April 29, 2008 -- Ron Fletcher teacher chat
Ron_Fletcher: Welcome to our April chat. Some good questions await me--and I look forward to many more.
Scout__Guest_: How important do you think it is for students (grade school through high school) to have a lot of exposure to the arts?
Ron_Fletcher: The arts strike me as integral part of any worthwhile education. I get the impression from my students, most of whom are quite competent, that their imaginations haven't received nearly as much attention as their rational minds. Most of us laud creativity, even if we reduce it to the bromide "thinking outside the box," but few of us--and I fault myself--are providing the time, space, and sort of assignments that provoke and prize originality and individuality. Arts education is a vital step in the process of discovering self and understaning others. More arts!
BarbG__Guest_: Teaching at a HIgh School that is all male students, and at BCHigh now having middle school as well, l do you think 6 years of single sex education is too much?
Ron_Fletcher: The short answer is yes. And I've been inclined to think that four years in a male-only classroom, despite its many benefits, has its drawnbacks. Women teachers and time away from school in the company of female friends, cousins, or sisters only partially compensates for the absence of young women's views in the classroom. Their voices need to be heard by young men--and vise versa--in the constructive context of class discussion. Going six years without that opportunity seems excessive and limiting.
BarbG__Guest_: As a followup to that, how do you compensate for the lack of a female perspective in the classroom? Thanks.
Ron_Fletcher: I try to be mindful of the authors I'm choosing and the way I'm presenting them. I certainly hesitate to present any one woman as "representative woman" to the students, but at the same time try to acknowledge and weigh all that shapes a writer's perspective--culture, politics, historical moment, class, telent, etc.. More, I try to be very cautious of not letting my classroom become some den--or cave--of guys. The usual stuff of challenging stereotypes and investigating ignorance--and reminding them they have moms and sisters. Also, I attempt to collaborate with my female colleagues, bringing them in to share their expertise on particular subjects/authors with my students.
takereasy: Ron, I saw your column on Sunday about teachers and respect - it was great! I'm curious how your fellow teachers responded to it...
Ron_Fletcher: Those who've chosen to say something have been enthusiastic, affirming. There was mention of the column being clipped and sent to unsympathetic friends. One teacher I passed today described it as a "manifesto," which seemed a jot melodramatic. No denying the preaching-to-the-choir factor; still, it's nice to be appreciated by your colleagues.
c__Guest_: Ron, my son is looking for the right college for him -- but he seems to be thinking with his heart instead of his mind, opting for a school in the middle of nowhere Vermont just because his girlfriend attends there. He insists he likes the school, but how can I convince him otherwise and tell him that making the right college choice is important
Ron_Fletcher: I've seen a number of seniors go down this road, particulary those who took the Romantic poets too seriously. Attempt a lightness of touch; what seems shortsighted to an adult seems very comforting and inviting to a young man overwhelmed by imminent change. Hesitate to remind him that most relationships at that age have a short shelf-life. Focus on the school he is considering. Have make a case for it being the best place for him to develop his talents. Mention other places that seem better suited to his interests and abilities, then gently suggest that any woman who cared about him would want to see him thrive and that a relationship with a true future can survive distances. No panacea--just a few thoughts. Good luck! Also, remind him that college is about meeting new people, not tethering yourself to one.... (My pre-college summer romance lasted until Thanksgiving, then dramatically fell apart!)
bch92__Guest_: How do you deal with parents who do not believe in the "Academics First" aspect of education. I have had several students leave for vacation early, yet get questioned about my dedication to the classroom because my wife and I did not schedule the upcoming birth of a child around summer break. Studnets get dimissed for dentist appointments, when I ask then why it wasn't scheduled for after school, the response was "My mom didn't want me to miss soccer practice" (I am not making this up). I am not trying to get the kids to disobey their parents, but I am trying to get them to question their parents reasoning. Any ideas?
