Education. Empty Heads, Full Hearts ©

I have seen the look before, the focused eye, the stare full of hope. Years ago, I thought it was fear and for some it was. However, later many told me it was not for them. Pupils told me where their minds were in those first moments, what they were thinking as I shared my classroom standards with them. Many said they were focused on my face, my words, and me. Some stated that in the very first seconds they were scared; they had never heard a voice so certain and firm while still being so calm and caring. They were in awe.

Shock filled their minds. There was no screaming, yelling, or rage; I was merely resolute. I offered stories to explain my stance. I asked if there are questions. I requested that they participate. I actively wanted to ensure that there was a complete understanding. Students have said they appreciated this opportunity, the exchange. They had heard the “rules” from other instructors; however, mine were different; they provided for choice. For most, my presentation was also unusual. However, more than the vast majority understood my words. I knew this by their behavior.

Today, those gazes caught my attention again. They continue to fill my mind.

It has been a long time since I saw those stares. I was living and working in an oasis. I had forgotten. For years, I taught in California, a state that rates low in education. However, I taught only in exceptional pockets and my purse was full. I saw students full of life and light. They were energetic, enthusiastic, empathetic, and seeking enlightenment. The students in Irvine, for the most part want to learn. Parents are involved and encouraging. Yes, there are exceptions; however these are a few and far between. Those that are lost seem to have a lifetime of reasons to be so.

I had forgotten. I had long ago accepted Irvine as the “norm.” Then I moved. I intentionally did my research. I chose to live in an affluent community, one that I thought comparable to the Orange County oasis I had lived in for years. Thus far, it is not. There are similarities, and stark differences. There are not necessarily evident in a study of demographics or other statistics.

I intentionally searched for a city with a college or two. It seems from my observations and experience that youth seeking an education guide a greater community. The young often have more buying power and influence that the elders, no matter where the locale. Great minds gravitate to cities with Universities, at least that was my belief. I saw this in Irvine. I have yet to witness it here.

As a child, I lived this. My Mom always chose to live in cities full of culture. She investigated, where were the educational institutions. Each time Berenice decided to move, she would begin her search by asking where the professionals, intellectuals, and academics lived. I did this too. Admittedly, the weather was my guidepost; still, the essence of erudition was my mission. I expected to find this in a population such as this; I have not.

Today I entered a class. The students had never seen or experienced me before. This was only my third day teaching in this city. I began class as I always do; I shared my standards. The climate in this class differed from my Irvine world, though I knew it would. As I said this was my third day teaching in this city and in this state. I am overwhelmed by what is not.

I have discovered that here, unlike in California, private schools are extremely popular. Perhaps that is where students similar to those I once knew are. I know not. I do acknowledge that when I first heard of all the exclusive institutions, I thought this is as it is in California as well. Now I wonder; is it? In my neophyte state, wisdom says this is different. As of this writing, I do not have enough information, though I plan to learn. I will investigate, ask, read, look, and listen. However, I digress.

Today, the numerous looks of anticipation captured my attention. The unspoken thanks, the gratitude expressed by those that welcomed the stillness in the room, and the feeling that my standards were appreciated by those that reflected a desire to learn drew me in. When there is a great contrast between those wanting knowledge and those lost in a world of whims, an observer can only be struck by those expectant eyes.

When pupils push for the removal of a distracting and disruptive student, a teacher, a parent, an elder can be moved. It is refreshing to realize that no mater what the situation, many still have what is too easily lost, the desire to learn. As I drove home and thought of the day, an ancient song rang in my head. The title, “Tears of a Clown.” Granted the song speaks to a lost love; nevertheless, I think when we lose our love of learning, we are lost. Our greatest love is gone, that pleasure we feel when we are growing greater, strong, and knowledgeable.

I am glad and grateful; there are those that still hope. This is good. It is a pleasure to realize that given the opportunity to study in a focused manner, to be taught more than mere facts, or gain greater knowledge than conventional circumstances provide, students still choose to grab on, even if it is a novel experience.

