Last night I saw “Race to Nowhere,” the antidote to “Waiting for Superman,” the new film which blames the failure of our educational system on teachers’ unions and other proponents of publicly run public schools. “Race to Nowhere” is a powerful indictment of the pressure-packed environment today’s kids have to navigate. It’s one of the most intense movies I ever saw, partly because a lot of kids I have known and loved bear the same scars as those in the movie. At the panel afterwards, some of the protagonists and other experts on educational policy drilled the central message: the obsession with “achievement” is getting in the way of much actual learning.
The kids talked about coming home from a full day of school followed by sports, music lessons, Hebrew school or work to do six or eight hours of homework. One of the talking heads was the author of the book “The Case Against Homework,” which I picked up a few years ago, concerned about the unwieldy obligations of my niece and some of the other kids I know. The book presented a lot of evidence that kids derive no benefit from most of the homework they do, that the rewards of homework diminish rapidly after about 20 minutes per class for high school students, and that unstructured time is important for developing creativity and discovering one’s passions. In the film, one Advanced Placement teacher said he cut the homework in half and the AP scores of his students went up.
Sunday night I had dinner with a friend and the Chinese student who is living with her. Yi Sha told us that high school students in China start their day at 7:00 a.m. and don’t go home until 10:00 p.m., six days a week. Middle school is 7:00 to 6:00 and little kids get to go home at 5:00. We were all horrified, but my friend said, “That’s why we’re failing.” I disagreed, and tonight’s movie reinforced my disagreement. In fact, our kids are working as hard as the Chinese kids, and I don’t think it’s good for either of them.
By contrast, most Palestinian kids go to school from 7:00 a.m. to 1:00 p.m. and don’t do more than a couple hours of homework, and Palestine has the highest percentage of Ph.D.s in the world.
One thing that annoyed me in the movie was a romanticism about what childhood was like in the “good old days” – that is, the sixties and seventies when I was growing up. The parents in the film, who are my age or a little younger, rhapsodize about how much fun we had. All I can say is, they weren’t growing up where I was. I remember feeling suicidal every day for three years – and in my family, I was the happy well-adjusted kid. Several of my classmates actually attempted suicide,. Nearly all of us were anorexic, some were bulimic, many of us were molested, we were bullied, we cut ourselves, we were pressured, we were shamed and ridiculed by teachers. My classes were smaller than today’s, but only because I was born during a period of declining birth rates and the budget cuts hadn’t quite caught up with the lower enrollment. It didn’t matter how large or small they were, though, because you didn't get individual attention if there were five kids in your class; it wasn’t part of the methodology back then.
I remember some years ago figuring out that the reason I never learned anything in gym class was because no one really tried to teach me anything. The teachers thought yelling stuff like, “Watch the ball!” or “Try harder!” would turn you from a klutz into a gazelle. The more interesting realization was that the frustration I experienced during the one period of Phys. Ed. was what kids who weren’t good at academics experienced the rest of the day. No one tried to figure out why they weren’t learning. They just got bad grades, and if the grades were bad enough they failed.
By far the most useful thing I learned in school was how to get along with people whom I didn’t necessarily have that much in common with. The second most useful was that not everything was going to be about me. I might be bored, the culture of the school might not be what I was comfortable with, but that was just life, and I had to adjust. That is something I was pleased to hear mentioned in the film: that the main purpose of education is socialization.
So that begs the question, what are we socializing kids for? The given in every discussion about education is that the goal is to get a good job. One theme that was continually raised in “Race to Nowhere” was that the skills taught in school need to be relevant to the jobs people are trying to get.
Apparently a major response to the pressure that kids are under to achieve has been a meteoric rise in cheating. In one very high achieving school, 80% of the students said they had cheated. The assumption was that this is a problem, and I’m not saying it’s not, but we can also look at cheating as cooperation. What’s the difference between helping a friend pass a test and being a “team player”?
Recently, I got to take a private class in database development. I had been trying to write a macro to do something and it wasn’t working. I asked the teacher and he said, “Google it.” So we did and found some code that I copied into my macro and it ran.
I said, “That’s what I usually do, but I always thought it was cheating.”
He looked at me like I was nuts. “Does it work?”
“Usually.”
“Then why is it cheating?”
I said, “Well, I don’t exactly know why it works.”
“Does it matter?” he asked.
I am a little ambivalent. You could say that it’s ridiculous to make challah when I can buy perfectly good ones from Semi Freddie’s. I would say that it’s both useful to know how to make bread and fun to do it. But I know that the secretaries at my job who spend time retyping documents because they don’t know how to scan and OCR them (or even better, that they can send them to me to do for them) are not using their time wisely. So I would add to the list of most important things I learned: distinguishing between activities that have intrinsic value and those which are unnecessary busy work.
