Survey Says!

Family Feud has nothing on Florida, where competing groups answer surveys to push their agenda onto the public, no matter how ridiculous or astoundingly awful the results might be.

The original.

If you watched the clip, you saw that a McDonald’s restaurant lost out to a bakery by only two percentage points as a place where the smell of food makes you hungry.

Well, Florida is hungry for something and that is new leadership, both in the Governor’s Mansion (closed to public tours even as DeathSantis issues orders that everything else must reopen) and the Department of Education’s Commissioner Office.

Neither understands the constitutional limits of their offices. They pretend to be conservatives who want limited government, but both have shown a willingness to issue orders regardless of whether the constitution gives that power or not.

The governor has openly questioned why schools should be allowed to insist upon mask-wearing.

Their political base hates masks and, because a group of a few thousand parents in Sarasota are angry that their school system makes their children wear masks and are threatening a lawsuit, the FLDOE, in its desire to satisfy a political base, gets an assist by Florida’s PTA with a survey about mask wearing.

One can only suppose that the governor is about to issue an order through his commissioner to override the decisions of duly-elected school boards, the constitutional officers who have the authority and responsibility to operate Florida’s public schools.

Go here to find it. You don’t need to be a parent to take the survey. Tell Richard Corcoran that you demand that school boards maintain their mandatory mask-wearing policies.

You might also send him an email to explain the constitutional limit on his authority as Education Commissioner. He needs a lesson or two or ten thousand about that.

Doing It My Way

What, you were expecting Frank Sinatra?

Yesterday, Grumpy Old Teacher (GOT) had his best day of teaching since schools opened August 20. Having shared the news, GOT received comments about providing specifics.

The overall take-away: GOT tried to follow all the protocols that his district laid down for teaching during this pandemic year. Much of it hasn’t worked and like many fellow teachers, GOT has been overwhelmed trying to keep up with lesson planning, reviewing student work, providing feedback, communicating with parents, flagging students submitting no work, trying to solve the technology/device issues, reaching out over attendance issues and then notifying counselors, …

It’s been too much. Finally, GOT decided to McGuyver the situation. Yes, that really is a verb and GOT is known in his district for doing so: “Let’s find a way to make this work.”

What changed?

Stop making the face-to-face students take their papers home, scan them, and upload them. The concern was that infected children might leave virus particles on the paper. The district wants as little paper handled as possible. But the scans are a problem as GOT will detail below.

Answer? Let the students turn in their papers as before. Use disposable gloves when grading.

Student uploads are a huge problem. Many uploads don’t happen even when GOT knows the students were in the class and working. Sometimes their technology can’t handle the demand; sometimes traffic overwhelms the district’s grading program (that we were to force all students to use for submissions.) Also, students don’t follow instructions. For teachers to grade electronically in the gradebook, the files must be in PDF or Word document formats. They take pictures anyway. Further, sometimes the scans/pictures are too dark to be readable; sometimes they are sideways … the end result is the teacher has to give a zero grade and ask for the student to fix the problem … and now parents get fussy.

Answer? Stop providing assignments that require student uploads. It might not work for every teacher, but GOT is a math teacher. He will teach his lesson, let the children work out the concepts through assigned work, but they will not upload their work. At the end of the lesson, they will take a short quiz (check for understanding) via an online app. The app will record their responses for GOT’s review.

Practice will be done in an online program. The program has many advantages: it provides tutorial videos if students need them, it will show them examples and how to work a solution, and it has options to allow a teacher to format the assignment for maximum learning as well as doing the grading for the teacher to review.

GOT can look at the results and identify students who need more instruction (tutoring, intervention, Tier 2 MTSS if we must sling the lingo) and work with them.

Online grading takes too much time. Every teacher has found this out. Now that GOT doesn’t have to insert comments and draw symbols on gradebook uploads, his impossible time demand will drop to a manageable level without decreasing the quality of learning he provides to his students.

No more students being unable to download assignments. All they have to do is log into a website.

(Sadly, GOT’s district pulled all the online resources from high schools. Happily, his state gives teachers an annual allotment to purchase what they need that the district doesn’t supply. GOT was able to buy licenses for the websites he needs.)

Pacing with the curriculum guide: Even in a normal year, it’s a challenge as we must teach a full year of content in only three-quarters. Pounding through the lessons, pushing students to go too fast, teachers find the students retain little. But the PMA (Progress Monitoring Assessment!)

Answer? It will be what it will be. Because we delayed the opening of school, but the district has not delayed the PMA nor has it edited for the time-shortage of instruction, the results will be meaningless. Give it because teachers must, but don’t dwell on the results. As a colleague says, drive on.

Slow the pace to what meets student needs. The district is focused on state demands. There’s no reason for teachers to do that as well. Online teaching takes more time, at least twice as much, to explain the ideas and show students examples of what they need to handle.

