Category Archives: Teaching and Education Reform

When It Comes to the Media, New is Not Better—The Huffington Post as Case Study

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“Come here dad,” Sixteen said a few days ago, “you have to see this.” A vid made by some of her high school classmates.

What’s the capital of Washington? Some students say Seattle, others tentatively guess Olympia. Especially funny because they’re Olympia High School students standing two miles from the Capital Campus. Goes downhill from there. What foreign countries border the U.S.? Some guess South America. One girl says “Canada,” and then adds, “no, that’s a state.”

The students’ struggles make sense given 1) social studies content, disconnected from our country’s economic performance, is not seen as worthwhile today and 2) too many social studies courses are taught poorly. The students’ ignorance isn’t the story. The story is what passes for journalism today.

Thursday afternoon, skimming the Huffington Post, I was shocked to stumble upon the vid and this story. Three things to note.

1) Don’t expect anyone at the Huffington Post to take the time to scratch below the surface and show that things aren’t always as they appear. Over 1,200 students attend OHS and about twelve are highlighted in the vid. Olympia High students have been accepted to Yale each of the last three years. Two years ago, two young women went to M.I.T. This year, two young men got perfect 2,400 scores on their SATs. Another student will play golf at Stanford next year. Those stories don’t get highlighted because they don’t serve the purposes of those who want to convince others that U.S. schools are failing, teachers are lazy, and teacher unions are the root of all evil.

2) New journalism is not better journalism. The story and the vid have next to nothing to do with one another; as a result, the story doesn’t make sense, doesn’t hang together, and therefore, never should have ran.

Comedy aside, the United State’s poor international rankings in subject proficiencies such as math is a problem that could cost the country around $75 trillion over 80 years, according to a study called “Globally Challenged: Are U.S. Students Ready to Compete?” Based on the research, U.S. students place behind 31 other countries in math proficiency, and behind 16 other countries in reading.

What the hell kind of segue is that? One minute 1% of students are unsure of some basic knowledge, the next, the country is $75 trillion dollars poorer. If this is new journalism, I’ll stick with the old.

3. Young people aren’t thinking about their privacy nearly enough. One minute a few students are having some chuckles practicing their videography skills, the next, their work has a word-wide audience. When I stumbled upon the story the vid had 37,500 hits. By now it’s probably six figures. The second comment, about a friend of Sixteen’s reads, “Dammn would nail the girl in gray by herself.” The “girl in gray” had no idea what might happen to the footage once her classmates uploaded it to Vimeo. I’m not buying this “end of privacy” bullshit. I’m guessing she regrets having participated. Lots of lessons for all of the young people involved. The primary one, having a vid go viral may not be all it’s cracked up to be.

Postscript—one of the comments from someone at the school:

This article is incredibly misleading and should be taken down immediatel­y. It doesn’t contextual­ize the video properly and makes it sound as if the answers given in it are representa­tive of… well, something. The following descriptio­n is from the High School Student newspaper “The Olympus” which produced the video:

“Students found Jay Leno’s “Jay Walking” videos funny and decided to make one of their own. As is natural for a comic bit, the creators edited in the funniest responses, with the students’ consent. Though there were many correct answers to these pop questions, the comments in national forums concentrat­e on the negative, and, as usual, do not take into considerat­ion the amount of editing it took to get these funny, incorrect answers. So, we are taking down our video. Thanks for thinking about this. It is an interestin­g lesson for all.”

Post Postscript—On Thursday, after the video was taken down from Vimeo, someone, an OHS student I believe, uploaded the whole thing to YouTube. As of Friday afternoon, the video is embedded in the Huffington Post article under a different person’s YouTube account. My guess is the administration required student one to take it down only to have another upload it. Point four. Given the proliferation of social media, school administrators stand no chance of censoring students.

Education Story of the Year—Jon Kitna Returns to Lincoln High School

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In professional sports, the media spotlight tends to shine on the knuckleheads for whom there’s no shortage. That’s why Tim Tebow became a pop culture phenom. Fans long for players they can cheer for on and off the field.

