The Internet Killed Our Schools: Part One

The Internet is a stone-cold serial killer, and the bodies of dead industries is piling up. The Internet has been on a murdering spree for years. It has either killed, dismembered, and disposed of or is in the process of slaughtering some of the most stable industries in our society. The victim list is impressive:

• The record industry
• Travel agents
• The publishing industry
• The television industry
• The manufacturing industry
• The retail industry
• Middle management
• The video rental industry
• The photo processing industry
• The United States Postal Service
• Encyclopedia manufacturers
• Magazines
• The stock trading industry
• The tax preparation industry

... and so on.

The Internet has dramatically changed the landscape of our society. Seth Godin, best known as the author of books such as Tribes and Purple Cow perfectly summed up how the Internet has changed our society in Linchpin. Godin describes a shift in the means of production.

Since the beginning of the Industrial Revolution, those that owned the factories owned the means of production. This created two classes- the factory owners and the factory workers. The factory workers exchanged their creative freedom for the security of the factory job- decent pay, health benefits, and a pension. The factory owners provided this security in exchange for a big chunk of the profits derived from the workers' productivity.

Let's use a fictional character to illustrate how this works- his name is Billy. If Billy were born before the Industrial Revolution, he likely would have been a specialized artisan. He would have learned a particular skill and produced a particular product to sell to those in his local community. Billy would have used his ingenuity and creativity to make his product better. In essence, he injected a human element in each and every product he produced. This system existed for thousands of years.

Then factories came along. A few people realized they could make a product faster and cheaper by dividing the labor. Instead of Billy being a highly-skilled artisan making one product at a time, he joined a group of relatively unskilled people that could make a hundreds of times more products in the same amount of time. The factory owner would then reap the profits from the products produced by Billy's group. Billy was now doing mindless work that required no real creativity or decision-making. He gave up his autonomy in exchange for security. The human element was removed. That was the deal he was willing to make with the factory owner.

Eventually we developed schools to train the factory workers. Since the mindless, repetitive work Billy was doing was such a dramatic deviation from the existence humans experienced for thousands of years, a system had to be developed to condition Billy to be a good factory worker. What specific behaviors had to be taught?

• Conformity
• Obedience, don't question authority
• Repeat a simple task repeatedly
• Follow a strict schedule that segmented the day into clearly defined periods
• Develop mediocre proficiency in a wide variety of subjects

The design of our schools became exceedingly effective at training people like Billy for a life in the factory. If Billy was an average student, he would eventually work on an assembly line of some sort. If he excelled in school, he might be promoted to management. Either way, Billy was being groomed for the rigors of the factory.

Eventually the factory jobs began to disappear. At that point, the focus of schools began to shift. Factory jobs disappeared. Outsourcing and the electronic revolution moved those jobs overseas. Schools responded by shifting from producing blue collar workers to producing white collar workers. Schools began to focus on college preparation more than vocational training. Billy wasn't being groomed to assemble products; he was being groomed to push papers. 

Along came the Internet. 

It seemed like a rather innocent development... merely an extension of the existing white collar world. Few recognized exactly how the Internet would change our world. The factory owners saw it as another tool to help them continue producing their goods using their ample supply of labor.It was an illusion. The existing industries failed to see that the Internet wasn't a tool to be exploited. 

The Internet was the medium that allowed the factory workers to become competitors to the factory owners. 

Godin does an excellent job of explaining this phenomenon. Suddenly, anyone with a laptop and an Internet connection could produce a product and reach a HUGE audience. Before the Internet, Billy would have needed a huge capital reserve to build a factory. In the absence of said capital, he was relegated to two options: management or the assembly line. Now Billy has a third option- become a factory owner.

Let's say Billy is a writer. Prior to the Internet, if Billy wanted to write a book, he would have to utilize a publishing house. The publishing house was a factory and Billy was working on a different kind of assembly line. The factory owners used Billy's labor to make a healthy profit while kicking enough back to Billy to keep him relatively happy. 

With the Internet, Billy can now write, publish, and promote his book for close to nothing. No capital required. He can connect with and market to an audience numbering in the hundreds of millions or more. 

Not only does this change make the big publishing house obsolete, it puts the behemoth at a major disadvantage. Since Billy is small, he is adaptable. He can produce a product for a smaller niche market. He doesn't have to produce a product that appeals to everyone, which tends to appeal to no one. Billy's products reintroduce the human element. He can also change his strategy at a moment's notice.  