Today’s student lacks an ability to apply knowledge. Although this is one of Benjamin Bloom’s categories of high order thinking, the reality is that the test-and-punish regime drives the classroom into doing whatever will help children get the highest score on the test at the end of the year. By the time these students arrive in high school, they need a lot of support to move them into those thinking levels.

Explain, explain, explain. Do what’s right for the child.

Give up the idea that the teacher must teach everything. Overcome the long instructional period online by playing the videos that came with the curriculum. That keeps the instruction within a reasonable time frame.

GOT will not utilize that as an opportunity for a coffee break. He will watch the video with students. When it ends, he will ask the students for their questions. What part of the lesson do they want to look closer at? GOT will handle that live.

And if the district or state doesn’t like any of this, they can go fly a kite.

Actually, as Geometry teachers, GOT and his colleagues have a great end-of-the-year project in which the students actually make a kite and try to fly it.

But the PMA! It doesn’t matter if the kite flies; what matters is if students answer test questions correctly about how to fly kites.

Answer? Go fly a kite.

And now, here’s Frank. Sing along, forget about your woes, and do it your way.

When the Lights Go Out …

… get up and walk through the room. Tap the thermostat to turn the AC on. Ten minutes later, do it again. Pandemic teaching, when teaching staff must report and work on the campus with no students in the room. The motion detector detects no motion as the solitary figure known as the teacher sits in a chair and works online to deliver instruction. Maybe it’s a metaphor; maybe it’s a school district that doesn’t trust its teachers to turn the lights out when they leave the room.

Wait at the front door for the temperature check. Try not to giggle when the thermometer reports a temperature two or three degrees below the actual temperature because few use it correctly. The device needs to be less than an inch from skin. Whatever, every day everyone passes. Slap the paper on the table which every day interrogates about the last fourteen days. Look for the sign-in sheet. It’s not in sight. Realize that one good thing about the daily paper is that it documents attendance for the day.

Remind students that the mask should cover the nose. We’ve reached the point where the novelty has worn off and students as well as some adults, think they are being safe if the mask covers the mouth. Conduct on-the-spot health and science lessons that animals, including humans, breathe through their noses.

Multi-task through a team conference with the principal about the Algebra 1 state testing diploma requirement that none of the current freshmen have satisfied since there was no Algebra 1 test last spring. Recognize that we’re actually doing something smart by notifying parents and students that they may prep and take the FSA End of Course exam in November, but they don’t have to because there are alternatives. Bonus points for finishing the review of student work submissions and posting all progress report grades so the end-of-the-day bell really ends the day.

Work on baseline testing. Realize over 96% have tested and that, unlike previous years when 100% was achievable, that’s going to have to be acceptable. Wonder how the first progress monitoring assessment, whose results have to be reported to the state to demonstrate that remote learning programs are effective, will go once the students have an incentive to cheat.

Argue with colleagues over work-arounds to the lack of breakout rooms in Teams, which would allow teachers to move online students into small groups where the students can’t overhear the other groups but the teacher can hear and monitor all of them. Point out that starting multiple meetings leaves the teacher unable to monitor more than one group at a time. Listen to advice to record every meeting. Understand that students will figure out that no teacher with three classes a day, six or more groups per class, and 30 to 60 minutes of small group could possibly listen to 9 to 18 hours of meetings after the fact. They are unsupervised and their conversations are unmonitored. Children can be unkind to one another in their immaturity. Know that the risk of bullying, sexual harassment, or other undesirable behaviors is too great for this.

Plan adjustments to the district’s schema for online instruction. Apply the knowledge that while teachers must insist upon synchronous learning (students must report for each class), they don’t have to be in the meeting the entire time. Let them go for a while and bring them back at the end. An opportunity to work with small groups and, more important, to provide support to students with IEPs and 504 plans, will open. Take it.

Resist the temptation to call parents that their students are skipping when it could be a technology problem: old equipment, inadequate devices (students need a laptop; a cell phone is a poor substitute), bandwidth limitations, loss of wi-fi, and more. Live with the fact that students are catching on and blaming their technology when they log in 30 minutes after class starts.

Know that what’s important is checking in, assessing what they’re learning, and reviewing the work they submit that documents their learning.

When the lights go out … get up and walk through the room.


Are you ready for dis? Techno-Ed is underway complete with ‘Quasi-data.’

As more and more school districts open for the new year, a renewed demand for internet resources, including bandwidth from service providers, file capacity from central servers, both school district and tech companies like Microsoft and Google, and transfer protocols, are rearing their ugly heads.