Jon Kitna is Tim Tebow minus the blinding spotlight. A devout Christian, who after playing quarterback for four NFL teams over fifteen years, just retired. Here’s his top ten salary years from largest contract to smallest.

SEASON TEAM BASE SALARY SIGN BONUS CAP VALUE SALARY POSITION
2001 Cincinnati Bengals $ 500,000 $ 4,000,000 $ 1,501,440 $ 5,501,440 Quarterback
2008 Detroit Lions $ 2,950,000 $ 3,500,000 $ 5,875,000 $ 5,000,000 Quarterback
2006 Detroit Lions $ 1,450,000 $ 3,500,000 $ 2,375,000 $ 5,000,000 Quarterback
2009 Dallas Cowboys $ 1,400,000 $ 2,000,000 $ 4,000,000 Quarterback
2004 Cincinnati Bengals $ 1,000,000 $ 2,375,000 $ 3,190,000 $ 3,377,500 Quarterback
2003 Cincinnati Bengals $ 2,625,000 $ 3,626,600 $ 2,626,600 Quarterback
2002 Cincinnati Bengals $ 1,500,000 $ 2,501,260 $ 1,501,260 Quarterback
2007 Detroit Lions $ 1,450,000 $ 3,500,000 $ 2,875,000 $ 1,500,000 Quarterback
2000 Seattle Seahawks $ 1,371,000 $ 1,373,600 $ 1,373,600 Quarterback
2005 Cincinnati Bengals $ 1,000,000 $ 2,188,820 $ 1,001,320 Quarterback

source—USA Today

Instead of spending his retirement counting and trying to spend his millions, Kitna’s taken another job. Part-time math teacher at Tacoma, Washington’s Lincoln High School and full-time football coach. Teaching and coaching at his inner-city alma mater has been his wife’s and his plan all along. He’s excited to begin fulfilling his real purpose in life. Giving up the cushy, glamorous life of hanging with Tony Romo and Jerry Jones on chartered jets for late night lesson planning, apathetic math students, footballers used to losing, and slow, lengthy Friday night school bus rides on jammed freeways. Remarkable.

Sad that a story like this is left to his local paper and this humble blog. Every one of the country’s sports writing cognoscenti should be leading with Kitna’s story. How he was a screw up at Lincoln High School. How he drank way too much at Central Washington University, cheated on his present day wife, committed to Christianity, and turned his life completely around.

Whether you’re religious or not, Kitna’s commitment to service should inspire. Here’s a short video of Jon talking about his vision for the team. Football excellence as a means to more important ends. After watching the vid, I’d be happy to coach the coach on how to set personal faith—public school boundaries.

Here’s hoping he inspires a generation of students and athletes. I will be watching Kitna’s second career whether the media shines their light on him or not. And I’ll be cheering lustily for him, his team, Lincoln High, and the larger community.

More here.

Multilingualism Enriches Us

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This is embarrassing to admit, but I spent last Saturday night watching the Republican Presidential Primary debate.

Romney said he’d get tough with the Chinese and tell them in no uncertain terms to quit floating their currency. Very funny stuff. A person with his supposed business acumen clueless about who has the leverage. Huntsman got so riled up he replied in Mandarin. The crowd sat in stunned silence. I’d bet my beautiful Chinese peasant painting that it hurt him with the Republican base.

I regularly skim the LA Times online. I recently noticed a feature at the bottom of the website, “Hoy,” or “Today” for the one or two of you more linguistically challenged than me. Under the “Hoy” link there are nine or ten articles in Spanish.

Here’s guessing the Republican base doesn’t like the “Spanish creep” on the LA Times website either.

Language facility is not a zero-sum game if you’re internationally-minded and multilingualism is enriching if you think cultural diversity is an asset. It’s threatening if you’re first and foremost a nationalist who worries that your nation’s superiority is waning. Especially if you think that superiority is exclusively the result of English speaking peeps.

Bonus link for the polyglots. Double bonus link for those wanting to learn German.