Billy himself isn't enough to threaten the big publishing houses. A hundred or even a thousand such people wouldn't cause them much concern. But the scope of the Internet isn't measured in thousands. It's measured in millions. Or billions. 

The big publishing houses don't have a chance. Even if they embrace the Internet and utilize it as a tool, they won't have the flexibility as the crowd where each individual part is an agent of change.

So what about schools?

Our current model of schools is still based on the factory model. Worse, the policy makers believe small tweaks can adapt the current model to reflect the current and future landscape. They believe changing the daily schedule, introducing technology, or changing requirements will be enough. They're trying to prepare students to work in a different kind of factory, and are oblivious to the obvious:

The students can't be treated as factory workers. Students have to be treated as factories themselves. 

Coming soon- Part two: Student factories- the skills they really need.

What Happens When Non-Teachers Make Decisions? Stupid Ideas That Ultimately Hurt Your Kids

I received word my soon-to-be former high school is adopting a new printing policy.  Instead of having individual printers in teacher's rooms, the school is making several "printer rooms" where lots of teachers will share printers.  The goal is to save money.  Apparently the idea was proposed by a non-teacher.  As does typically happen, ideas that affect the classroom that are proposed by non-teachers are... well... dumb.

While the goal of saving money is completely valid, this is a horrible idea because of logistics.  Having printers in the individual classroom serves one functional purpose- it allows teachers to print without leaving the classroom.

If printing is done in another area, this forces teachers to either:

a) leave the students unattended while they retrieve something being printed, or 

b) send a student to retrieve the printed material.  

• What happens when two students get into a fight while the teacher is in the printer room printing out yesterday's assignment for the student that was absent?  
• What happens when the student you send to retrieve the printed paper vandalizes the room? 
• Are you going to keep a log of all the people that enter the printing room? 
• Are you going to monitor it with video?  
• Won't that just cost more money?  
• Is the school going to hire someone to be a printer gopher?  
• Also, it takes up valuable space that is now being used as a student study area.  If a kid needs to take a test or needs a quiet place to study, where will they go?  

I seriously doubt any of these issues were even considered, which is exactly what happens when you leave decisions to people with no teaching experience.

Either situation will interrupt the flow of the classroom environment.  Anybody with even rudimentary knowledge of the inner-workings of a classroom would know this is a terrible idea.  Every teacher I've talked to hates the idea and immediately point out the flaws.  Since they were not consulted, they are pissed (as they should be.)  Some are writing letters to the superintendent and school board.  Some are plotting revenge.  Some are planning to fight this tooth and nail.  Some are contacting parents and letting them know their students will be left unattended due to this new policy.  Some are simply going out and buying their own printers. 

I would hate to be the person that has to try to smooth this decision over with the teaching staff and community. 

Sadly, it doesn't matter what is done by teachers that see the stupidity of this idea.  When we allow non-teachers to make important decisions, we can expect decisions that do not account for the issues teachers face.  As long as we place trust in non-teachers that do not understand the classroom, bad decisions will be made.  This works at the building level, district level, even the state and federal level.  The worst part- our students suffer the most.

The only people that should be making decisions that affect the classroom are teachers and administrators that were once teachers.  This specific issue really reinforces my decision to leave teaching.  I feel bad that the rest of my colleagues will have to endure this stupidity. Good luck, guys.

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Update- I have been informed this decision has been modified.  Apparently individual printers will be slowly phased out over time and gradually moved to centralized printing. 

<sarcasm> Sounds like a great solution! </sarcasm>

The  "frog in hot water" technique is often used as a way to gradually implement bad ideas.

The Decision to Leave Teaching

Well, it's official.  Shelly and I are leaving the teaching profession.  The decision has been in the works for a number of years.  We've been informally planning for this day since we decided to follow Dave Ramsey's plan and pay off our debt.  Paying off that debt is what ultimately gave us the freedom to leave.

We also fostered other sources of income, most based on our running adventures.  The popularity of Barefoot Running University has allowed us to leverage several contracted jobs, the most prominent being Merrell (the outdoor adventure company.)  I helped them develop some educational materials and they are sponsoring our family to travel around the US to educate others on good running form.  It will make for a memorable adventure, and we'll document it here. 

We were faced with the decision many teachers face on a regular basis.  The future does not look bright at the national, state, or local level.  Funds are being cut.  Pay is decreasing.  Benefits are decreasing.  Long-held staples like tenure and pensions are slowly disappearing.  Online education is gaining a foothold, which will likely cause a dramatic decrease in available teaching jobs.  Class sizes are going up.  Standardized testing in the name of "accountability" is destroying teacher autonomy.  Every teacher faces the decision to stay or go. 