It’s enough to make a teacher scream in despair or, in a fit of nihilism, get up and dance to techno-music. Certainly, the online teaching experience is like a frenetic dance of admitting students to live Zoom or Teams meetings, taking note when the technology kicks them out, readmitting, inviting back, inviting back, inviting back all while trying to deliver live instruction, monitor student comments in the chat, record attendance, explaining where to find the assignment files, how to download, and where and when to upload, answer questions about the learning, read that priority email sent by the district or administration, ignore (if possible) the constant Teams notifications, explain to students they are in the wrong class and should report to their scheduled class …

Is the music driving you mad? Go ahead, the link is over an hour long, turn it off. Grumpy Old Teacher (GOT) has.

Too bad we can’t turn virtual learning off. Or, to distinguish it from virtual schools like FLVS or a school district’s version, remote learning.

Techno-blues are here. GOT has noticed that an hours-long delay has cropped up in student-teacher emails during the day. Because he was giving a quiz, GOT didn’t want to distribute the file in advance, but when he emailed it, the students didn’t get it. Previously, a student had emailed her teachers about an issue she was having. The email showed up in GOT’s inbox five hours after it was sent.

Students are complaining that they cannot download assignment files placed in the grade portal. Some are having no trouble; others are. GOT suspects the issues are multiple, but the age of the device is a factor. Older devices have more trouble.

Student uploads of completed work: same issues.

Sometimes, the students download a file, work in it, but don’t save their work as a new file for upload. They end up submitting the blank assignment file that they had downloaded.

Many of them don’t upload in the proper formats. Focus, the grade portal website, needs to have a PDF file or a Word document for the teacher to make comments and mark corrections. Pictures won’t work. Yet, despite the requirement, many students continue to upload pictures and then get fussy when their work is not graded.

Techno-ed is time consuming. The burden falls on the teacher to plan alternatives for the prescribed methods of providing assignments and accepting submissions. GOT is using the class notebook (Microsoft app) as another means of distributing work and receiving submissions. In fact, that is a more efficient and effective way of providing teacher feedback. To encourage students to place their work in their online notebooks, GOT is giving an extra point of credit to students who do so. Those who submit via the standard means, GOT is downloading and inserting their submissions into the notebook.

Going forward, GOT will also email the daily assignments to his students the day before. Multiple ways is the key. But it takes more time.

Students are taking advantage of the situation. But teachers should be reluctant to assume that students are skipping as in logging into their class meeting, but walking away believing that the teacher won’t notice their absence. Teachers could get around this by requiring students to turn on their cameras, but that is problematic as well.

Beyond the privacy issues, some students have devices without cameras. Some cameras no longer work because the software drivers are outdated. Also, video feed from 25 to 30 home computers bogs down Team’s or Zoom’s performance.

GOT is reluctant to call out a student. This past week, he had a student in a meeting who previously had reported that he couldn’t access assignment files. He posted in the chat to ask the student if he was successful for that day, then asked via the audio. There was no response.

After muting his microphone for privacy, GOT called the parent. She said that her child was sitting beside her looking at his computer and handed the phone off. After talking with the student, GOT was able to direct him to a means of finding the assignment (spoiler alert: not via the grade portal) and he got to work.

Thus, students have to be given the benefit of the doubt. Parent communication is vital, but that’s a lot of phone calls! Phone calls that wouldn’t have to be made if the students were in the classroom.

Please understand GOT is not complaining, but trying to give you an idea of what it’s like to provide remote instruction. Unlike last spring, when the instructional ‘cake’ was baked, cooling on the rack, and only lacked the frosting to finish the year, we are now looking at the recipe book, reading the instructions, finding that some of it is outdated or questionable, and like master chefs, are experimenting with the recipe as we go to mix the batter.

Because, home learning or not, the state of Florida insists that every student’s cake will be entered into its annual competition. Even if the judges can’t tell divinity from pig crap, students will still be judged. We need to get the recipe right.

GOT approaches 1,000 word in this post and hasn’t even mentioned the impossibility of delivering the support services required by IEPs (Individual Education Plans) and 504s (plans for students with disabilities who do not qualify for an IEP.)

How do you individually work with students in a way that maintains privacy to provide the specified accommodations when the meeting apps have no means for that unless the entire class hears the conversation? A teacher could start a separate meeting, but that means leaving the class meeting, and given concerns about bullying and other inappropriate behavior, school districts are insisting that teachers monitor their meetings while they take place.

If a teacher ends the class meeting, then the synchronous meeting requirement ends as well. Plus, the teacher is not available to answer student questions while they are doing the work.

Techno-blues. Remote learning is not an ideal situation. It is making the best of a bad situation–the practices needed to maintain public health during a pandemic. But we can’t pretend that the pandemic is over, either. Bringing all students back to their campuses is not a good idea. There will be a morning after, but we are not there yet. In the meantime, let’s dance.