Celebrity Calls Urge Students To Get Up

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This National Public Radio story by Veronica Devore pains me:

Tyra Banks, rappers Nicki Minaj and Wiz Khalifa plus many other celebrities are behind an initiative from the Get Schooled Foundation to increase attendance in American high schools. Students and parents can sign up for the twice-weekly wake up calls that, in combination with school-wide attendance challenges and activities rolled out in 90 schools across the nation, encourage teens to get up and get to school.

Marie Groark, Executive Director of the Get Schooled Foundation calls attendance a “silent epidemic” that often goes unaddressed in favor of encouraging students to get to college or make something of themselves. When they’re only focused on the long view, she says, parents and students don’t think about the importance of just being in school every single day.

The student response to the robocalls has been overwhelmingly positive, according to Groark. The largest attendance gains from the program have come in the ninth grade, a crucial time for students to build good attendance habits and get integrated into the school culture.

“Ideally every parent in America would be reinforcing how important it is to go to school every day, but that’s just not happening,” Groark says. “We could sit around and blame the parents, or we could step in and think of creative ways to close the gap. At the end of the day, we can’t have another generation graduate at 67 percent – our kids and our country can’t afford it.”

This initiative is addressing what almost any high school teacher would tell you is one of the more frustrating aspects of their work. The phrase “silent epidemic” is excellent, but what does it say about our culture that many adolescents are motivated more by an automated celebrity voicemail than by living, breathing parents and guardians.

Keep making the calls as long as they’re making a positive difference, but using celebrities as parent surrogates or complaining about how little parents are doing to encourage academic achievement are not our only options. What about digging deeper and exploring why so many students don’t attend school regularly? Are students opting out because of lifeless curricula; or because of dated, boring teaching methods; or because there are few supports to help them catch up to the peers they’ve fallen behind; or some combination of factors?

Typically, high achieving students follow the footsteps of their parent(s), guardian(s), and older siblings who have modeled the benefits of doing well in school. The common thread is they don’t want to let down loving, caring adults in their lives, most often their parents. Celebrity calls are a superficial, stop-gap measure that don’t do anything to reverse the anti-intellectualism that contributes to students slighting school. Until we update curricula and teaching methods, provide more tutoring and related supports to low achieving students, and hold parents accountable for the silent epidemic, too many desk chairs will remain empty.

The Most Difficult Three and a Half Words

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A close friend has been experiencing extreme leg pain for over a year. She’s seen a medical conference worth of docs, had tons of tests, and is still lacking the thing she wants most—a diagnosis.

A month ago I went with her to an appointment with a rheumatologist who said the root problem was not rheumatological. Unable to string together the most difficult three and half words, he offered up a boilerplate myofascial something or other hypothesis.

Today we travelled long distance to see The Man at the Pain Center at the hospital in the Big City. I am always in awe of ace doctors. Dr. Ace studied her file for a long time, asked clarifying questions, and then continued with more questions during a physical exam.

In the end, he said, “I’m not clever enough to know what’s wrong.” I dig the way Brits use “clever” instead of “smart”. It’s clever. “There’s still a lot we don’t know about the brain,” he explained. Deeply disappointed, my long-suffering friend pleaded with him for a diagnosis. “I just want to know what’s wrong with me.” At which point he said the three and a half words, “I don’t know.”

Imagine if we lived in a world where one political candidate attacked another about flip-flopping and asked, “How can we be sure you’re not going to change your mind again?” And the candidate responded, “I don’t know.”

Or one in which every financial analyst asked to make predictions about the market in 2012 said, “I don’t know.”

Or one in which a Westpoint political science prof when asked about the lessons of the Iraq War said, “I don’t know.”

Or one in which Christopher Hitchens, when pressed to explain why he was so sure there’s no God had said, “I don’t know.”

Or one in which a man driving aimlessly in a car, when asked by a woman whether he’s going in the right direction said, “I don’t know.”

Or one in which Billy Graham, when asked to explain why he’s so sure there’s life after death said, “I don’t know.”

Or one in which Hilary Clinton, when asked what will be required to bring genuine Middle East peace said, “I don’t know.”

Or one in which Tom Friedman, when asked what the United States must do to reclaim it’s greatness said, “I don’t know.”

Or one in which Bill Gates, when asked why he thinks his teacher evaluation plan is going to improve schooling said, “I don’t know.”

