Mountebank Blog

"There is nothing so impossible in nature, but mountebanks will undertake; nothing so incredible, but they will affirm."

Another (better) Middle School

This morning we had a visit and tour of MS 447, the Math and Science Exploratory School (which is also called–or also used to be called?–the Upper Carroll School). This one was quite good, and really confirmed my opinions of both Sunset Park Prep (good) and Brooklyn School for Collaborative Studies (not so good).

Here the emphasis is on Math and Science–with a good deal of writing and art thrown in, too. Students pick either math or science as a specialty, and also pick a “talent” (like graphic arts, technology, dance, drama, and so on) that they stick with throughout the three years. I did see evidence of an active art and art analysis program, so it’s not just all math and science.

Students seemed to be much more engaged and confident and organized in their work, both in classes where they were working in small groups (my wife observed several of those), and in more teacher-centered lessons. The academics seemed relatively rigorous, and the teachers (with only very few exceptions) were alert and enthusiastic. The general atmosphere was calm and productive, and the student work that was posted (and going on in the classes) was appropriately high quality. It did seem that the science and math assignments were more challenging, and the results more advanced, than the writing and reading assignments. The building is old, but newly renovated and very spacious and pleasant.

The school has an off-site program one day a week, so kids have a rotating partnership with off-campus organizations…like the NY Hall of Science, the Brooklyn Aquarium, the Botanic Garden, and so on. That can be a good thing, if it’s well-integrated into the curriculum, or it can be a big waste of time, if it’s not. It was hard to tell in which way it was implemented at 447, but overall I’d be inclined (after seeing what was going on in the classrooms) to assume that it would be well-integrated. The curriculum seemed to be well-designed enough, and well-integrated enough generally, that the off-site programs would be likely to echo that.

Overall, I thought the school was very good, and I would not be at all displeased if my daughter ends up there. There were a few minuses, but most of them are specific to my daughter and her specific needs and interests–she likes science, but it’s not her main favorite subject (that would be writing/journalism, probably), and she’s really not fond of math. Generaly speaking, I don’t love the idea of having middle-schoolers choose a specialty, but if there’s enough flexibility and diversity within that specialty, it could be OK. I also felt that the quality of the teachers and the curriculum, while they were very good, were not as consistently excellent as I saw at Sunset Park Prep, and the academic work was (very slightly) less challenging–especially in social studies and ELA (my daughter’s strongest areas, where she really could use more challenge).

On the other hand, 447 is a slightly easier commute to and from our home (one subway stop and then one block, as opposed to three subway stops and then four blocks for Sunset Park), and has a more diverse student population, with slightly more of a chance that some of the kids in the school would also live right in our immediate neighborhood.

At this moment, I’d say that Sunset Park Prep is still my first choice (but not by a large margin) with MS 447 almost equal.

Another Middle School

In continuing the quest, last week we visited another middle school (and yet another is scheduled for tomorrow, and another next week). This one, The Brooklyn School for Collaborative Studies, MS 448, is a very popular choice in the area…which was demonstrated by the fact that there were over 200 people there for the tour on Friday.

The school is known as “progressive” or “alternative” and that’s one of the reasons for its popularity. Now, I’m a progressive educator myself, of course, as I think should be pretty evident to anyone who knows me or at least has read some of this blog. I’m interested in a student-centered classroom, inquiry-based learning, socially constructed knowledge, multiple intelligences–I know all the jargon, and I know all the practice, and I’ve got quite a few years of experience (about 20) implementing it (mostly at the college level, but I began my career as a high school teacher, and my Masters degree is from Lucy Calkins’ program at Teachers College).

So I’m certainly no stick-in-the-mud, and to call me a reactionary or a conservative approaches fighting words.

But.

I was not impressed by what I saw at BCS. The principal (a committed and serious person, clearly, with a lot of experience), gave a long introduction, with a lot of emphasis on what the school is, and what it isn’t. She was very clear that there were ways in which the school was not for everyone, and one of those ways was that the school was very definitely engaged in a project of teaching students first and foremost about collaboration (it’s right there in the name of the school). Every activity, every method, is designed to foster that goal. She described some of what she felt made the school unique, too, and much of this, I thought, was really not particularly unique (a strict policy of no hitting and no hitting back is not at all unusual–I don’t know of any schools in NYC or anywhere else where they have a policy that hitting is just fine).