Labor Day Blues

Why You Should Reward and Recognize Your Blue-Collar Employees
Among other things, unions brought you the coffee break.

Unlike the rest of the world, America sets aside the first Monday in September to honor its workers rather than a May Day commemoration.

And the big Amazon smile has pulled up to my mailbox. Grumpy Old Teacher (GOT) walked out to greet the driver as he tries to save delivery persons a lot of steps to his front porch if he can avoid it.

For working on this holiday that honors American labor, the driver is not earning anything extra. But, he says with a smile, “I’ve got to pay my bills.” He’s grateful to have a job during this pandemic economy.

As for GOT, he could have waited until Tuesday for the delivery, but it wasn’t a delivery option. When you order from Amazon, they schedule you as fast as you’re willing to pay. GOT, being the skinflint that he is, always takes the free option. Maybe he’ll have to look harder to schedule weekday deliveries, but Amazon employees, you really need a union.

This post is not to examine the many labor sins of Amazon. Why not boycott? Because there is no alternative. Why would a teacher give their business to Walmart? If you object to Bill Gates, then your alternative is Laureen Jobs. It’s hard to protest with purchasing policy when every option promotes anti-public education ideas.

NiYO raises $35 million to bank India's blue collar workers | ImpactAlpha
The 40 hour, 5 day workweek is also due to America’s labor unions.

Labor Day is the traditional end of summer and, in an election year, when the campaigns kick into earnest. This year feels different and it’s not only the pandemic. Events are in motion, the causes have occurred, and all we have to do is watch events play out in real time.

  1. For educators, the real debate continues over the wisdom of opening school campuses for children to attend. Although there are good arguments for and against, the fact is that the buildings have opened and students have come. Even if we closed now, teachers, staff, and children have already been exposed to whatever has come inside.
  2. We’ve been running in cycles. The first cycle concluded in May, after we shut down to head off the first potential exponential explosion in cases that would stress and perhaps break our health care systems. People relaxed, believing the threat to be over, aided in that belief by politicians doing victory laps around their states. But a second cycle took hold as people refused to follow public health advice, gathered in large groups for the traditional celebrations of Memorial Day and July 4th, and we saw high numbers during the month of July that only slowly declined into August.
  3. It seemed that people were sobered by July. GOT noticed a high percentage of compliance with mask-wearing, for example. But now, as the numbers decline into early September, GOT is noticing many persons no longer bothering. They won’t wear masks and they won’t keep their distance. The third cycle begins, and it’s no use arguing about it. We will see what happens in October.
  4. Fortunately, at his school, the students do wear their masks. The masks will slip down, but a gentle reminder brings an immediate adjustment. Physical distance is much harder. It is impossible in classrooms where 33 students sit in a room and, without cattle prods (smile, it’s a joke), we’re not going to keep them six feet apart in the hallways. But they mostly walk facing one direction from doorway to doorway. They’re not gathered in front of lockers or facing one another.
  5. We haven’t had trouble with sub coverage, but GOT’s school is an academic magnet and the admission requirements generally screen out discipline problems, which means subs want to work at his school.

There are other cycles moving as well. GOT has lost interest in the burning issues of the day because, frankly, those issues have burned for a long time. There is no fresh fuel for the fire. Again, the causes have happened, events are moving, and we are waiting to see them play out in the next few months.

Examples: In Jacksonville, interest in the investigations of the aborted sale of the public utility wanes. While there are new things to discover, the essential story is known. Nothing of interest will happen until the federal grand jury begins dropping charges and we see who gets swept up in the dragnet.

Trump quotes. Really, something the man allegedly said two and a half years ago has relevance now? This non-story would die out except for all the unceasing blatherskites who have to keep commenting. The election cycle has two months to go and little, if anything new, will happen. Turn out and vote and hope your side wins.

Hurricanes. We’re on the P name and it’s only early September. The storm cycle is one we have little control over year by year. Its intensification is due to extra heat in the ocean and atmosphere. But we set that cycle in motion years ago. While changes may affect future decades, for now all we can do is wait, watch, and go through the storms as they wash ashore.

The Sound of Silence

Hello classroom, my old friend … I come to enter you again …

And we’re back! Working from our classrooms whether teaching face-to-face or remotely, teachers are noticing the silence of the campus as only 25% of the student body is on campus at any one time. Even then, the students are quiet, mostly moving silently from room to room. Gone is the boisterous laughter and horseplay when throngs of students crowd in front of lockers to greet old friends and make acquaintance with new ones.

Even lunchtime is quiet. Too few for the combined volume of voices to create the usual roar heard in the cafeteria and courtyard. When few people are present, there’s no need to raise one’s voice to be heard.