Or one in which a blogger, when asked why he thinks everyone would be well served by greater humility and honesty said, “I don’t know.”

Connecting With Teens

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As a teacher, coach, father, person, I’ve always been pretty good at connecting with teens. Maybe for the following reasons:

1) I enjoy them, quirks and all. Well, the vast majority. I like their energy, goofiness, earnestness, naïveté. I don’t think of them as a separate specie that is up to no good. Sometimes I even abandon my peers, “cross over,” and sit with them at multi-family get togethers. Most teens rise to the level of adult expectations.

2) I look past outward appearances. I know they’re not going to look the same at 30. I don’t read much into funky haircuts, baggy pants, wild hair coloring, and piercings. Those things don’t reflect a lack of values, they’re just trying out different personas and learning to blend in with peers. One evening eighteen years ago, after a day spent exploring the Washington D.C. mall, my squeeze and I, with our one-year old daughter in tow, collapsed into chairs at a table at the Pentagon City Mall food court in Alexandria, VA. One minute later a group of about seven teens in black trench coats, with the requisite black hair, nail polish, and piercings started to settle into the table next to us. When they lit up, I walked over and calmly and respectfully said, “I don’t know if you guys saw the sign, but this is a no smoking area.” They apologized, got up and left. Exactly what I envisioned would happen.

3) I like some of the same aspects of pop culture as many of them. Which helps bridge the generation divide. Turns out many of Nineteen’s friends at the Midwest liberal arts college know the contents of my iPad. What a claim to fame, the geezer who likes pop music, hip-hop, and rap. Please understand though, I don’t listen to Eminem or watch Glee in order to bridge the generation divide. The “fake it until you make it” cliché does not apply to consuming pop culture in order to connect with teens. When it comes to teens and pop culture, fake it and forget it. The interest has to be genuine. It probably helps that my adolescent self is still alive and well. Just ask my family sometime, I’ve never completely outgrown my immature, stupid younger self. My arrested development helps me connect with teens.

4) I make fun of myself and joke around more generally. I haven’t met a teen yet that doesn’t appreciate self-deprecating humor. They live in perpetual fear of others laughing at them, so when I’m making fun of myself, it’s a much appreciated respite from their normal “people are about to laugh at me” anxiety. Ten weeks into my first year of teaching in inner-city L.A. I was at war with third period U.S. History. The class could have tipped either way when one day I yanked down the large U.S. map attached to the front board and it flew off the hooks landing across my upper back. Without thinking I went full Dick Van Dyke, grabbing said map, throwing it to the ground, and stomping on it. They thought that was the funniest thing they’d ever seen. Since I was human they decided to give me a break. Over the remaining thirty weeks I built a nice rapport with those students.

5) I anticipate bad decisions and am careful not to overreact when they stumble. More commonly, adults are surprised and disappointed by teens’ mistakes. Then they assert their authority and hand out strict punishments. From this teens learn more about adult power than what they might do differently the next time they have to make a difficult decision. Error prone teens always appreciate it when adults take the time to listen, talk, teach, and individualize necessary punishments.

The Teacher Evaluation Maelstrom

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The power brokers? Bill and Melinda. Who knew that when we were buying Microsoft Office (for the Mac of course) every three to five years we were ceding mad educational influence to the Lake Washington power couple. Given their Foundation’s less than impressive record on education reform, their reasonable, respectful, and constructive thoughts on how to improve teacher evaluation surprised me.

This article, “Nearly Half of All States Link Teacher Evaluations to Tests” provides a national snapshot. A few excerpts:

At least 23 states and the District of Columbia now evaluate public-school teachers in part by student standardized tests, while 14 allow districts to use this data to dismiss ineffective teachers, according to the report from the National Council on Teacher Quality, an advocacy group.

Last year, President Obama’s $4.35 billion Race to the Top initiative awarded grants to states that adopted policy changes such as linking teacher evaluations to student test scores. This year, Republican governors in Idaho, Indiana, Nevada and Michigan ushered in overhauls to teacher rating, compensation, bargaining rights and tenure.

