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I'm sorry, I meant to post the other day and completely forgot! I agree that home environment, available resources and support play a vital role in all of this. I too believe all kids should have expectations, however, those expectations look different for each case. I struggle reading this book, only because it doesn't seem like we at Stillwater fall into a lot of these categories that he is basing his data on. Like on page, 121, when he talked about how "one way to reform schools is to have one-size fits all mandates." I don't believe that to be true, nor do I think teachers at Stillwater feel this way. I think we all do a great job of working with our students and their parents at their level. I think about our current situation. I have some parents who aren't responding to communication, others who welcome it and even send pictures of their kiddos working. I have others who only want paper material and no technology. Either way I am doing my best to accommodate all as I'm sure you all are. -Hillary

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This is so new and I have been talking with my kids daily. However,I have 1 student who I spoke with Tuesday and haven't heard another word from or seen any emails.  I am also sending a daily email with an activity and they have been sending me back a picture of it.  However, I have this one student who hasn't at all.  His mom is 3 months pregnant and about to lose her job.  They are already on free lunch with 2 other kids.  I'm not even sure they have technology for him.  How in the world can I expect him to keep up on his responsibilities with all that going on.

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I'm a bit behind sorry, been trying to keep up.  To me the discussion is so parallel to what we are experiencing. I totally was irritated with Kohn's statement about not trusting kids.  I don't think it has anything to do with that thought process for teachers.  Look now, we sent packets in hopes they will get done.  Homework I see more about learning to function in society with expectations.  Whether they get 1 problem done or 20 students are expected to do what they can.

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So I really tried to have an open mind when I started reading this morning.  Unfortunately it didn't go as well as I planned  This book was written when technology wasn't what it is today.  Gameboys were the big device kids had.  In chapter 9 he said something to the effect that maybe some kids would exercise their thumbs on their Gameboys if they didn't have homework (pg. 157) but suggests that most would be doing things with their families like riding bikes and shooting hoops. I think today, they would definitely spend more time with technology.  I digressed. In chapter 7 I agreed with what he said on pages 124-125 about scripted lessons to help struggling schools actually making teachers less effective. Other than that my take away from these chapters is he really doesn't like the way schools do anything.  I feel he also continues his exaggeration, especially when he uses an analogy that we give homework or make things competitive so kids get used to it so we might as well give them cancer-causing agents so they get ready for them?!?! (pg. 146)~ Edie

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I've thought about that too, Nicole.  This is perfect timing for the time we're in. I have been afraid of overwhelming parents and keeping kids learning.  I am trying to pose questions or challenge the kids to think and not just give a lot of busy stuff. I can some kids finding this a lot of fun, others dreading, some missing school and us.  It has made me think about how I teach but worrying about how kids will be connected and supported at home made me think a lot more about their "normal" daily hw. I'm off our reading topic a bit but the whole hw issue has been in my thoughts while planning and connecting with kids right now.

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The Idle Hands…. chapter stood out to me the most. One, because I definitely have thought of how children are “these days.”  On page 151, Kohn states, “On some level, many of us just don’t trust kids. We’re suspicious of what they would do with more free time and we’re doubtful that they’d learn anything if they weren’t given very specific assignments.” Well, this quote really resonated with me, especially during this interesting time that we are all in right now. Every day since Monday, I have been thinking to myself, “How many of my students will complete the review work that we sent home?”  “Who is reading at home?” “How many will not do any of it during this time?” “What more can I do to assist my students with their learning?” “How do I make this manageable to the families? I don’t want to assign too much, too less.” It’s a delicate situation, for sure. To add, I had one mom send me a message asking a few questions, but then left it with, “my son thinks this is an awesome vacation.” That comment made me cringe. -Nicole Scott

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Thinking of families in our situation right now.  How many didn't or couldn't pick up the devices that would help their kids say connected?  Probably the ones who really needed to didn't. I guess I reluctantly agree on that.

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I am struggling with the part of Chapter 7 that says homework is equivalent to "the rich get richer." Kohn indicates that affluent students plow through their assignments while their peers fall behind.  I don't think this has to do with money but certainly home environment.  But because a child is on the free and reduced lunch list doesn't mean they shouldn't have homework/expectations.  I will always go back to it is about knowing each student individually.

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In the chapter on tougher standards, I felt a lot of sarcasm as I was reading.  Maybe it was mine.  I have felt some of what the author wrote about when we had the role out of the new standards and the "rigor" that was supposed to be built in.  Was it about quality or quantity?  Were we considering the developmental readiness of the kids?  I still wonder all of that when I think about how much as been pushed further down.  I also don't know a lot about the AP exams.  My kids took some but I am curious about his statements on those resembling test prep. Colleges look at those to see what level coursework HS students have taken.  Pressure that kids feel to do more, do harder...makes you think.              Vicki

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What were your biggest takeaways or issues with this week's reading?