Two factors weighed heavily on our decision.  First, we could no longer justify putting all our eggs in one basket.  The newly-volatile future of public education is NOT something we wanted to rely on.  Second, we realized teachers have some VERY marketable talents that are valuable to a wide range of industries.  Stepping out of the profession would give us several tangibles including:

• More autonomy- we can fully utilize our strengths as teachers to teach using proven methods.  In short, we can produce maximum effect with minimal work.  We aren't bogged down my top-down curriculum and politics.
• Better pay- We're no longer at the mercy of a fickle state legislature.  The market will determine our pay, and our ability as teachers gives us a sizable advantage over possible competitors.
• Long-term security- This used to be a benefit of public education.  It was a reason to become a teacher.  Today, the future of our entire pension plan is in question.  Handling our retirement plan ourselves provides or long-term certainty.

There are other benefits, too, but these are the primary reasons we made this decision.  

Will we eventually go back?  Maybe. Honestly, it depends on where we settle down and the state of the local economy.  There's a lot of uncertainty in public education on a national level.  Teaching as we know it may be disappearing.  We may get involved in education on a different level as I believe there will be a lot of opportunities in the near future.  We'll see.

Until that time, Shelly and I are going to enjoy our new lives as nomadic running bums.  ;-)

Make Teaching Better By Eliminating Intellectual Incest

Teachers love to copy ideas.  We're plagiarizing whores.  We copy lessons from each other all the time.  We haven't created an original lesson plan since 1983.  True story.

Generally, this is a good thing.  We take what has worked for others, tweak it a bit to meet our specific needs, then roll it out in our own classrooms.  It gets the job done.

There's one problem- it lacks true creativity.  We keep rehashing the same ideas.  It's like when I make Mexican food (or at least my version of Mexican food.)  I use some sort of tortilla, chicken or beef, cumin, lettuce, cheese, some hot sauce, maybe some beans, and an occasional avocado.  The ingredients can be mixed in a variety of ways to create different dishes, but they all taste pretty much the same.

In teaching, this is manifested by  the use of the same basic lesson ideas.  If we want to infuse more creativity into our lessons, we need to add more ingredients.   Learn a new way of cooking.  

How do we do this?  

Look outside the teaching profession.  

Over the last year or so, I've read a lot about unorthodox business practices that have resulted in success stories.  On the surface, this doesn't appear to have much application to the classroom.  Until you dig a little deeper.

For example, I like reading about methods to increase blog readership.  There are some brilliant minds out there with fantastic ideas.  Many of the suggestions are methods to create interest in blog content.

How can this be applied to the classroom?

Think of your lessons as your blog content.  Your students are your potential audience.  How can you get them to "read your blog?"  Simply apply the blogging experts' advice in the classroom setting.

Viola!  More effective teaching.

As it turns out, this idea of synthesizing the classroom and ideas completely unrelated to education is a gold mine.  ANY topic can be used to enrich your lessons.  Here's a good way to find inspiration:

1. Go to http://www.stumbleupon.com

2. Sign up, get the toolbar button

3. Choose a few topics that sound interesting

4. Stumble to random sites

5. As you read through different sites, think of how you can apply this to the classroom

Other teachers should be the last place you go for original ideas.  Date outside the family and look for ideas in unconventional places.  It'll make you a better teacher.

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Using Cell Phones in School... Hey, What a Novel Idea!

This post was inspired by this article in the Grand Rapids Press:


http://www.mlive.com/news/grand-rapids/index.ssf/2011/03/experts_kids_have_smart_phones.html

Several years ago, I proposed allowing students to use cell phones in school.  The technology has the potential to revolutionize how we teach AND save schools a good chunk of change.  Cell phones can be used as student response systems, video cameras, still cameras, podcasting tools, and a host of other tools.  Unfortunately the idea was shot down.  Instead, we've spent the last few years in a futile war to punish kids for using phones in school.

This issue perfectly exemplifies why we need to fully embrace innovation, especially that which utilizes technology.  To that end, we need to identify and eliminate the "always say no" gatekeepers that inhibit technological innovation.

Today's teens use technology to communicate in ways that seem foreign to many adults.  It's not a matter of teaching kids to use technology, it's a matter of teaching them using their preferred medium.  Failing to understand HOW kids communicate is a recipe for failure.  If we can't speak their language, we can't teach.  The Luddites didn't survive.  Neither will we.