Critics, including some teachers unions, say many of the changes are aimed at firing teachers and usurping union power. They say the new evaluations use flawed standardized tests that measure a narrow window of student learning.

In Florida, tenure was eliminated. In Colorado, teachers now must get three positive ratings to earn tenure and can lose it after two bad ones. Several states, including Indiana and Michigan, did away with “last in, first out” union rules that resulted in districts laying off effective new teachers instead of ineffective tenured ones. Indiana and Tennessee passed merit-pay laws that base teacher pay primarily on classroom performance.

California illustrates how important elections are. The new governor and Superintendent of Public Instruction have chosen not to “Race to the Top”, as a result teacher evaluation looks quite different there.

Interesting that no one cared about teacher evaluation policy until a few years ago when we pulled up in the global economic race with a hamstring tear. Nevermind that corporate boards were failing to meet their fiduciary responsibilities; we were fighting two wars; and our government was bailing out major banks and car companies left and right, and looking the other way while investment bankers bought and sold home mortgages that people never should have taken out. Make no mistake about it, the only reason politicians and business leaders care about teacher evaluation is mounting economic anxiety. That utilitarianism breds cynicism among teachers who resent being scapegoated for our country’s economic ills.

Obama, Arne, and a bunch of Republican and Democratic governors believe that improved teacher accountability will solve nearly all of our economic problems. Bad teachers will vanish. Students will learn the four holy subjects—science, technology, engineering, and math. The ice caps will stop melting and we’ll start kicking ass again in the global economy.

At this stage I’m giving the Gates a “B-” for their teaching eval work because, like everyone else, they’re slighting the more important half of the teaching improvement equation—how to attract more socially conscious, culturally diverse, hardworking academic all-stars to one of the more challenging and rewarding forms of community service there is.

I Am the 1%

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Not based on my five figure salary, my Kirkland Signature wardrobe, my penchant for water at restaurants, or my municipal golf courses of choice.

I am the “one percent” based upon health, meaningful work, beautiful surroundings, good friends, and a loving family.

Turning fiddy in a few months. My peers are showing varying degrees of wear and tear. Their setbacks help me appreciate how fortunate I am to be able to afford healthy food, to have time to exercise daily, to have access to quality medical care, and to feel younger than I am.

My work matters. How fortunate to get paid to help young people write, teach, and think through what they believe and how they want to live their adult lives. And remarkably, every seven years I get the ultimate gift, time to press pause and read, think, write, rest, renew.

Half the year I get to cycle in unbelievably beautiful mountain settings, swim in an idyllic next-door lake, and run on wooded trails and sleepy residential streets. In the summer it’s almost never hot or humid and there are no bugs that would prevent one from eating outside. There are no hurricanes and hardly any lightening, but I reserve the right to amend this post if I someday survive the overdue Shake.

I often climb the mountains, swim the lake, and run the trails with excellent friends. Fitness fellowship.

My extended family is a blessing. My wife and daughters especially so. Apart from one very bad leg, they’re healthy and happy. My Better Half and I just returned from visiting First Born at Leafy Midwest Liberal Arts College. Most nineteen year-old college students would be semi-embarrassed by visiting parents, but for some reasons ours was off-the-charts warm, inviting, and appreciative the whole time. Even invited her Spanish teaching mom to her Spanish class and took us to great student a cappella and modern dance concerts.

When we first arrived on campus, Spanish teaching mom went to meet her at the Language Building. I read in the “Libe”. At the appointed time I headed across campus to meet up with them. Turned a corner and there she was walking by herself to a piano lesson. Cue the killer off-the-ground hug.

We stayed in a room in this house which a woman left to the college with an unusual condition—that it always be available as a student hang out with the necessary ingredients to bake cookies.

Home Base

The suggested donation for staying there was $30/night. We had twin beds in a smallish room. The first hints of winter crept in through the window next to my bed. I could whizz while simultaneously brushing my teeth in the tiny bathroom.

But looks can be deceiving. No one would suspect that inside this humble house, in one of the modest rooms, a One Percenter slept contentedly.

The Purest Form of Teaching

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One-on-one tutoring.

I was thinking about that while mountain biking with Lev Vgotsky in Capital Forest recently. Well not literally with Lev, figuratively.

