaw in this is that our parents have become fearful of a child’s sorrow. Children are permitted to make decisions that counter the parent’s wisdom because it may infringe on the child’s happiness. This creates conflict and struggle; a home of tension and frustration” (Center for Excellent Living).

How this shift affects education should be obvious, but I will go into detail later. But first, more research.

According to an interview with Jennifer Senior, author of All Joy and No Fun: The Paradox of Modern Parenthood, conducted by Terry Gross on NPR’s Fresh Air, there was a significant shift in the culture of parenting beginning around the late 19th and early 20th century, that was necessary, but has gone so far in the opposite direction as to redefine parenting. Senior describes this historic transformation as beginning with the protesting of child labor laws. Historically, in many cultures, children were seen as a source of income. Of course, most parents loved their children, but they often purposefully planned to have them to help run the business, farm, or add to the financial stability of the family (Senior). No one denies that these reforms were good and necessary, or that children should not be servants brought into the world in order to prosper their parents, but this pendulum has swung back the other way so far that now parents have become indentured to the fulfillment of every whim and desire of their children. It is not uncommon, in fact it is normal, to hear parents complaining of working second jobs, extra hours, or foregoing their needs to buy the latest in designer clothing, the most popular gaming system, or to purchase a new car for their children. Parents often sacrifice their own retirement funds or go into debt to foot the bill for their child’s education. Somehow they think they owe it to their child because the child never asked to be brought into this world, and therefore, it is the parents’ responsibility to ensure the happiness and success of their children. Does this sound ludicrous to anyone but me? How about being grateful that you were brought into the world at all? That you were fed, clothed, and sheltered until adulthood?

According to Senior, who quoted Princeton sociologist Vivian Zelizer, after the legislation regarding child labor, “Children became ‘economically worthless and emotionally priceless,’ exalted creatures at the center of our lives,” which sentimentalized children in a way that has progressed through the years into the child worship we see today. Senior goes on to say that before this trend, parents would expect to provide food, shelter, and childhood education because there were no public schools.  Of course, the well-to-do might send their children to college, but this was rarely the case.  It was not until the 1940s that the majority of American children even began to graduate from high school in a public setting.

Gradually over time, parents began to see their roles as parents become more child-focused. We see popular trends today of parents “dating” their children, in an innocent effort to model how a girl should be treated by dating her father, but which strangely elevates the child to equality and indirectly puts her in competition with the mother. These parents are obviously not familiar with Oedipus. This modeling used to come from the child observing the father treating her mother with respect and kindness, not being “dated” by her father herself.  We also see this shift in the term “housewife” becoming “stay-at-home-mom,” and mothers in the home shifted their focus from creating a stable home environment, being in the background but available if her children needed her, providing time for creative play and allowing imagination to flourish, encouraging independence, allowing their children to struggle through their homework before offering assistance, to the other end of the spectrum, feeling as if she had to spend every waking moment catering to the children, playing with them, driving them constantly to practices and activities day and night, and sitting at the table “helping” with homework, that more often than not, is actually doing the child’s homework (Senior).

As a result children do not even expect to have to think anymore. They want information spoon-fed to them, and anything that does not come instantly is too hard. I see this daily in my classroom, perfectly intelligent 17 and 18 year-olds who want the stories read to them, interpreted for them, and when given the task to critically think or analyze a piece of literature, they simply sit and stare, ask me repeatedly for the answer, or turn to their neighbor for help before even trying. When I refuse to give in, guiding them in the direction of how to begin, asking them leading questions, trying to spur actual thought, they give up and say they will take it home and do it, which is not an option in my class. I have even had juniors and seniors, when receiving poor grades on a homework project, say indignantly, “Well, my mom made it,” without even seeming to realize that this is cheating. Then the parents demand special accommodations, modified testing, type-written notes handed to the child, and open-note tests, using the notes that the teacher provided. Special education used to be about helping the children learn, but now it is about ensuring that the student passes, so the children don’t feel bad and ruin their self-esteem. In my opinion, there is not one intervention of which I am forced to implement that does anything other than enable the student to do nothing and still pass. And now anyone and everyone can get accommodations just by having their parent complain about the work. I have so many students on accommodations and modifications that I cannot keep track of who they are. God forbid that their children have to struggle through figuring out how to solve a problem. And if all this doesn’t result in excellent standardized test scores, and why would it? then it must be an inadequate or lazy teacher’s fault.

But I digress. As time went on, this trend metamorphosed the duties of the parent. It became the parents’ job to nurture their children, then they became responsible for instilling self-esteem, and finally for making them happy, which is an impossible task as happiness is an elusive goal at best, and much more so for a spoiled child. But this began to be an expectation for parents. In fact, if you are not willing to sacrifice your happiness for your child’s today, you are considered a deficient person. Centuries ago, they would have found this notion absurd, and it seems to me that their children were probably happier, and most assuredly better educated, at least in life, if not calculus. Children now see themselves as entitled to happiness, and we as parents, are required to deliver. Sociologist William White coined the term “Philiarchy” to describe how children rule us through our love for them (Senior). The trend in this direction has continued to the point where we are seeing a significant backlash in our society; the consequences are a disrespectful, unhappy, and undisciplined generation, who don’t know how to make themselves happy and will not take responsibility for their own learning. The obvious result of a parenting style that demands that the child be protected from all negative experience, the self-esteem be protected at all costs, and states that the child’s happiness is the utmost good is that the teacher will bear all responsibility for any deficiency in a child’s performance at school. Holding the child accountable may damage their self-esteem.

Now, I realize that this is not true of every child or family; however, it affects every child because they are still influenced by the culture surrounding them. It is true that there a couple of uncharacteristically curious children in every class, who are motivated to learn or perform despite these influences, and there is, once in a while, a legitimately learning disabled child in a class who needs a different learning environment to succeed, but for the vast majority this isn’t the case. The few children who buckle down and put actual effort into school despite their average abilities invariably come from homes where parents put discipline and expectations above the child’s happiness, and ironically, these children seem happier than the others who have the freedom to fail and blame the teacher. These children will be prepared for life, they know how to work for success, to problem-solve, and accept their mistakes, so which parent actually is showing more love for their child?

Schools, at a loss to explain how they are keeping up with changing times and equipping themselves with new strategies to educate the modern student who supposedly learns differently (as if this were the challenge), frantically implement one completely absurd and logic-defying plan after another in a vain attempt to pacify the angry parents who demand that their children receive the education he/she is entitled to, even though they are not willing to put any effort into the obtainment of said education. This reactionary system of school administration will be the focus of Pediarchal Culture: The True Causes of the Downward Spiral of American Education, Part II.

Sources:

“Are We Having Fun Yet? New Book Explores The Paradox Of Parenting,” Fresh Air, Interview by Terry Gross with Jennifer Senior. Accessed: http://www.npr.org/2014/02/04/271416048/are-we-having-fun-yet-new-book-explores-the-paradox-of-parenting  Date Accessed: 2/14/14.

Center for Excellent Living. http://excellentliving.net/98days-2/parenting/. Accessed 2/14/14

Senior, Jennifer. All Joy and No Fun: The Paradox of Modern Parenthood.  New York: HarperCollins, 2014. Book link: https://play.google.com/store/books/details?id=xTgHAQAAQBAJ&source=productsearch&utm_source=HA_Desktop_US&utm_medium=SEM&utm_campaign=PLA&pcampaignid=MKTAD0930BO1

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