Hopefully someone out there could use these ideas, especially since some schools seem to be embracing this technology.  The following is the text of the form I would have given to students:

Cell Phone Integration Project
Student-Response Experiment

Project description- This is an experiment to test the feasibility of using student-owned cell phones in conjunction with the Internet to create a student-response system.  A student response system works like this: The teacher presents a question to the class and gives several options.  Students respond to the correct answer by sending a text message to a predetermined number that corresponds to the answer they choose.  The web service we will be using is located at http://www.polleverywhere.com.  This project will test the likelihood that this system could be used on a larger scale for assignments and projects such as test reviews, etc.
What is needed- A cell phone with the capability to send text messages.  A phone is NOT required for all students!  The class will complete this project in small groups.  Students will be divided in a way to equally disburse available technology.  For the duration of this project, students will send approximately 5-25 text messages per week.  Because of this, please do not approve your student if they have a limited number of text messages on their cell phone plan.  Mr. Robillard and/ or the school cannot be held responsible for expenses incurred from the additional text messages that will be sent with your approval!  If you are not comfortable with approving this project, please do not sign the paper!  The availability of a cell phone will have no bearing on your child's grade!

Rules and regulations- Because our school officially bans the use of cell phones during the school day, we will have special rules set up to govern cell phone use IN MY CLASSROOM during your child's class.  These policies are in effect from the time your student enters my room until my class ends and they leave my room.  When they are outside of my room, the school policies regarding cell phone use will be in effect.  Essentially, if they are caught using their phones, they will be confiscated and turned in to the administration.  The following are the rules that will govern cell phone use in my classroom for the duration of this project:

Cell Phone Expectations:

1. Phone ringers must be set to "vibrate" or "silent" at all times.  This is to prevent disruptions to the class. 
2. Phones are placed on top of desks in plain view f the teacher at al times when they are not in use as a class.
3. All media produced/messages sent must be course related.
4. You may not use another person's phone at any time.
5. All media published about/of others must be approved by them.  For example- you may not take pictures, video, or audio recordings without the subject's permission.  Also, no media may be published online without written approval.
6. All messages can be accessed at any time by the teacher.  Remember, there is no such thing as privacy in electronic communication- you cell phone company has access to all messages/ media sent over your phone!

Failure to comply with the expectations may result in disciplinary action by Mr. Robillard, including confiscating the phone until the end of the day and that class losing all "stars" for the remainder of the chapter they are covering. 

If you have any questions, please email me at *******************@gmail.com.

Thank you!

-Jason Robillard


Parent Signature________________________________________Date__________________


Student Name____________________________________ Hour__________________

This is the details of the plan I wanted to implement.  It would have been rolled out in three phases, each one teaching kids additional methods to use these tools:

Cell Phone Technology Integration Plan

Purpose: Take advantage of tools many students already possess to help reduce strain on school technology budget; help meet technology integration standards; teach responsible use of cell phones in society.

Phase 1- Student Response System	Phase 2- Citizen Journalism	Phase 3- Capturing and Editing Video
Use cell phones as “clickers” to operate student response system. Teacher presents a question, students will respond using cell phones. Will be used in conjunction with polleverywhere.com. Can replace systems that cost between $2000 and $5000.	Use cell phones as “citizen journalism” tool. Since most students carry phones at all times, they can immediately report when they see something happening that pertains to class (citizen journalism). Students can either text “stories” or post audio clips (mobile podcasting). Will be used in conjuction with secure, private blogging sites such as blogger.com or wiki sites such as wikispaces.com.	Use cell phones to capture video for video projects. Video editing will be accomplished with secure private video editing website such as jumpcut.com or eyespot.com. Will replace digital cameras and editing software, can save several thousand dollars.

All three phases together meet or exceed at least 23 METS (Michigan Educational Technology Standards) created my the Michigan Department of Education.

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How Much Should Teachers Get Paid?

This post was inspired by this article from the New York Times: 

http://www.nytimes.com/2011/03/13/opinion/13kristof.html?_r=1&scp=1&sq=teacher%20pay&st=cse

Nicholas Kristof makes a case for paying teachers more, not less.  I've used his same argument many times.  By diminishing the profession by eroding pay and benefits, governments are unwittingly making the profession significantly less attractive.  The vilification of teachers and our unions by the media and general public make the profession even less appealing. Why would talented individuals choose teaching as a career?

It's not hard to become a teacher.  Any reasonably intelligent individual can successfully pass through teacher preparation programs and pass the state-required certification tests.  This means one thing- the bottom of the barrel is pretty bad.  