Literally, I was cycling with Lance, one of the nicest guys you’ll ever meet. Sometimes though even the nicest guys have a devious core. Lance took me on a trail clearly outside my zone of proximal development.

He said it was a relatively mild Cap Forest trail which means I really suck. I went down twice, once I laid it down fairly gently into the dense shrubbery lining the super muddy 18″ wide trail and another I went over the bars. In this pic you can’t really appreciate how much blood is flowing from my knee and ankle under the layer of caked on mud. Badass, I know.

Blud and mud

I told mi esposa, una professora de Espanol, it was like dropping a Spanish 1 student in the center of Mexico City.

One of the central challenges of teaching well is adapting one’s curriculum and methods to students’ widely divergent preexisting knowledge and widely divergent skills. That is what non-educators don’t fully appreciate about teaching.

For example, take a high school swim team with 45 swimmers, 15 or so who swim on a club year round, 15 or so who only swim during the season, and 15 or so who are starting from scratch. What do you do? “Excellence” advocates might suggest cutting the “bottom thirders” but public school teachers don’t have that liberty. So what do you do when some seventh graders read, write, and ‘rithmetic at a 2nd grade level and others at the 12th? Then, for good measure, add in English Language learners, students with special needs, and well, maybe teaching is harder than it first appears.

In one-on-one tutoring it’s easier to figure out what the student knows and can already do, and therefore, it’s easier to adjust one’s material and methods in light of their zone of proximal development. Given that, maybe we should redesign our middle and high schools based upon one-on-one tutoring.

Probably unrealistic because people are so resistant to change. People would protest: we can’t have students coming and going from campus all the time; we can’t have students lose in the community; scheduling would be impossible; we can’t expect administrators, district bureaucrats, and parents to pitch in; we can’t expect students to be responsible and work more independently; we can’t redesign report cards; and we can’t do anything that disadvantages our students in the college application process.

Here’s how it might work. We wouldn’t need nearly as many administrators dealing with crowd control and discipline issues. So we take most of their walky talkies and deputize the majority of them as tutors. Same with district bureaucrats. We also deputize responsible adults in the community to both supervise student interns engaged in service-learning and to serve as tutors. We also ask parents to sign on as tutors in an academic, voc-ed, or life-skill area of their choice—Spanish, math, construction, baking, tax preparation, bicycle repair.

Some parents either won’t be qualified to, won’t be available to, or won’t want to participate, others may volunteer to tutor not just their children, but others too. For citizens that volunteer regularly, we could reduce their property taxes like Colorado did for seniors who volunteered in schools. Minimum expectations for community-based tutors could be detailed and teacher-leaders could design internet-based “how to tutor” modules and train them.

At high schools at least, we would also add in a layer of peer tutoring. Every student would be guided through a process of picking an academic subject (writing persuasive essays or solving algebraic proofs), extracurricular skill (competitive debate, swimming), or vocational ed set of skills (cooking or basic car maintenance) that they would be expected to teach a few of their peers. Again, teacher leaders could design internent-based “how to tutor” modules for students and teach peer tutoring first thing in the school year.

We’d completely rework the traditional bell schedule. At any one time, an expert swimmer would be teaching a beginner how to breath during freestyle, an advanced violinist would be teaching a beginner proper feet position and posture, an accomplished math student would be explaining to a less accomplished one how to solve for “x”. Upper and lower tracked students would interact regularly.

At home, in school libraries, and in community libraries, students would spend about half of their time reading, writing, and preparing for tutoring sessions.

Teachers would spend half of their time tutoring in their specialized academic areas and half as mentors supervising the tutoring network of ten or twenty students who they will get to know particularly well over the course of working with them for all three or four years of middle or high school. Thoughtful teacher supervision of each individual student’s tutoring network will be critical. This approach to teaching and learning would only work if the sum of the disparate tutoring experiences equaled more than the individual parts.

In any one day, a student would meet one-on-one with an adult in or near their home, with another adult somewhere in the community as a part of a service project or internship, with a few peers in school both as teacher and learner, and with a few teachers both to be tutored in core academic areas and to synthesize what they’re learning from all of their different tutors. And again, in between tutoring sessions, they’d be reading, writing, and preparing for upcoming sessions.