Resources that may be of interest . . .
• Education Defined...Policy or Pupils Passionately Pursuing By Betsy L. Angert. Education Resources Information Center (ERIC)
• Classroom Discipline Resources About
• Improving Students' Decision Making Skills By Robin S. Gregory and Robert T. Clemen
• Students As Decision Makers Soundout
• Inquiring Students Want To Learn, By Kim Howey. Brigham Young University Magazine
• Parent Involvement in Schools! Education World, Incorporated. February 2, 2006
• Study Shows Buying Power of Youth. iMedia Connection. September 08,2003
• School District Demographics System Institute of Education Sciences U.S. Department of Education
• Best Places To Live 2005 CNN Money
• How Parents and Families Can Help Their Children Do Better in School. KidSource OnLine
• Profiles of Private Elementary Day Schools & High Schools
• Nurturing Children’s Natural Love of Learning By Jan Hunt, M.Sc. The Natural Child Project

Comments

[a]

Nice post on Ameican Education! May I ask, what level of school is it? Elementary, middle or high school?

I taught in a university for two years, and my main problem was that the students did not want to learn --- particularly undergraduate students, graduate students are in general more mature.

"they had never heard a voice so certain and firm while still being so calm and caring": I'd say, good for the them!

[Betsy L. Angert]

Dear a . . .

I thank you very much for your kind words and thoughts.

This was written after a day in middle school and two days in high school. As an educator, I have facilitated learning at the University level as well. Faces differ and physically, bodies age. One would hope that university students, at least, want to be there. However, even for these more evolved persons the motivation may not be as we might hope or expect.

For me, education is a constant and always worthy. Nevertheless, sadly, what we have done to our students and schools does not always advance knowledge. Erudition is frequently lost. I believe that what society, educators, and administrators often forget is vital.

I think, we learn when we love the process, when the lessons are personally relevant, and real. Yet, in our schools today tests and grades dominate; desire is void. The idea or ideal of pupils, passionately pursuing wisdom, is absent. There is little opportunity for genuine growth.

May your life be full and fulfilling. May [spiritual, emotional, intellectual, and conjointly physical] abundance be yours . . . Betsy
Betsy L. Angert Be-Think

[a]

Dear Betsy, thanks for the response.

This morning, heard from NPR about the Mayor of LA's effort to "take control" for LA's public schools. From the report, it seems that the mayor wants to do some good things, by cutting management staff and eliminate failing schools, but I am also curious at his support for private charter schools. Diverting public fund to private schools (and former reports on the ambiguous result of charter schools) worries me. I heard the criticism from the teacher's union, and I wonder if it is fair or knee-jerk reaction.

What's you comment? I am very interested!

A

[Betsy L. Angert]

Dear a . . .

I thank you for asking of Mayor Antonio Villaraigosa and his plan for the Los Angeles schools. With thanks to you, I knew to listen for this report. While I understand each argument for or against change, I find them all lacking.

Los Angeles Mayor Villaraigosa, the teacher’s union, and Roy Romer, the current Superintendent of LA Unified School District all seem to want control. Two of these specifically speak of accountability, a focus that too often translates into teaching to tests. The Mayor’s plan seems to present the option of privatizing some schools. This can be as much of a problem as having public districts that are too large to serve students, teachers, or communities well.

For me, there has long been a focus on corralling pupils. The purpose does not seem to educate them; it is to hold their minds and bodies in confinement. Rote seems the rule and then we, as a society, wonder why they rebel or do not fare well. For me, until we as a broad community choose to serve our students, we fail them.

I know that First Lady, Corina Villaraigosa is an educator and while that might give me hope, too often teachers, as politicians, as humans, do what they know. They repeat the past, particularly, if they believe it “worked for them.” If individuals see themselves as a success, they think that what brought them where they are will be beneficial for all others. I believe that pupils are people; each one is unique. I think schools and districts must be considered the same, different, while having some similarities. One blanket system of accountability does not provide for all.

