A Teaching Life: In the US, England
& Russia
Giving only A's
Teachers and professors give higher grades today well above the average gentleman C’s I experienced. Where not too long ago a 4.0 was the highest average in secondary schools, 4.0+ now appears on some transcripts. This blog is another take on this issue.
I was about new ideas. In my fifty years in the classroom, once freed from textbooks I was able to generate my own approaches. And I was free to invoke methods I believed would stimulate my students to learn and want to learn. I would often offer the unexpected. One such moment happened in September, 1964.
AI is here!
When AI went ‘public’ (but it had been here for a longtime already), a lot of us in education, including me, saw it as a potential threat, a nightmare for teachers. It would insert bias clandestinely, spread numerous inaccuracies, and promote plagiarism. It would write students’ essays! And we would never find out whether the essay was theirs or not! But calmer heads are beginning to prevail.
Here’s a fact: Today’s AI is the worst that students will interact within their lives!
We the people, us, no others
I am distraught about the threats to our democracy. The upcoming regime is focused on ‘the enemy within. We are entering a time when “We the people…” is being relegated, to become an outlier. After more than 200 years of growing our fragile democracy (with many interruptions) another awaits. I, well retired from the classrooms, ask myself, What can I do? My answer is I am on a mission to advocate for teachers to reclaim their classrooms, to resist directives that steer them towards spreading propaganda rather than supporting them to educate.
I'm on a mission
As a consultant, on October 13, 2006, I observed fourteen new teachers with whom I worked before the opening of school. We engaged in a variety of activities designed to stimulate their students. On that day, all of them talked at their students, no questions, just talked. That night, I wrote a six-page letter to encourage them to engage their students, to make their classrooms come alive. The next morning, I began to write.
Four years later, I published my first book, Teaching from the Middle of the Room: Inviting Students to Learn (Stetson Press, 2010). In the next ten years…
I'm now on Substack: Teacher in the Rye
My first Substack entry. I am writing as a 20th century teacher to encourage 21st century teachers to take back their classrooms, to be the teachers they want to be, to resist having to be conduits of others’ biddings, to enable their students to develop agency to resist succumbing to misinformation and disinformation and the deceptions of AI. I recognize the challenge facing teachers in their classrooms, no less challenging than what our country now faces. So, what’s my mission?
The Girl in the Yellow Dress
July 8, 2024, a Saturday in San Miguel de Allende, where I live.
I turn and see her coming, the yellow dress. I am locked in. She immobile, leaned-back immobile, in her yellow dress, her body tilting to the right. Her head immobile, further right. I stand on her left. She, oh so alert. Her smile, her upper teeth gleaming. I’m mesmerized.
Her father, lean, older, guiding her chair now paused. In front of her, her mother, lean, glasses, red lipstick, gentle.
But for a moment it’s me and the girl in the yellow dress in her wheelchair. I’m feeling a deep presence, mesmerized, speechless, she immobile, such presence.…
It's turtles all the way down
I‘ve been engaged writing four manuscripts, which I will share at a later date. In two of them, one directed to teachers, the other to the public, I have 99 entries that are designed to bring solace, calm, reflection and inspiration; you decide if that’s true for you. Here's one, “It’s Turtles All the Way Down,”:
“There’s an old joke about a King who goes to a Wiseperson and asks how is it that the Earth doesn’t fall down. The Wiseperson replies, ‘The Earth is resting on a lion.’ ‘On what then is the lion resting?’ ‘The lion is resting on an elephant.’ ‘On what is the elephant resting?’ ‘The elephant is resting on a turtle.’ ‘On what is the…’ ‘You can stop right there, Your Majesty. It’s turtles all the way down.’”
On the opposite page are commentaries, one in general (we), one for the reader (you). If interested, read on.
I'm back! Again!
My website went down but has returned. When I started my blog in October, 2022, (Wow, that long ago?), I named it “A Teaching Life: In the US, England, & Russia.” It was just after Putin’s invasion of Ukraine, hence my first entry “People, Not Putin and Other Thoughts.” Many of the early entries focused on my thoughts about that war, about my understandings coming from my experiences in the former Soviet Union. For a while, Americans appeared eager to support Zelenskyy and the Ukrainian people. While I believe the support is still there, even after the Republicans craziness in withholding aid, national politics has come front and center and for obvious reasons.
Meanwhile I continue to write. Having published six books, all but one focusing on teaching, I have now completed a manuscript about my life as a teacher, a memoir of my life in the classroom from my first day at Hanover NH Junior-Senior High School in September 1962 to my last class at Bancroft School in Worcester MA in 1999. I am calling it “Teacher in the Rye: Doing It My Way.” Why that title?