Crazy? Maybe I did hit my head on that over the handle bar number I did.

Fraud Antennae

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By comparison, we’re a very strange family. We almost never talk to and never text with Away At College Daught (AACD). We Skype on Sunday nights. Typically, six days without any contact. I understand if you want to tar and feather us.

So it was quite surprising when AACD called mid-morning, mid-week recently. Someone had just called her from her bank and said they needed her debit card number because they were having problems with their network. She gave it to the caller. And immediately realized she’d been duped. Her mom told her to immediately call the bank and everything would be okay. She did and it was, but her experience begs an important question. How do we form meaningful trusting relationships with others while simultaneously guarding against criminally inclined people looking to take advantage of us? More succinctly, how do we develop fraud antennae? The more desperate people’s economic lives become, the more critical it is we develop fraud-detection skills and sensibilities.

I told AACD’s younger sissy the debit card story as a precautionary tale and explained to her surprise that there are people in the world who wake up every morning trying to figure out better ways to steal elderly people’s life savings.

Bernie Madoff, besides offering regular 20% returns, was supposed to be pretty charming. Nicholas Cosmo probably was too. A minnow compared to Madoff, Cosmo only defrauded 4,000 investors out of $195m. Or consider David Dutcher’s experience. Here’s a teaser to get you to read the entire LA Times article:

David Dutcher met Sharon on Match.com in late 2008, a few months after separating from his wife. “We had a lot in common,” he recalled. Sharon loved four-wheel-drive trucks and sports. They met for coffee, then dinner. Sharon was tall, slender, blond and beautiful. She moaned that she had not had sex in a long time. She told him he had large, strong hands and wondered if that portended other things. She described his kisses as “yummy.” “It felt a lot like Christmas,” said Dutcher, 49, a tall, burly engineer with wavy red hair. The women fiddled with Dutcher’s tie and massaged his neck and shoulders. The brunet unbuttoned her blouse to reveal generous cleavage. “I am way over my head with these girls,” he remembered thinking. “I hadn’t been out dating in a while.”

Apparently Dutcher’s Christmases are different than mine, but I digress. “Sharon” had been hired by Dutcher’s ex-wife. The night ended much worse than Dutcher imagined—with his arrest for driving under the influence by a cop working with Sharon and Dutcher’s ex. The age-old honey trap* with some crooked soccer moms and cops thrown in for good measure.

The crooked uniformed cop, an admittedly extreme example of fraud, brings to mind the uniformed Norwegian killer who every adult on the island somewhat understandably, albeit tragically, assumed was legit.

Dutcher simply needed to stop staring at the cleavage long enough to ask himself if what he was experiencing was so far out of the ordinary that maybe he had been set up. This is what I’m going to call the “so far out of the ordinary/too good to be true test” and maybe that’s the answer to my question. Then again, a lot of very smart and successful people didn’t think that Madoff’s promised 20% investment returns in a wildly fluctuating, but mostly down market were too good to be true so how can I expect D-squared to have applied the test?

More importantly, how do we guard against more subtle attempts at fraud, like the stream of fake emails or phone calls seeking debit card numbers? And how do we teach young people to form meaningful trusting relationships with others while simultaneously guarding against criminally inclined people looking to take advantage of them?

Experience is the best teacher. AACD is less naive as a result of that phone call, panic, and quick trip to the bank. But what kind of curriculum, dinner conversations, and other resources might help young people be proactive in detecting and thwarting the fraudsters in our midst? More simply, how do we teach them things may not be as they appear?

* When I was a teacher at an international school in Addis Ababa, Ethiopia back when Al Gore was inventing the internet, the US embassy folks invited my male colleagues and me to the embassy for a meeting where they cautioned us about beautiful Ethiopian women known to seduce American men in the hope of weaseling their way out of the country. Even showed a film with case studies on how it was done. This had one effect on my friends and me. We were more excited than normal to go clubbing the next weekend. Alas, I regret I was never a victim of the honey trap. :)