There are a lot of unemployed teachers floating around right now.  They are unemployed for a reason... the better teachers have already been hired.  As the profession becomes less appealing, the talented teachers are going to leave.  Their talents will assure gainful employment outside the profession.  In many cases, they will find a position to help people more effectively than they did from within the school system with superior pay, benefits, and status.

This mass exodus of the talented teachers opens the door for the less talented teachers.  The result- the quality of schools drops even more.  Add scarce resources and growing class sizes and we now have a recipe for disaster.  This entire scenario is laughable given the sudden focus on rooting out and eliminating "bad teachers."  If the fanatical right-wingers think there are bad teachers in the profession now, wait until their policies are fully enacted.

Of course, some suggest performance-based pay is the obvious solution.  These people obviously do not understand how schools work.  If merit pay is based on standardized test scores, the best teachers will simply flock to the upper-class schools where test scores are highest.  even within schools there would be competition for those students that would score best.  Also, there would be even more incentive to teach to the test.  There would also be more incentive for schools or individual teachers to somehow cheat the system so their students will score higher.

The solution is simple but seems to be unpalatable in today's economic climate- pay teachers more.  Attract the best of the best.  Give them the autonomy and resources to inspire our children.  If  we want to pay teachers based on performance, let's give a bonus for every student that goes on to change the world.  

Of course, that would require more taxes, and we don't want that.  After all, then we wouldn't be able to afford that new flat screen plasma TV for our bathroom.

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Whining, Complaining, and Criticizing: Symptoms of a Serious Problem

I've been reading John Wooden's "Wooden: A Lifetime of Observations and Reflections on and off the Court."  As many of you know, John Wooden is considered the most successful NCAA men's basketball coach in history.  He won 10 national championships at UCLA in the 60's and 70's.  More importantly, the man had a a ton of great advice on how one should run their life.  Even though I dislike basketball, I HIGHLY recommend this book to anyone interested in teaching, coaching, leadership, or just getting the most out of life. 

John's philosophy is really quite simple.  He advocates being a hard working, enthusiastic leader.  His beliefs can more or less be summed up based on his definition of success:

"Success is peace of mind that is the direct result of self-satisfaction in knowing you did your best to become the best that you are capable of becoming."

I really like this idea along with many other ideas Wooden outlines in the book.  One area in particular hit close to home.  Wooden repeatedly talks about always doing your personal best given the resources you've been given.  However, late in the book he talks about enthusiasm.  Specifically, he talks about the point when enthusiasm wanes.  

When enthusiasm diminishes, there is a tendency to start a vicious cycle of negative thoughts.  These negative thoughts manifest themselves as negative behaviors.  These behaviors often take the form of whining, complaining, and criticizing.  This struck a chord with me. 

Over the last few months, I've become an acute observer of the behavior of those around me.  Almost without exception, I see frequent whining, complaining, and criticizing from everyone... students, colleagues, leaders, parents... pretty much everyone in my professional life.  It creates a toxic pool of poison where people go through the motions in a detached, indifferent trance while chanting hollow words of conviction and passion.

The worst part- I'm just as guilty.  I have allowed other peoples' outsides to affect my insides.  That has resulted in my own bout of whining, complaining, and criticizing. I have fallen into that trap.  Worse, I rarely recognize it as such.  I'm sure those around me don't recognize their own behaviors, either. 

Wooden also states "... valid self-analysis is crucial for improvement."  I do not have the power to change others, but I do have the power to change me.  Since this entire blog is about the need for change in education, "me" is the best place to start.  

Wooden notes it is impossible to work up to your fullest ability without enthusiasm.  Enthusiasm is the antithesis of negativity.  Enthusiasm is the natural cure for the cycle of negativity.  Enthusiasm can disinfect this pool of pessimism.

In my running life, I am routinely surrounded by positive people that truly love what they are doing.  Their passion is so intense, it is impossible for them to hide it.  This passion creates an energy that is absolutely infectious.  This is the enthusiasm I want to bring to my professional life.  

I realize I contribute to the creation and nourishment of this environment.  The only hope I have of changing the environment is first changing myself.  This involves a conscious monitoring of my own behaviors, which is difficult for us to do.  To help my self-awareness, I'm going to employ a trick used my my friend John DeVries.  I'm going to wear a rubber band around my wrist.  Every time I complain, whine, or criticize, I will move the rubber band to the other wrist. 

Widespread negativity is a symptom of a toxic environment. My influence over the environment starts with my own behaviors.  If I have any hope of correcting these problems, recognizing and correcting my own behaviors is the first step.

Thanks John Wooden.

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