I'm back!
Welcome back to myself. I’ve been away from this site traveling, writing, living. The good news, I have completed two manuscripts for which I will be seeking a publisher or two. The first is Teacher in the Rye: Doing It My Way, a memoir of my life through being in the classroom from 1962 to 1999 in three countries, a late twentieth teacher doing his thing. My hope is for readers to see what’s possible in a classroom and perhaps stimulate memories. The second Wisdom for Troubled Times: Seeking Solace and Inspiration is a compilation of 99 entries accumulated during my teaching years. They come from a variety of sources from Steve Jobs to blueberries. Where can you find inspiration, outside this book?
Olya
We met in Boston’s North End, April 24th. In October 1986, my first day as a US-Soviet exchange teacher in School 185. She was the first student I noticed who recognized me. Later in our beloved teacher Raisa Vladimirovna’s, we met again. As I wrote in my book Behind the Red Veil: An American inside Gorbachev’s Russia, she was the “spindly” one in the class. During the lesson, I challenged her defense of being superstitious:
A spindly, tall, dark straight-hair girl with a prominent Roman nose, Olya who had rubbed her hands together with glee when she saw me in her school for the first time––shouted. “We are not superstitious in the Soviet Union! We do not believe such things!”
“Surely, Olya, you must be superstitious about something.”
“No I am not!” raising her voice. I looked at Raisa sitting in the back, who often chimed in, said nothing. I grabbed a piece of chalk and asked Olya if she had a favorite sport.
Her answer allowed me to pursue our conversation with unexpected results.
The Anxious Generation
Time flees faster than I imagine. I have just finished reading Jonathan Haidt’s “The Anxious Generation: How the Great Rewiring of Childhood is Causing an Epidemic of Mental Illness.” It should be a seminal read for parents and teachers. It articulates the crisis our children are in from three-years-old through high school. His book centers around four major points: (1) No smartphones before high school; (2) No social media before 16; (3) Phone-free schools; (4) Far more unsupervised play and childhood independence.
Beginning in the 80s, Haidt explains, “play-based” childhood slowly became lost. Parental suspicion of possible harm to their children from the outside world lurked. Parents became more protective denying their children opportunities to explore their world through play on their own, as all mammals have throughout time.
At the same time around the early 2010s children were free to explore on their own the “phone-based” world of social media with smartphones in their hands accessing the internet––and with a front-facing camera. And along with Instagram, TikTok, et al. they now have millions of apps to choose from. Children navigate this virtual world as their own. And serious mental health crises have spiked.
So what can we do about this?
My Hope
It’s been way too long to reach out to my readers. I have been writing and traveling. Right now I have four manuscripts (all related) in process. I so want to find a way to penetrate the teacher-reader––and now thinking about writing for the general public. It has been fascinating process becoming a writer since leaving teaching for fifty years. I find the solitude in my study in San Miguel, Mexico, a haven for thinking. While I miss the energy and wisdom of students (mostly eighth graders), I can still see and hear them as I write.
Tunnel
- Welcome to the New Year. It’s been a while since we’ve been together. I entitle this entry “Tunnel,” because we’ve been in one for a long time. A tunnel, as one knows, has two openings, one to get in, the other to come out. I feel we’ve been in a tunnel for a long time. With the arrival of 2024, full of foreboding to be sure, I believe we will find our way out of the tunnel into the light where our best hopes may be realized. Is that really possible?
Conversation Classrooms
I am excited that my fifth book for teachers, Conversation Classrooms: A Profound Shift from delivery of information to Partnership (Rowman & Littlefield) will be out next month. It is the second edition of Teaching That Matters: Engaging Minds, Improving Schools. I was honored to be asked to make this revision. The new book is shorter, more concise, and has a better directed message. In creating partnerships with students thru conversation teachers see themselves on a bridge where they bring information to share that invites thinking, wondering, questioning, ideas, respect. Where mutual understanding is intrinsic, everyone free to express ideas, individuals having the right to speak, and everyone listens.
I don’t expect it to be a best seller, but I hope it has some impact. But if it changes the life of one teacher (as reportedly happened to a teacher, now in Spain, with my first book, Teaching from the Middle of the Room: Inviting Students to Learn), I will be grateful.
So, if my books are not best sellers, why do I persist in writing to teachers?
Looking Through the Fingers
It was November 1986. I was on holiday after teaching in Leningrad. I entered School 21 in Moscow on my own. I wandered up to the second floor, its door open. Students were talking and laughing—a girl playing a piano. Whoa, a piano being played in the middle of the morning in a Soviet school!