Ron_Fletcher: I sympathize with the predicament you present and agree that it's difficult to blame the students when the parents are the culprits or at least the facilitators. You can attempt a tactful announcement about the value of time during a parents night in September, but those who need to hear the message might miss it. You can attempt a brief but clear and ongoing appeal to your students about the importance of meeting obligations. Regrettably, the selfish parent will remain the selfish parent. Perhaps, though, you can help their kids see the importance of respecting the way a community works. Good luck. And congrats on the birth of your child! A welcome blessing any month of the year!
james__Guest_: How can I tell my daughter that a community college is the best step towards getting a degree? She seems to set her goals too low and seems fine with going to class, but I'm skeptical of her considering anything after the two year program
cappy108__Guest_: Can we ask you questions about becoming a teacher?
Ron_Fletcher: Sure!
Ron_Fletcher: Speak with your daughter about her goals and point out her talents and potential. Attempt to make the case for education as opportunity rather than obligation. If she seems to think enough is enough, sympathize with her but remind her that she's just getting to one of the best times in her education, when she gets to choose what to study--when she gets to identify and move toward a profession that fits her talents. It's difficult to return to a classroom after leaving it and making some money working rather than spending it on tuition. Be open to part-time classes for her, while she gets some clarity about what she wants to do longterm. Use your own story or those of others she respects to support your claims. Good luck, James.
cmrules___Guest_: Ron, my question deals with kids much younger than high school so i apologize if i am out of place. but i'll ask anyway - while it is a role of parents to emphasize the importance of education/school/engagement in learning on a continual basis, how does one balance encouragement vs forcing the issue in terms of early education, especially with young children (k-3rd grade) and their unique personalities? It seems certain personalities respond better to being encouraged to learn, rather than being forced to learn. I want my kids to want to learn, rather than face a down-the-road risk of rebellion or lack of engagement.
Ron_Fletcher: Well, I don't bring a lot of experience to the dilemma you present, but I've anecdotal info that might be helpful. The students I've seen excel--by any measure--and whose achievement is rooted in joy and curiosity tend to have parents who model what they value. And these aren't the kids of college profs; they are the kids of moms and dads who enjoy reading, ideas, worthwhile conversation, the cultural offerings of this great city, etc.. My guess is that if you demonstrate joy in learning to your child, education can be a shared pursuit rather than a matter of coercion or threat. At least that's what my wife and I are banking on with our five-month old--down the road, of course.
guestsb__Guest_: I want to say thank you Mr. Fletcher. As a BC High Graduate sitting in my college's library about to type an anthropology paper, i am now reading this chat instead of completing my work. Although i only had you for homeroom, your guitar skills are still metioned to this day when i get together with fellow BCH guys and talk about our past life over on Morrisey Blvd! Hope all is well in that neck of the woods
Ron_Fletcher: A rich irony: a discussion of education getting in the way of education. Thanks for the kind words. All the best.
chris__Guest_: what is the daily word today?
Ron_Fletcher: Petrichor. (Consult the OED; give a man a fish...)
Tabula_Rasa__Guest_: My little brother is about to graduate from BC High. As an alumni myself, I found myself having a more difficult time handling the workload as I got further into college. Although I was able to graduate it took me longer than expected, and it seems like a lot of my fellow students never finished. What advice can you give for graduating students?
Ron_Fletcher: Good to hear from an alumnus and salutary to learn about the difficulty of managing college after high school. With time so structured in h.s., many college students enter their freshman year with momentum but lose it and their disciplined high school ways to unstructured time. It's worth being mindful of going into college. Activities--sports, newspapers, etc.--can help. That's the paradox: taking on a bit more allows you to accomplish a bit more. Hope that helps. Take care.
Dale__Guest_: ron, what do you think of preschoolers having homework? my niece has it -- what happened to "sandbox?
Ron_Fletcher: The sandbox is a place where preschoolers can and should bury their homework. This development goes back to the opening question. More arts! The art of sandcastles. There's a lifetime for paperwork. Play in the sand. Play!
Ron_Fletcher: Some great questions remain, but the sand has left my hourglass. Apologies. Thanks so much for the lively exchange. See you some time in May.