Hybrid model

In Grumpy Old Teacher’s (GOT) district, parents could send their children to the campus under a model of face-to-face (f2f) learning and home learning (GOT uses remote learning to refer to this.) The superintendent will evaluate the Covid-19 status in the community after Labor Day and decide whether to bring these students onto campus five days a week.

Until then, high school students spend two days on campus and three days at home. Because GOT’s school is using a block schedule, this means that, at best, GOT sees his students once a week. The two f2f classes happen on A day. After seeing them on Monday, GOT will not have students back in his classroom for a week and a half.

However, one student doesn’t fit the model. He’s a junior, so he is out of sync with the rest of the class. Yesterday was his day on campus, so he sat in GOT’s classroom alone. It defeated the purpose of coming to campus.

Students chose to return to the campus because they wanted to be with other teens!

GOT also saw a student from last year this week. He said he hated doing remote learning–that was why he came back. He is frustrated that he is still having to stay home three days each week.

From the teacher’s perspective, it’s difficult adapting lessons to the two formats. No, teaching remote is not the same as f2f. Two very different learning environments require two very different pedagogies that have to be built from the ground up. It’s hard on everyone to switch back-and-forth. Then with the upcoming Labor Day holiday, the schedule works so that freshman and sophomore teachers will not see their B day classes in person for a three week stretch (August 31 to September 17).

Many feel that if we have to offer a f2f option, we ought to go ahead and make it five days a week. We’re not protecting anyone by limiting the attendance to twice a week. Students and staff are still being exposed to whatever anyone is bringing into the building.

Simultaneous f2f and remote

In GOT’s district, teacher pushback led the leadership to direct principals to separate students into f2f and remote classes. While this was mostly achieved for core classes, it was impossible for elective teachers who do with multiple preps that often combine many levels into one period. Think of a theater teacher who has musical theater 1, 2, and 3 in one period because she also has IB theater classes and different classes for the AP students.

These teachers find it impossible to handle classes of 50 or 60 students with half in the room and half at home. GOT is following other teachers around the state who are dreading their opening next week with this combination.

Technology issues still dog attempts to provide instruction via the internet. Districts are requiring synchronous instruction for the fall. That means students must be online and participating at the scheduled time the same as if they were on the campus. They cannot leave a class early–that’s skipping. They cannot report late–that’s a tardy. (Although GOT has a hard time imagining how the dean of discipline will assign in-school suspension to a student at home. Sit in your bedroom and don’t talk to anyone?)

GOT’s district has run out of technology to lend remote learning students. How are they supposed to come online if they don’t have a laptop and hotspot for wifi access?

Ah, the sound of silence.

Some students dropped out of GOT’s class early. As the day is busy, he could only make a note to contact parents later. Then, GOT found out from his lone student yesterday, who used a laptop to sit in his room and participate in the remote learning, whose laptop went to sleep and he ‘left’ the meeting, but obviously he wasn’t skipping because he was in the room, that students leaving doesn’t necessary mean the student stopped participating in the class. They might be doing their work on paper to scan and upload.

GOT is glad he didn’t call any parents and complain about their children.

bus drivers’ strike

Didn’t happen.

The buses ran. Kids arrived. Temperatures were taken.

Teachers also have their temperatures taken as they walk in the door. Typically, the temperatures run two to three degrees below the actual temperature because the thermometer is seldom held close enough to the forehead. For an accurate reading, it needs to be within an inch.

Every day we turn in a paper to say we have not been exposed to Covid-19 in the past 14 days. It’s seems a bit much–didn’t we tell them yesterday the same thing? Couldn’t we turn in a new paper every Monday and the rest of the week answer a verbal question, “Has anything changed since yesterday?”

Trust GOT, if a teacher has symptoms or been exposed, they don’t want to report to the building.

Students do not have to turn in a paper every day. It would slow down the entry process. Our procedures seem to be based upon a practice of following CDC guidelines if convenient.

health and safety

Supplies of hand sanitizer have held up as each teacher received a gallon jug for the opening of school. The desk wipes ran out the first day for most teachers. We have received a second pack of 50, but that is only enough for one day.

Students are complying with mask wearing and frequent hand sanitizing.

But the custodians are unable to do all the extra work. Their workload has been doubled or tripled, but no additional staff was hired. In addition to mopping hallways, cleaning bathrooms, sanitizing water fountains, sweeping classroom floors, and emptying trash, they are now expected to sanitize all frequently touched surfaces and devices, including door handles, light switches, student desks, chairs, teacher desk, board markers, board tray, display screens, and the classroom phone.

Not happening and it’s not their fault. But it makes good PR for the district to say that these cleaning procedures are happening nightly.

Finally, there’s this. The school has shut the water fountains (talk about germ spreaders) and instead has water cooler stations.

What’s wrong with this picture? There are disposable cups for a student to use, there is a large jug supplying the station, there are even two spigots to handle a high volume of people who want a quick drink during a limited class change.

