College and Career Readiness through Blended Learning

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How to explain bad behavior to students

How to explain bad behavior to students

by Greg Cunningham, Blended Learning Specialist

These are difficult times for teachers. With MCAS looming, budgets due (and most likely cut from last year), and antsy students counting the hours to year-end, teachers have a small mountain of things on their plate. Add the storm of controversies in pop culture (which students pay more attention to than Algebra) and the classroom can be a complex and complicated storm center. Students who grew up listening to R. Kelly are going to have many questions even before getting to the recent revelations about Michael Jackson. And now English teachers have to confront the news that Charles Dickens tried to have his wife committed to an insane asylum so he could be with another woman. (Divorce was apparently too much trouble.) Throw in John Wayne’s recently rediscovered racist rants and Joe Biden’s hair fetish and your head spins like a scene from The Exorcist.

How we teachers process all this information is important, as it affects how our students will process it. It would be easy to dismiss some of these controversies as time period issues, much as history teachers explain Thomas Jefferson’s slave holdings. But that is no solution. The troubling behavior of pop icons is disturbing to young people. They may turn to adults for answers. We’d better have some handy.

Writers, statesmen, philosophers and artists have always been known to behave abnormally. Vincent van Gogh cut off his ear; Socrates committed suicide after being found guilty of “not recognizing the gods recognized by the state”; William Shakespeare and George Washington may have had affairs while away from home; John F. Kennedy and Bill Clinton may have had them while at home in the White House; Edgar Allen Poe married his 12 year-old cousin, and Jerry Lee Lewis married his 13 year-old cousin. And yet, none of these “character flaws” disqualify the works and contributions of the characters themselves. No one changes the oldies station when Great Balls of Fire comes on, nor is anyone ripping up the Declaration of Independence because Jefferson owned slaves.

Is it simply the passage of time that permits us to see the works and not the person? Was it easier in the days before Twitter? (Wasn’t everything easier without Twitter!) Why do we teach the “eccentricities” of Poe and not condemn his alcoholism and opium addiction and what today would be considered child endangerment? (Never mind that she was his cousin.)

The barrage of recent eruptions called up a vivid memory from my junior year of high school. I was taking a modified philosophy class in which we had spent much of the year on the writings and teachings of Lawrence Kohlberg, a mid-century psychiatrist/philosopher who developed a six-stage theory of moral development based on Jean Piaget.

In Kohlberg’s third stage, an adolescent, and possibly an adult, realizes what societal norms are and wishes to act within those norms so as not to stand out negatively within the community. By stage six, a person’s acts are motivated not by fear of punishment, but by the realization of what is right and the desire to act accordingly. (OK, not everyone makes it to stage 6.) What makes Kohlberg’s theory stand out is that it takes into account different cultures and the changing of societal norms. As society changes, so does the development of individual morals. In other words, the development of morality is not static; it changes in the same way society changes over time.

Why is this important? Partly because it proposes that society can change, norms can change, and people can develop the sense of morality at different rates. But there is another, more important, reason that Kohlberg’s teachings came to mind.

In the middle of our term, Kohlberg committed suicide. When the news hit the papers (this was pre-Twitter), my classmates and I, ever searching for a chink in the armor of moral development, pounced on our hapless teacher. How, we demanded, could we credit the theories of a psychologist who was so irrational as to take his own life?

The teacher’s response was measured and probably meant as much for himself as for us. Just because a person had a side that was unbalanced or even immoral, he said, it did not necessarily discredit achievements that society had deemed worthy and valuable. He cited historical figures like Socrates and van Gogh whose actions were questionable but whose works are still revered. If we can separate the work from the behavior in regard to historical figures, he argued, we should make the same distinction for modern thinkers, artists or philosophers who may have exhibited questionable or even immoral behavior. Separate the work from the person, he urged.

This is what we have been doing with Poe in English classrooms for years. We dismiss his behaviors as the quirks or aberrations of genius rather than the crimes of an opium-addicted child molester who married his 12- year-old cousin when he was 27. We excuse his behavior because the writings he created are too worthy of study to dismiss. We will undoubtedly do the same with Dickens despite the new revelations of his disturbing behavior.

Still, for students and many adults, this separation of person from work is extremely difficult. The long lens of history creates separation from the individual and a sort of statute of limitations: times were different; they didn’t know any better. This statute may apply to Jefferson, Poe or even Wayne, but it can’t be invoked for Michael Jackson or R. Kelly. Yet in the recent documentary Leaving Neverland, one of Jackson’s victims states that Michael was a gifted and wonderfully creative performer, and he would never want to take anything away from that, even though he was victimized by behavior that left him shaken and scarred.

