Tag Archives: K-12 schooling

When Parents are Too Child-Centered

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[Adapted from Shirley S. Wang in the Wall Street Journal]

Anthropologist Elinor Ochs and her colleagues at UCLA’s Center on Everyday Lives of Families have studied family life in Samoa and the Peruvian Amazon region, but for the last decade they have focused on the American middle class.

Ten years ago, the UCLA team recorded video for a week of nearly every moment at home in the lives of 32 Southern California families. The families owned their own homes and had two or three children, at least one of whom was between 7 and 12 years old. About a third of the families had at least one nonwhite member, and two were headed by same-sex couples. Each family was filmed by two cameras and watched all day by at least three observers. The researchers acknowledge their presence may have altered some of the families’ behavior.

Among the findings: The families had a very child-centered focus. Parents intend to develop their children’s independence, yet raise them to be relatively dependent, even when the kids have the skills to act on their own.

Ochs, who began her career in far-off regions of the world, noticed that American children seemed relatively helpless compared with those in other cultures she and colleagues observed. In Samoa children serve food to their elders, waiting patiently in front of them before they eat. In Peru’s Amazon region children climb tall trees to harvest papaya and help haul logs to stoke fires. By contrast, Los Angeles parents focused more on the children, using simplified talk with them, doing most of the housework and intervening quickly when the kids had trouble completing a task.

In 22 of 30 families, children frequently ignored or resisted appeals to help. In the remaining eight families, the children weren’t asked to do much. In some cases, the children routinely asked the parents to do tasks, like getting them silverware. ‘How am I supposed to cut my food?’ one girl asked her parents.

Asking children to do a task led to much negotiation, and when parents asked, it sounded often like they were asking a favor, not making a demand, researchers said. Parents interviewed about their behavior said it was often too much trouble to ask.

Another finding: When the fathers came home from work, 86% of the time at least one child didn’t pay attention to him. “The kids,” the researchers noted, “are oblivious to their parents’ perspectives.” The researchers theorize that stems from a tendency in U.S. society to adapt to and focus on the children, rather than teaching children to focus on others. Americans tend to encourage children to pay attention to objects more than faces, emphasizing colors and shapes, for instance, over people. In Samoa, children are expected to be attentive to others from a very young age, and parents stress focusing on what others need.

This is a Monday, so I understand if you’re wondering what this research has to do with schooling. In short, everything. Teachers are intimately familiar with the “learned helplessness” the researchers allude to and the “helicopter parents” who swoop in and try to fix their children’s problems for them. No wonder it’s so hard for teachers to get students to think first and foremost about what’s in the best interest of the classroom.

I believe middle (and upper-middle and upper) class America has long since passed a child-centered point of diminishing returns. What explains this profound, albeit relatively recent trend? I wonder if the answer lies in large part in the aforementioned sentence, “Parents interviewed about their behavior said it was often too much trouble to ask.” By which I wonder if they mean, “After working all day we’re too exhausted to teach our children how to set the table, how to make their beds, what to do with their dishes after meals, let alone to remind them of those responsibilities, and also how to pay attention to others’ feelings, and how to solve problems themselves.”

Too few parents realize that by investing time and energy on the front-end, through teaching their children how to help around the house, how to interact respectfully with others, and how to peacefully resolve conflicts, they save themselves major frustration and hardship on the back-end.

Plus, by investing lots of teaching time on the front-end, they increase the odds that their children will become thoughtful, appreciative young adults who know the world doesn’t revolve around them.

And when caring, respectful, selfless students outnumber entitled, dismissive, self-centered ones, teaching will become especially rewarding. And everyone will live happily ever after. Amen.

SAT Reading, Writing Scores Hit Low

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Based on the newsfeed, last week was a downer.

A record high one of six people are living below the $22,000 family of four poverty level. Tampa right wing nutters cheered the thought of an uninsured patient dying. Recently hired Detroit auto workers are paid one-half of their fellow assembly-liners’ wages. The University of California will raise tuition 16% a year indefinitely. The Palin kids were (allegedly) stuck with burnt mac and cheese (formatting guide—italics—quotes, underlined—tongue in cheek sarcasm). And then the week ended with the rare Seahawks-Mariners double zero*.