Perhaps a hint. Jacksonville commemorated the 60th Anniversary of Axe Handle Saturday this week, looking back to 1960 when lunch counters were segregated in downtown department stores and the sit-in protests by the NAACP Youth Council.

It has to be unintentional, certainly no one with the district or school administration has seen it. Maybe even the manufacturer of the station wasn’t thinking either when they fashioned the dispensers. But it brings up bad memories for those who see it and go, “WOW.”

I Never Promised You a Rose Garden

Lynn Anderson singing her classic song in a 2011 performance.

Twitter is abuzz with the hand-wringing and defending of the Rose Garden renovation at the White House that was carried out under the auspices of Melania Trump. Mere informational Facebook posts receive immediate clapback condemning the Trumps, as in everything they touch withers, and defending the Trumps, as in it was needed urgently and looks good.

Two somewhat neutral pieces that explain the changes and the reasons for them are available from CNN and the WaPo.

SMH (Shaking my head for those who don’t sling the abbreviations but prefer to write everything out,) why does everything have to be politicized right down to a garden? Gardens, above all else, reflect the taste and personality of their gardeners and the residents who live by them. They have a beauty of their own that is unique to their circumstances, climate, and cultivation.

Gardeners know that when a new garden is created or an existing one is renovated with completely new plantings, it takes time for the plants to grow into their spaces before the interplay of light, texture, and color can be fully appreciated.

Accordingly, all those now expressing an immediate judgment on the Melania Trump makeover of the Rose Garden are reacting prematurely. We will not know how well the new design works until two or three years have gone by.

Gardening is a lot like education. Every year, new students (plants) appear (are planted) in the classroom. A new garden looks bare as the sprouts/seedlings/transplants are inserted into their spaces (desks). There is a lot of angst about the make-up of the class (design of the garden.)

Will the plants work well together? Will one crowd and stifle the growth of another? What weeds (bad ideas) will take hold and have to be removed? Is the gardener up to the task of pruning where the growth moves in unwanted directions, fertilizing where extra nourishment is needed, and staking where support is wanting?

Students arrive as new seedlings.Their gardeners/teachers accept them into their classrooms and get about the job of cultivating the best possible growth in the garden. No two plants are alike just as no two students are alike. Teachers, like master gardeners, study their students (plants) to determine their individual needs so that they can provide for their growth.

The neighbor across the fence, the pedestrian striding along the sidewalk, and even the nurseryman can express their opinions about how well the garden is growing.

But in the end, it is the teacher, the master gardener, who produces the growth by finding the right combination of light, water, fertilizer, soil, and drainage. Not the parent, not the think tank expert, not the politician, not the school board members, not the administration–district or school.

What those people can do is to make sure that the teachers, the master gardeners, have the right tools and supplies to make the growth happen.

Also, even as a new garden needs a few years to grow and mature before we can opine on its beauty, so too children need more than a year to assimilate new knowledge and blossom. Just as you cannot judge a gardener after one season, you cannot judge teachers based on one year’s test results.

Alchemy was discredited centuries ago, but isn’t that a good metaphor for the learning process? Transmuting knowledge into new understandings? No one person can take the credit, but given the right combinations, lead is turned into gold.

Teachers never promised anyone a rose garden, but given the time and autonomy to use their professional expertise even as gardeners are allowed to plant, prune, and provide the resources of water and fertilizer … you know what?

We get thistles to bloom roses. We make deserts fill with flowers during a dry season. We plant tiny mustard seeds that years later produce a million times over.

All we need is time and support.

Bill B. (1957 – 1974)*

Grumpy Old Teacher (GOT) hasn’t thought about Bill in years. He was a member of GOT’s high school class; he died in the spring of our junior year. He wasn’t a friend as he lived in the neighborhood across the county that was bused into the school in 1973 to achieve desegration of the de facto housing patterns as we shared no classes, but he was a close friend of many of GOT’s classmates.

As we prepare to open schools in this pandemic year, Bill’s memory comes back as we learn that Governor DeSantis wants schools open, come sickness, suffering, or death. (That’s a reworking of the cliche ‘hell or high water.’)

Bill was murdered in the school parking lot.

It was a drug deal gone wrong. A group of teenagers was in the area asking who they could buy marijuana from. Bill was a minor dealer, the type who begins by sharing with his friends, then friends of friends, then others.

These teenagers weren’t looking to buy; they wanted to rob and they had a gun.

Friends of GOT in pyschology class reported that when they heard the pop-pop-pop from the parking lot, the teacher flew across the room, threw open the window, and jumped out.

It was too late and we mourned the loss of a classmate.