“I spied a tall young woman from across the room. I can still see her approaching with her pulled-back brown hair, blue sneakers, white rolled socks, stooped shoulders. Her twinkling eyes peered through pink-tinted myopic spectacles with ornate temples. With a broad grin, she limply shook my hand. “Good morning,” she said in a soft voice barely rising above the bedlam, “I’m Zoya Anatolyevna. Will you teach my children?”
Just like that. No assessment of who I was. Asking why I was there. She obviously knew I was a foreigner. In Moscow especially during Gorbachev may well have opened her to trust visitors. It was strange to feel this immediate trust. I did not question it.
Two years later she tells me that she and the director “looked through the fingers” (look but not see) to change Illya’s exam grade. Really?
Discrimination At Home
It’s 1968-69, my seventh year teaching social studies at Hanover Junior-Senior High in Hanover NH. The social studies curriculum, which had been updated, did not address covering issues as a school community, particularly the Vietnam War and racial discrimination. We were a privileged school isolated from society’s bigger issues. I decided to do something about it.
After holding two assemblies on the Vietnam War, one led by a Maryknoll priest who opposed the war, the other from a local veteran in support. Given their success, I proposed a three day symposium on racial discrimination to be held at the end of the first semester. It would feature the new NBC documentary, “One Nation Indivisible,” which focused on “white racism and black futility.” The plan was to show the film on the first day, followed by small discussion groups. Each group’s recorder wrote up notes that to be published in a magazine, “Discrimination: Mini-symposium for Seniors” to be distributed to participants the next day.
We regrouped on the third day with a panel of a professor, minister, parent, two students (one an inner-city student attending the school). The panel session was contentious, but not at all like what happened afterwards.
Green Jacket
It was the end of my first week teaching as a US-Soviet exchange teacher in Leningrad in October 1986. In my green jacket with its leather elbow patches I had been a billiard ball cued by curiosity moving with random abandon throughout the school. I taught English to five classes a day to four-hundred children from seven to seventeen each week; I arrived early and stayed late. City officials had said to teach only three classes, take one Russian class, and leave for the day.
I plunged into the life of the school. I found my way into the class collectives and into the private lives of a few teachers and brave students. We met after school, in cafés, on the street, and in parks. All the while, students were forming their impressions of this American in his green jacket.
Green jacket?
Each child is a drop of rain
Imagine you are an English teacher sitting in an auditorium with your fellow teachers in Leningrad, November, 1987. This American exchange teacher is at the podium. He’s been invited to speak by a city Educational Board supervisor. At the end of his short talk, he says:
“I implore you, then, to step off Moscow’s curriculum train and take time to listen to your students. You will be better for it. Each child is a drop of rain. Cherish each drop, love each drop. You should not simply listen to the storm.”
Why would he (it was I) say that? Because in my experience teaching two of Leningrad’s special English language schools, students, teachers, and directors were overwhelmed with the Party’s curricula that pushed and pushed. Lessons had no time for conversation, deliberation, discussing, arguing. When I had my turn with classes, the sense of relief was obvious. Students (all ages) jumped at the chance to engage in conversation. They loved it. I loved it.
So, what were Soviet lessons like?
A Teaching Life, the Next Step
For me it began in Hanover, NH, in the fall, 1962, when I was hired to be a teacher of ninth-grade European history and one class of seniors. I expected that as my fate for years to come. But in that year, a twist: Instead, I co-taught seniors with my department chairman and remarkable teacher and mentor, Delmar W. Goodwin. The next year, he had me teaching my my own course with eighth graders. By 1971, I’d also been a part-time administrator, entered a PhD program in elementary education, and taught in a progressive primary in Oxfordshire, England.
I returned to Hanover from England and was rehired (I resigned in 1969 to have money to go to graduate school). I taught a self-contained fifth grade employing the practices I learned in England. For the next six years I created an open classroom for fifth, then fifth-sixth, then sixth-seventh-eighth grades. The following ten years I returned to teaching social studies to eighth graders. From there, I taught English to Soviets and after eighth graders in a private school in Worcester, Massachusetts. My last iteration: teaching teachers for twelve years.
Then what?
Memory 1986
Now that I am in the last phase of my life, I am exploring my earlier years. Just today, I saw a picture taken in 1986 of a fellow US-Soviet exchange teacher and me sitting in a grand restaurant in Moscow. We are obviously in serious conversation about what I don't remember.
She and I were two Americans open and curious about a people in Churchill’s aphorism, “a riddle wrapped in a mystery inside and enigma.” We were part of a larger contingent of teachers who had come at the behest of Mikhail Gorbachev, the last Communist wanting to be part of the larger world. We were there heeding his invitation. Why?