In keeping with the spirit of the week, Stephanie Banchero of the WSJ wrote:

SAT scores for the high-school graduating class of 2011 fell in all three subject areas, and the average reading and writing scores were the lowest ever recorded.

The results. . . revealed that only 43% of students posted a score high enough to indicate they were ready to succeed in college.

The report on the SAT comes on the heels of results from the ACT college-entrance exam that suggested only 25% of high-school graduates who took that exam were ready for college. 

The average reading score dropped to 497 from 500 points in 2010, on a 200-to-800-point scale. That is the lowest score since 1972, when the College Board began calculating the average scores of individual graduating classes. The writing score dipped to 489, down from 491 last year. Writing scores have gone down almost every year since the exam was first given in 2006. 

College Board officials offer two take-aways from the data (as reported by Banchero):

1) The declining scores can be attributed, in part, to a larger and more diverse test-taking population. As more students aim for college and sit for the exam, scores decline. Ten years ago, 8% of test takers were Latino, compared with 15% in 2011. For black students, the percentage jumped to 13%, compared with 9% in 2001. A growing percentage of students also grew up speaking a language other than English, and more than one-fifth of this year’s test takers were poor enough to receive a waiver to take the exam for free.

2) Students who took a core curriculum, defined as four years of English and three or more of math, natural science and social science, did much better. Still, only 49% of them posted a score high enough to be considered college-ready, compared with 30% of students who didn’t take a core. College Board officials noted that the reading scores have been declining most dramatically for students who took less than a core curriculum.

Banchero wraps up her story with Kent Williamson’s hypothesis for why reading and writing scores are declining. Williamson, the executive director of the National Council of Teachers of English, suspects declining scores are based upon a narrowing of how reading is taught. “In many schools, especially those most impoverished, reading programs are not about building cognitive abilities or a love of reading,” he said. “They are built around rote learning of language, and I think we are seeing the results of that.” 

Unscientific as it may be, Williamson’s postulate resonates with me. Too few students are engaged by their teachers’ methods and their required, too often scripted, course material.

I’ll take the baton from Williamson and offer another unscientific hypothesis. Declining scores are proof that opinion leaders’ and policy makers’ single-minded focus on global economic competition isn’t the least bit motivating to K-12 students. That focus has created a debilitating disconnect. I’ll elaborate sometime soon.

In the meantime, here’s hoping for a more upbeat news week.

* I like our chances for setting the rarely reported “same city on Sundays consecutive quarters and innings goose egg” record.

The Measure Teaching Effectiveness Consensus

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An underreported and potentially important sea change is underway in K-12 public schooling. It’s the somewhat natural culmination of a two decade-long emphasis on increased teacher accountability for student learning.

Rather than improving compensation and making entry into the profession more challenging, rather than empowering proven teacher leaders to improve schools, rather than increasing parent and family accountability for student learning, the highest ranking and most influential policy makers are in agreement that our ability to compete in the global economy depends upon better schooling, better schooling depends upon increased teacher accountability for student learning, increased teacher accountability requires measuring teaching effectiveness. There are parallel pushes to measure school leadership and teacher education program effectiveness.

Like the vast majority of K-12 teachers, I’m not opposed to the concept of teacher and administrator accountability, but it seems as if more time, energy, and resources have been put into planning the negative consequences of teaching and administrative ineffectiveness than into incentives for teaching and administrative excellence. The primary negative consequence of teaching and administrative ineffectiveness will be closing schools and reassigning (if the unions still hold any sway) or dismissing altogether (if they don’t) the administrators and faculty at the worst performing schools.

This “measure teaching effectiveness consensus” raises many questions that Arne’s Army seemingly has little patience for. Among them. . .

• How does one best measure teaching effectiveness?

• More specifically, if the Information Revolution is making knowledge transmission and recall less salient, how does one quantify increasingly important student skills and sensibilities like writing, problem solving, cross cultural understanding, teamwork, empathy, and resilience?

• How does one control for independent variables like differing degrees of outside of school support?

• Will an emphasis on individual teacher’s relative effectiveness contribute to even greater professional isolation to the detriment of student learning?

• What might the effects of steadily increasing accountability be on talented young people considering teaching as a career independent of improved compensation?

• Why, when top-down experts with little to no teaching experience are in the process of reshaping their profession based upon business model precepts, aren’t more teachers asking these types of questions?