Fast forward several months. GOT was talking to his principal, who had this to say, “For two years, I begged the district to install a fence and gate that I could lock every morning to keep public traffic out of the parking lot–to stop the traffic driving through the school’s student parking lot to avoid a stoplight. But they said it would cost too much money and refused to approve my work order.”

Shortly after Bill’s murder, the school district installed a fence and a gate around the parking lot. It took a tragedy before they would act.


Here we are in the middle of a pandemic. Nationally, regionally, and locally, politicians and people are demanding we open our school buildings and bring the students in.

It hasn’t worked well in all cases. Reports in the news show that covid cases are showing up and schools have quickly closed in response. See here, here, here, and here. There are many more–almost a new one every day.

In GOT’s district, predictions vary as to how long the buildings will remain open: one, two, or three weeks before identified infections in students and staff force the district to go back to remote learning such as we did in April and May.

But then, Governor DeSantis weighs in: Schools should not close just because someone, student or staff, was positive and in the building. He favors a more ‘surgical’ approach, “If one person is sick, don’t shut down the whole building” and “Somebody is on a school bus and they’re ill, then you send them home, and if parents have a child that’s ill, then you keep them home.” He worries about mental health.

What about everyone else on the bus, Governor? Do we be proactive and ask them to also stay home until we know if they are positive? It’s called contact tracing.

Or do we let them in the school to infect others if they are positive but not showing symptoms until the entire population is infected? An infection can move quickly through a secondary school as students attend multiple classes and mix in the hallways.

By the way, Governor, it’s also detrimental to student mental-health to get sick, to carry guilt feelings of causing others to get sick (children tend to do that even if they are not responsible), and to worry about bringing the disease home.

For someone pretending to be concerned about the mental health of children, you really know little about it–as little as you know about how children learn and the pedagogy teachers engage in.

Why must this state and its political leaders (and Florida is not alone) ignore the sound scientific, medical advice of our leading experts in epidemics?

What tragedy will it take until Governor DeSantis takes the common-sense measures recommended by world experts?

That brings us back to Bill B. and his tragic death. How many deaths will it take? How high must the body count go until Governor DeathSantis** reverses course and installs a fence and locked gate around school populations by ordering Florida to follow CDC advice as well as allowing local departments of health to advise schools again?

*Not his real name.

**When this happens, the governor will have earned his nickname.

Pascal’s Wager

Blaise Pascal (1623-1662) | Issue 125 | Philosophy Now
I anticipated Texas Hold Em.

Blaise Pascal, the noted French mathematician and theologian, once made a famous wager considering eternal life and Christian theology.

In short, Pascal opined that you have to make a bet regarding eternal life based upon whether you believe God exists or not. If God exists, then you might receive eternal bliss (for believing in God’s existence) or eternal misery (damnation for not believing.) If God does not exist, then it does not matter either way; death is the end.

Rational belief would demand that one believe in God because the worst outcome of such belief is the best outcome for not believing: death is the end. But by believing, one gains a chance of obtaining the best outcome, eternal bliss, and avoiding the possibility of the worst outcome, eternal suffering.

What would it look like if we applied Pascal’s wager to the debate about opening school buildings in a few days (mostly southern states) or in September (mostly northern states)?

Using a typical two-way frequency table, we would get something like this:

Covid spread in schoolCovid actually spreadsCovid does not spread
Wager to stay closedEveryone stays healthyEveryone stays healthy
Wager to openSickness and deathEveryone stays healthy
The odds seem better than playing Powerball.

But, you object, that ignores the learning loss children are suffering.

Covid spread in schoolCovid actually spreadsCovid does not spread
Wager to stay closedLearning takes place over the internet, but vulnerable students are at riskLearning takes place over the internet, but vulnerable students are at risk
Wager to openLearning is disrupted; trauma results from students who bring the virus homeLearning takes place in the classroom; nobody falls through the cracks
We have some issues.

Given the first table, a rational person would conclude that schools should remain closed as the worst outcome is equivalent to the best outcome if schools open. The second table is more ambiguous yet the implication is apparent; the outcomes under closure are equal, but worse than the best outcome under opening and better than the worst outcome from opening.

So the wager is clear as far as the health of children and staff, but some ambiguity as far as learning outcomes from allowing children to come to the building versus going all remote.

At this point, given IDEA and the need for public schools to provide a FAPE, that is, a free and appropriate public education, the wager fractures*:

Covid spread in schoolCovid spreadsCovid does not spread
Wager for full closureIDEA students are at risk of not receiving needed servicesIDEA students are at risk of not receiving needed services
Wager for closure, but with extra services for IDEA studentsIDEA students receive needed services at home or in restricted settingsIDEA students receive needed services at home or in restricted settings
Wager to openIDEA students receive services until the system is disruptedIDEA students receive services in their school
Assuming the school system has the resources to expand its homebound services or to bring a limited number of students to its building for the supports they need.

