What struck me was that the reasons why Johnny can’t do algebra in L.A. today are remarkably similar to why Johnny Patrello couldn’t do algebra almost four decades ago in Yonkers, N.Y.
Johnny and I were brought together by Mrs. Elizabeth Bukanz, the algebra teacher. Mrs. Bukanz wore her sandy hair in a frizzy French twist and her glasses on a chain. But she was gentle and smiling, and she had passion — at least for what she called “the beauty of algebra.” I, too, loved its perfect logic and tidy solutions, so unlike my messy teenage life.
But Johnny was deaf to algebra’s siren song. He was flunking, and Mrs. Bukanz hoped that if I used my study halls to tutor him, he might score at least 65% on the New York State Regents exam. Passing the exam allowed even failing students to move on to high school, which started in 10th grade; otherwise, Johnny would be left behind.
Via Joanne
3 Comments
The following quotes rang true to me:
“…schools are structured to help administrators feel organized, not to help children learn.”
“Young children’s skills are all over the map, yet we corral them into second grade, third grade and so forth, where everyone moves at one pace in all subjects. Better to group them according to their skills in each subject, without the “grade” labels, and let them move on to the next skill when they have mastered the one they were on. If they’re not getting it, give them extra tutoring, but don’t push them forward until they’re ready. This way, there is no failure — only progress.”
I see a lot of the first quote in MMSD, and the style is top down heavy, central out to schools. Give and take, supportive relationships between downtown and the schools would not be descriptions I would use to describe what I see. Last week, a teacher relayed to me how a central administrator told her she was “one of them.” Of course, some board members tell me I have issues, because I don’t like what I see and the decisions that are made 🙂
There’s a lot to be said for the second quote, and I remember an educator saying to me that when children are first in school, reading should be an initial priority in their academic learning.
The second quote does not seem administratively neat and involves change – two toughies right there.
I strongly agree that the MMSD needs to do a better job of meeting the needs of each individual student based upon their individual needs, not their age or official grade level. My older, “twice exceptional” son had highly asynchronous development, with his math, reading, writing, motor, and social skills progressing at very different rates. There was never a “grade” in the MMSD that could come close to meeting his various needs well. He had the good fortune to have been born into a family that could afford to send him to a private school whose philosophy and teaching style enables students to progress at their own rates regardless of their age. The MMSD’s believe that all students can be crammed into the same classrooms based solely upon their age regardless of developmental level in the subject is doomed to fail many of our students and cause severe burnout in our teachers as they try their best to differentiate.
Thank you so much for the lovely comments you made and for remembering my mother Elizabeth Bukanz. She is still alive and well and takes great pride in her four great grandchildren, all who are good in math.