What is truly unique is this focus on collaboration as a primary goal, and a primary technique. Now, that’s unique, definitely, and I can see that for some parents and some kids it might be the most important thing. But in my opinion collaboration is something that is only partially taught at school, and partially taught at home, and partially is a developmental step or stage that kids develop through experience. It’s good for a school to encourage it, and to model it, but it’s not in itself an item of academic content which deserves such a primary focus.

And that’s where the school really seemed to break down. We saw surprisingly few classes in session–most of the rooms seemed to be empty–perhaps we were touring at a bad time, a gym hour, or something, but even the rooms where classes were meeting were locked. And in the classrooms where we did see class sessions, the atmosphere was chaotic, unfocused, and it seemed that in several instances the groupwork that was going on was productive and engaging only at the one table where the teacher was sitting, while the kids at the other tables were goofing off, chatting, or not entirely sure what they should be doing.

I also noticed that the teachers did not seem energized, or happy, but somewhat harried or desultory and resigned to their lot. Not a good feeling to get from them, and they were certainly not welcoming or interested in the prospective students and their parents who were coming through.

There was also an emphasis (that seemed excessive) on students’ self-awareness, self-centeredness, and self-development. It was present in art projects, essays that were posted, just about every activity or assignment that I saw. I certainly think that kids at middle school age need to be thinking and learning about themselves and their place in the world…but that’s not all they need to be learning about. And even then, the important part is “and their place in the world,” not just “about themselves.”

In addition, the assignments themselves, even the ones that were touted as unusual and innovative (building structures out of toothpicks and then destroying them with an earthquake machine), did not seem to include the vital step of making a connection between the fun and innovative experience and real academic content. They built the toothpick structures and destroyed them, and that was fun, but I never really heard, and no one seemed to really think it important to articulate, what they learned from that.

Of course, it’s not easy, and not really fair, to judge a whole school from one brief morning visit. But that’s pretty much what we’re reduced to in this system, and the contrast with the visit to Sunset Park Prep Academy was just so striking. Even in that one short visit, the feeling was so opposite–it wasn’t anywhere near as touchy-feely, politically correct, alternative or innovative as BCS, but there was such a marvelous feeling of enthusiasm, engagement, and real, directed, organized, and productive collaboration. And real respect, for the students, and the faculty, and the prospective parents.

BCS is not going to be in our list of top choices. Sunset Park Prep certainly still is.

Something Magic about a Fair

Magazine AmericanaI’m pleased to announce that my article “‘Quacks, Yokels, and Light-Fingered Folk’: Oral Performance Art at the Fair” is now published and available in the Venues section of Magazine Americana (published by the American Popular Culture Society). It was fun adapting the somewhat scholarly piece for a more general and popular audience, and I think (modestly) that it turned out to be a pretty good article. What’s nice about the online publication, too, is that I got to include a bunch of color photos. That’s something that’s almost impossible (prohibitive costs) in paper publications, but the photos really add to the piece.

Now the next step is to try to get the process moving more quickly on the film project. This article is the basis of a documentary film–in pre-production (pre-pre-pre-production…we need funding!) with Artifact Pictures. That’s going to be really fun!

Sad Anniversary

RIPA sad anniversary today.

R.I.P. Scott Daniel Ugoretz.

February 24, 1964-October 28, 1988.

I know that others are remembering the day, too, and I discovered yesterday that there are some other memorials on the web, from an old friend and his college fraternity.

Middle School Searching

It’s a very weird system in NYC for public middle schools, at least here in Region 8. When I grew up in San Diego, we went directly from elementary school to junior high school, automatically. If you were zoned for elementary school A1, you went to junior high A2 (and high school A3). It was just based on your neighborhood, unless you had some special reason to try to go to some special school. I knew that NYC had a different system for high schools, where students had to apply and be accepted to the specialized schools, but I didn’t know (until late last year) that there was similar system for middle schools.

As the father of a fifth grader, I’ve learned that when she goes to sixth grade next year, there is no guaranteed or automatic middle school for her. She has to apply, and be accepted, even at schools in our own neighborhood. And the middle school which is closest to our house, it turns out, is one that usually gets something like 4 or 5 kids applying for every one spot they have available. It’s our neighborhood school, but it’s absolutely not automatic that she’ll get to go there.

There are a few things, too, to add to this equation. Where we live in Brooklyn, the neighborhood is racially very diverse…but the schools are much less so. We saw this in the elementary school arena (where she does go to her automatic neighborhood school–but where most white parents reject that school). There are only a very few schools in the district which white parents see as “acceptable.” The kids from the “best” (whitest) elementary schools (not my daughter’s school) only consider these few schools. That’s why the school nearest to us (which is one of the “acceptable” ones) is so hard to get into.