Perhaps the last way (for this piece, anyway) we could look at Pascal’s wager is to think about children ‘falling behind’ as the hysteria rages about a day of learning lost equates to thousands of dollars of wages lost over a lifetime–as if children have no resiliency and cannot make up for lost time later. (Spoiler alert: learning is not an assembly line process. It is true that if General Motors suffers a stoppage on the assembly line, the lost production can never be regained. But education is not an assembly line process.)

Honestly, Grumpy Old Teacher (GOT) could go on a long rant about something he read in which the author asserted that kindergarten-age students could miss out on essential job training that will diminish their lifetime earnings. [Editorial note: insert a vomit emoji.]

Resilient childrenNon-resilient children
Wager for closureLearning missed out during the 2020-2021 school year is made up during subsequent yearsLearning missed during the 2020-2021 school year will be gained in future years depending upon need and interest
Wager to openNo gap in the learning timeline, but the risk of health-damaging infection must be consideredHave a harder time dealing with academic challenges, so gaps will occur anyway, the health risk must be considered, but yes, will engage in future learning depending upon need and interest
Go to it, Pascal, it’s not as tidy as considering one’s eternal salvation, is it?

You may wish to quarrel with GOT’s table entries as to what each box should say. That’s a good thing because this piece is meant to spark thinking about which course is wise: to open or not to open (apologies to Shakespeare.) GOT does not regard himself as some sage sitting on a mountaintop waiting for you to climb up for his wisdom. He doesn’t have all the answers nor is he always right.

This piece is meant to help sort out our thinking from our emotions. But it is not complete without revisiting that link above that explains Pascal’s wager understanding that Pascal was a mathematician as well as a theologian. In analyzing the categories, we have to determine probabilities for each outcome which, in the end, will affect our conclusions.

What is more probable, that Covid will spread in school buildings or not? We must update our March 2020 understanding with new studies that have been reported over the summer.

If children do not show severe symptoms, is it probable that their health will be unaffected after they recover? We must update our March 2020 understanding with new studies that indicate that even for the young, Covid leaves behind lung lesions and heart muscle damage, as well as increasing the risk of stroke at a young age.

Is it probable that our youth can never recover the learning they missed out on if we keep schools closed? Is it probable that our IDEA students will never be able to make up for lost time? Or do we interpret the wager that we will keep schools closed until a vaccine is widely administered as our best course of action because we can then utilize the vast resources available in this nation to assist our IDEA students and others who need help to recover.

Finally, teachers will take GOT to task if he doesn’t do a table for them:

Covid spread in schoolCovid spreadsCovid does not spread
Wager to closeAt home, teachers teach and live for future school yearsAt home, teachers teach and live for future school years
Wager to openExposed to the disease, many teachers join the statistics of cases, hospitalizations, and deathsTeachers feel a bit silly that they were concerned about their health and lives
In the end, Maslow wants the final word. Survival needs trump those of esteem.

*This table specifies IDEA students, but could be used for any student deemed at risk for other reasons.

Teacher Ethics

As Florida teachers receive reminders about their professional responsibilities in regard to their use of social media and other means to express their opinions about current events, it might be useful to examine their obligations as defined by the Florida Department of Education Rule 6A-10.081 and Section 1012.795 of Florida statutes that covers education.

First, from the statute language that might apply to teachers commenting about school board plans for opening the oncoming school year:

  • Upon investigation, has been found guilty of personal conduct that seriously reduces that person’s effectiveness as an employee of the district school board.
  • Has violated the Principles of Professional Conduct for the Education Profession prescribed by State Board of Education rules.

Second, from the FLDOE rule the general principles of teacher ethics:

(a) The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all.

(b) The educator’s primary professional concern will always be for the student and for the development of the student’s potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity.

(c) Aware of the importance of maintaining the respect and confidence of one’s colleagues, of students, of parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct.

Third, the rule spells out how those principles look in practice:

(b) Obligation to the public requires that the individual:

1. Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated.

2. Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression.

(c) Obligation to the profession of education requires that the individual:

3. Shall not interfere with a colleague’s exercise of political or civil rights and responsibilities.

First take: it doesn’t seem like a teacher, criticizing a school system’s plan about reopening schools during a pandemic, would fall afoul of the provision about distinguishing between a personal view and a school board position. Criticizing a school board/superintendent position or plan would be prima facie evidence that the the distinction has been made.

Second take: coercive attempts to silence public employees from speaking out would seem that the school system, not the employees, are violating (c) 3. Who is interfering with whom’s political and civil rights?

Third take: it’s that talk about diminishing one’s effectiveness as a school board employee as well as maintaining the respect of everyone (ah, the 100% test that is impossible for anyone to meet) that gives the school system the wiggle room to issue a warning to its employees.