There's a Program For That

When I was young, I wanted to work with kids, and that meant being a teacher ...or so I thought.

I changed my mind before it was too late, and I'm glad. My instincts were correct for me. Being a camp counselor and later a Child Care and Camp Director, was for me because it is instinctive. Teaching used to be an art, but now it is a program.

Need practice on Math, Reading, and Science? We have Moby Max.
Need practice on Reading? We have A to Z Reading.
How are they doing in Math and Language? We have MClass and Acuity.
Improving in reading? Check with Benchmarking Kits.
Practice for ISTEP? NWEA.
Want to be more creative and still focus on standards? Have a Maker Space room.
Technology is the future of everything, so give even the youngest child an IPAD instead of crayons.

And then there's behavior.

Rather than ask, "When did we lose control?" it seems we should ask, "When did we have control?"

When we took away the Art of teaching and opted for scripts, we lost the natural connections that were made. So, now there is a program for that.

Actually we have had several just in the twelve years I have been in the educational system. Our latest is Positive Behavioral Intervention and Supports-- or PBIS.
Catch 'em being good and ignore bad behavior.

We need a program for this?

I have problems with all of the "Behavior Management" programs. We who work with children shouldn't need a scripted program to guide us in working with children. A scripted program is only good until the next program comes along. And we all know that is about as long as it takes an administrator to go to a new conference and come back with free introductory offers.

Our latest ...mandate? ... is kids who get in trouble more often will be assigned an adult to check in with them every morning and every afternoon, to hear the child's goals and then to see if they met them. Apparently, our PBIS team heard children do better if they know an adult cares about them. So, to show these chosen kids we care, they will bring a piece of paper with goals written on them, and the assigned adult will sign the paper each day. Because... you know... data tracking.

I want to climb on the highest roof top and scream, "You seriously need a program to tell you kids do better if they know you care?!!!!"

Are teachers are so bogged down with every other "program in an app", that they no longer have the God given ability to know a child needs a couple extra minutes of their time, nor do they feel they have the time to devote to touch base? Really?

And why do we not even mention the elephant in the room?  How many administrators does it take to ensure and maintain data points? Could some of that money be spent on more counselor time in every building?

Education majors need training in relating with children. Educators need training in working with kids in crisis. But we are not counselors. We need to be part of the care team and we need to stop hiding behind "privacy rights" and "right to know". I'm sorry, but if a child is acting out because a parent is in jail, or a family member is sick, we need to know. Children often don't have words for what they are dealing with, and giving them a sticker or a dojo point because they hold it together for a morning doesn't help them deal with the emotion. And if they aren't dealing with the emotion, we are all --kids, peers, and adults, paying the price.

The solution isn't a new program or data point-- tracked but forgotten. The solution is common sense, and the bravery to do what is not easy, but instead what is right.

Unfortunately, I don't think there is a Common Sense booth at any conference attended by any administrator.

And even if there was, I'm not sure any administrator would stop to talk to the vendor.