But we learned something in my daughter’s elementary school experience. Her elementary school (which is completely unacceptable to most white parents, because the kids there are mostly not white), has been very good. Some problems, of course, and there was a change of principal after third grade, and that was not a change for the better, but overall we’re quite pleased.

So in a way the district rules about applying and being accepted have been a good thing. Here’s why. Because my daughter couldn’t be guaranteed that she could go to the school closest to us, we had to look around. And we took a tour yesterday morning of a truly excellent middle school, the Sunset Park Prep Academy, MS 821. Again, it’s a school that the white parents, even white parents who do accept my daughter’s elementary school, have never even heard of, and would never even consider.

But we could tell immediately from the tour that this was a small school with young, energetic teachers, an experienced, caring and dedicated principal, and motivated, involved, active kids. There was in every classroom (and we at least poked our heads into all of them) that happy buzz of attentive learning that all good teachers want, and any experienced teacher can recognize immediately.

We saw group work that was truly collaborative and productive (in a math class, students were measuring each other’s height and “wingspan” to compare and graph and find the correlation), writing assignments that were stimulating and personal (an early-semester personal narrative, and a cluster diagram to identify “our stresses” for an essay on managing them), a focus on integrative learning (in a language arts class, students were evaluating assigned reading from social studies and science classes, to determine subjectivity and authors’ agendas), experiments with new and old technology (both an overhead projector directed high on the wall above the chalkboard, and a brand-new Smart Board which they were still trying to figure out how to use), and multiple methods of engaging students (a debate in a science class, and a Jeopardy-style game in a special ed class).

It’s not clear what school my daughter will finally wind up at…but it’s definitely clear that there are some great choices out there. Automatic acceptance, like automatic rejection, is not a good thing at all, even though they’re both a lot more convenient and simple.

Relativity Centennial

Since this year is the centennial of Einstein’s “On the Electrodynamics of Moving Bodies” (catchy title for one of the big world-shaking publications of all time!) in which special relativity was first published in its finished form, it seemed like a good time to link to some great audio. The first is Einstein himself explaining the theory. And the other is a very fun page (from Nova’s “Einstein’s Big Idea“) of scientists explaining the theory and its importance. Some of the big science heroes of the day. It’s always a good time, but 2005 is especially a good time, to think like Einstein.

Understanding Evolution

Understanding EvolutionOne of my all-time favorite evolution websites (right up there with talkorigins) has always been Understanding Evolution, from UC Berkeley. The site was designed mostly for teachers–heavy emphasis on K-12, too–but it was still pretty useful for just about anyone. Well, now I find that they’ve updated the site, making it even more useful for a general interested audience. It’s well-designed, well-organized, informative, and of course the teachers’ site is still there, too. Terrific!

Oh, Flickr. How could you?

Flickr has merged their login with Yahoo–so that we can use a Yahoo ID to login all at once to Flickr. That’s nice, and I don’t mind…but in doing so, they broke the authentication used by the cute Flickr Gallery Plugin I was using! I’m sure that with time, the author of that plug-in will fix the problem (yes? no?)…but in the meantime, I’ve commented out the Photo Gallery link from the sidebar. No photo gallery until the plugin gets fixed. 🙁 (or until I unmerge my Yahoo and Flickr ID’s).

Labor Day Weekend on the North Fork of Long Island

A Picture Share!Eggplanting…a beautiful day for pick your own. 🙂 Not only pretty little baby eggplants, so smooth, so plump, but also peppers, tomatos, and peaches. A yellow seedless watermelon bought, sliced, and immediately eaten for the perfect refreshment. But an afternoon in the country is enough for me…happy to be back in Brooklyn!

Geocentrism and Creationism

I’m not a science teacher, but even so, two successive articles from the NY Times make me feel embarassed and depressed. Are we doing that bad a job in educating people in this country?

Yesterday we read that one in five Americans believes that the sun revolves around the Earth. Today’s Times tells us that almost half (42%) of Americans believe that humans and other living things have existed in their present form only–that there has been no evolution at all.

I’m not even going to go into the number who think that creationism deserves “equal time” with evolution.

What’s wrong with our schools, and our culture, that so very many people can be so totally ignorant of basic science? Is it really the schools? Were these people never taught? Did they never learn? Or are they just clinging, willfully, stubbornly, dangerously (for all of us) to ignorance? And why?

My only post for August. Too bad it’s such a bitter one! Maybe some good news will come in September.