I am left only to sigh. What is your opinion a? How did the report affect you? Did you think one idea was stronger or more worthy than the others? I am curious. An experienced mind and heart such as yours, I believe can contribute great wisdom.

May your life be full and fulfilling. May [spiritual, emotional, intellectual, and conjointly physical] abundance be yours . . . Betsy

[Betsy L. Angert]

Embarrassed, I just noticed that you are using a capital “A” as your signature. I believe in the past you used a lower case “a.” My apology for not recognizing this and using as you did. It only goes to confirm my conviction; people, even me, are slow to observe and make necessary changes. For me, the transformation needed in the schools must be more expansive than society currently accepts. However, that is only my opinion, observation, and belief.

[a]

Dear Betsy,
thanks for the insight! And thanks for asking my opinion, :), because I don't know much about education in US. I have some "personal" experience, very limited.

I know two people teaching at NYC public schools. One was bright with a Ph.D. in linguistic education (I was helping her writing her disertation, analyzing her data). She used to work in South Bronx, and she told me the unflattering pictures: high turn over rate of the teachers, wrong level of text books for the students, lack of involvement from the parents... After one year there she moved on to teach in one of the best high schools in NYC --- Hunter College High school. She was much happier, especially with the head master, who happens to be a Chinese, in the way he supports the teachers.

Then I found a friend of mine from China was also teaching high school in NYC. But to my dismay, every time I talked to her, she sounds incoherent and unrealistic... I wonder how her students suffer... I know she got the job because NYC is severely lacking of quality teachers.

Back to the Story of LA this morning, I don't know much about LA, but I guess it is similar to NYC. Lack of funding may result in employing less qualified teachers and hence tighter management controls and then less quality of education itself. I like the mayor's ideas of cutting management and promoting teachers by effort and achievement, not by seniority. But I think using private charter schools may be a bad idea, unless he can also "control" charter schools, evaluating them as rigorously...

Fundamentally, for big cities like NYC and LA with lots of inner city poor people and neighborhoods, more fund to attract good young people to become a teacher is important. Teachers are the most important assets of a school, if the teachers are respected, motivated and in charge, they can make big difference.

I don't know the real cause of problems in LA's public school system, is it something that the mayor has to intervene personally? Or he should work together with the teachers union and the superintendent, helping them get what they need to get the schools better? I am not sure that Bloomberg's school effort is that great, and I don't think it is the only way a mayor can make a difference in his public schools.

a

[Betsy L. Angert]

Dear a . . .

I think the problem is very broad. Districts are too large. Teachers are often less than qualified or caring. Those that are find themselves restricted by a system that sets standards of excellence. These standards are often unrelated to learning. Memorization is the mantra when test taking is the measure of success.

In some cities, Mayors have stepped in. The reviews are mixed. Controls, I believe are not the answer. I think we need to create an environment that encourages education. Currently, we reward grades, not wisdom, creativity, or innovation. For me, this is sad and counter productive. I consider our accepted structure as counter intuitive. I experience that innately humans love learning. Districts, schools, staff, and or curriculums can easily kill this natural pleasure. Sadly, they frequently do.

May your life be full and fulfilling. May [spiritual, emotional, intellectual, and conjointly physical] abundance be yours . . . Betsy

[thebizofknowledge]

Betsy, I was incredibly touched by this post, which I think was written with extreme honesty and sensitivity. As an educator, I can relate to that look you described, but I've never seen anyone write about it as eloquently as you did here!

[Betsy L. Angert]

Dear thebizofknowledge . . .

Speaking of being touched, your comment took me a pleasurable place, one I could not have imagined.

I am uncertain whether I am sad or grateful that you too have seen the look. I am glad I was able to capture the image in words; however, I am sad that either of us, or any educator has to experience such a sorrowful state. Regrettably, too often this is experience of educators in America.