Time will be the judge for these artists. For now, at least for me, it is possible to separate the works from the troubling actions. It is legitimate to enjoy the music now if you enjoyed it before you knew these disturbing facts. Just as with musicians, writers, philosophers and artists of earlier times who are still admired and taught today, the works of our current fallen idols exist apart from the flawed persons who made them. Radio stations may boycott Kelly or Jackson, or Jerry Lee, but they all remain on my playlist.

And will I forsake Poe because of his offenses against decency? In a word, “Nevermore.”

Related posts: Words and Meanings, The teachers’ job and Language and Liability in a Sensitive Time. Words Matter! Definitions & Intent Matter!

Words and Meanings - The teachers’ job, Ask Questions

The teachers’ job

by Eileen Wedegartner, Blended Learning Specialist

The job of the English teacher is to ensure that students can read a complex text with comprehension and formulate ideas about it orally and in writing. Teachers often walk a fine line between imparting their own views and facilitating an environment where students can formulate their own judgements based on their own knowledge, values, ethics and beliefs.

Travel Advisory-Pay Attention
I am always amazed that students ever make it to class on time!

by Cathie Maglio, Blended Learning Specialist

Navigating the corridors of a high school during the changing of classes is a challenge. I’d rather drive on the expressway in rush hour. Students move in packs down the middle of the corridor making it difficult for anyone to pass. They congregate at the ends of the corridors blocking anyone from getting around the corner. They stop abruptly to greet a friend and you almost bump into them. Or they almost crash into you texting on their cell phones oblivious to their surroundings.

Words Matter, Language and liability in a sensitive time

What did he say and When did he say it? And what did he mean?

By Greg Cunningham, Blended Learning Specialist

When I read recently that UMass Amherst football coach Mark Whipple had been suspended for using the word “rape” in a press conference, a burst of memory went off in my mind. I flashed back to the high school cafeteria line where a classmate blurted “I just got raped by that calculus test.” No one blinked. My first thought was not about his choice of words, but my GPA. His grades in calculus were usually higher than mine; if he had done poorly, my grade would probably be zero.

Tragedy and Triumph, The Highs and Lows of Working in Schools

The Highs and Lows of Working in Schools

by Cathie Maglio, Blended Learning Specialist

The schools I work in have been back in session since the beginning of September. I was excited to get back to see teachers I have worked with for years, to meet teachers who are new to the JFYNet program, and to see all the students, new and returning. I have also gone to new schools, giving presentations on the JFYNet blended learning program. I enjoy doing these demonstrations since it gives me a chance to meet other teachers and principals and to show them a program that I know helps raise students’ skills and scores on MCAS and college placement testing.

What educators can learn from the Red Sox, Good of the Student

Humans do not always perform according to algorithm

by Greg Cunningham, Blended Learning Specialist

The Red Sox won the World Series this fall for the fourth time in fourteen years. If any of my friends had told me in 2003 that the Red Sox would collect four World Series championships in the next decade and a half, I would have told them they were crazy. (Disclosure: I strongly believe most of my friends to be crazy anyway.)

Astronomy in the Fenway

Reading the Red Sox’ Stars

by Greg Cunningham, Blended Learning Specialist

    “I’m amazed you can see Venus with all the lights around Boston,” my friend Tyler commented as we walked back to the car after a Red Sox win at Fenway Park.

    “That’s not Venus,” I assured him. “That’s Mars.”

    “It can’t be Mars. It’s too bright to be Mars.”

    “Actually, Mars is at its brightest point in 50 years right now. And the only time you can see Venus is right after sunset or right before sunrise. It’s too late for Venus.”

How teachers and coaches help students find their own success

How teachers and coaches help students find their own success

By Greg Cunningham, Blended Learning Specialist

“You have a great ability to quickly develop an analysis of the topic. If we can teach you how to speak, we might have something here.”

These were my first comments to Jackson, a new student, almost three years ago after he gave a practice Impromptu speech. “Impromptu” speaking gives the student a random topic on which to speak for four minutes after ninety seconds of preparation. Thus began a journey which would culminate in a way often found in my daydreams, but never allowed to creep into conscious thoughts for fear of jinxing the whole thing.

The Magic of Opening Day

Today is Opening Day at Fenway Park

by Greg Cunningham, Blended Learning Specialist

It’s the worst-kept secret in offices, boardrooms and schools anywhere within striking distance of Fenway Park: people play hooky the day of the home opener. And why not?

In early April, young baseball fans find more to learn at the ballpark than in a classroom, and older ones more to do than in an office. In schools students are told to dream big, to imagine the impossible. Walt Whitman in Song of the Open Road sings “These are the days that must happen to you.” Lewis Carroll in Alice in Wonderland asks “’Who in the world am I?’ Ah, that’s the great puzzle.” Exploring Wonderland, Alice realizes it is she who’s changing, not the world around her. She grasps to hold on to the innocence of childhood, a yearning all adults can relate to on opening day. What is the ballpark but a scene of eternal childhood?