Some years ago at a workshop, the facilitator asked us to write down a negative characteristic of ourselves that we are kind of proud of. Without hesitation, I wrote, “I’m lazy.” When I tell people that, they always argue with me. How can I be lazy when I’m involved in so many projects and take on so much work? But I’m not being humble. My laziness is what makes it possible for me to accomplish a lot. The fact that I’m the laziest person on earth makes me good at my job, because I’m always looking for the fastest way to get the work done with the least amount of effort.
I get frustrated that most of my coworkers are not adventurous. They’re smart and experienced, they know a lot, but they’re afraid to try new things. They prefer to plod than to figure out how to learn what they don't know. I learned to word process by lying. I said I knew WordPerfect when I had never used it. I went to a bookstore and read up on how to turn on the computer, change the margin, set a tab. When I got to my first job, fortunately there was no one sitting near me to see me frantically looking at the help menus. By the time anyone came to see how I was doing, I seemed like an expert.
So if my experience is any indication, laziness and lying are more useful qualities to teach kids than honesty and industry.
The kids talked about coming home from a full day of school followed by sports, music lessons, Hebrew school or work to do six or eight hours of homework. One of the talking heads was the author of the book “The Case Against Homework,” which I picked up a few years ago, concerned about the unwieldy obligations of my niece and some of the other kids I know. The book presented a lot of evidence that kids derive no benefit from most of the homework they do, that the rewards of homework diminish rapidly after about 20 minutes per class for high school students, and that unstructured time is important for developing creativity and discovering one’s passions. In the film, one Advanced Placement teacher said he cut the homework in half and the AP scores of his students went up.Sunday night I had dinner with a friend and the Chinese student who is living with her. Yi Sha told us that high school students in China start their day at 7:00 a.m. and don’t go home until 10:00 p.m., six days a week. Middle school is 7:00 to 6:00 and little kids get to go home at 5:00. We were all horrified, but my friend said, “That’s why we’re failing.” I disagreed, and tonight’s movie reinforced my disagreement. In fact, our kids are working as hard as the Chinese kids, and I don’t think it’s good for either of them.
By contrast, most Palestinian kids go to school from 7:00 a.m. to 1:00 p.m. and don’t do more than a couple hours of homework, and Palestine has the highest percentage of Ph.D.s in the world.
One thing that annoyed me in the movie was a romanticism about what childhood was like in the “good old days” – that is, the sixties and seventies when I was growing up. The parents in the film, who are my age or a little younger, rhapsodize about how much fun we had. All I can say is, they weren’t growing up where I was. I remember feeling suicidal every day for three years – and in my family, I was the happy well-adjusted kid. Several of my classmates actually attempted suicide,. Nearly all of us were anorexic, some were bulimic, many of us were molested, we were bullied, we cut ourselves, we were pressured, we were shamed and ridiculed by teachers. My classes were smaller than today’s, but only because I was born during a period of declining birth rates and the budget cuts hadn’t quite caught up with the lower enrollment. It didn’t matter how large or small they were, though, because you didn't get individual attention if there were five kids in your class; it wasn’t part of the methodology back then.
I remember some years ago figuring out that the reason I never learned anything in gym class was because no one really tried to teach me anything. The teachers thought yelling stuff like, “Watch the ball!” or “Try harder!” would turn you from a klutz into a gazelle. The more interesting realization was that the frustration I experienced during the one period of Phys. Ed. was what kids who weren’t good at academics experienced the rest of the day. No one tried to figure out why they weren’t learning. They just got bad grades, and if the grades were bad enough they failed.
By far the most useful thing I learned in school was how to get along with people whom I didn’t necessarily have that much in common with. The second most useful was that not everything was going to be about me. I might be bored, the culture of the school might not be what I was comfortable with, but that was just life, and I had to adjust. That is something I was pleased to hear mentioned in the film: that the main purpose of education is socialization.
So that begs the question, what are we socializing kids for? The given in every discussion about education is that the goal is to get a good job. One theme that was continually raised in “Race to Nowhere” was that the skills taught in school need to be relevant to the jobs people are trying to get.
Apparently a major response to the pressure that kids are under to achieve has been a meteoric rise in cheating. In one very high achieving school, 80% of the students said they had cheated. The assumption was that this is a problem, and I’m not saying it’s not, but we can also look at cheating as cooperation. What’s the difference between helping a friend pass a test and being a “team player”?
Recently, I got to take a private class in database development. I had been trying to write a macro to do something and it wasn’t working. I asked the teacher and he said, “Google it.” So we did and found some code that I copied into my macro and it ran.
I said, “That’s what I usually do, but I always thought it was cheating.”
He looked at me like I was nuts. “Does it work?”
“Usually.”
“Then why is it cheating?”
I said, “Well, I don’t exactly know why it works.”
“Does it matter?” he asked.
I am a little ambivalent. You could say that it’s ridiculous to make challah when I can buy perfectly good ones from Semi Freddie’s. I would say that it’s both useful to know how to make bread and fun to do it. But I know that the secretaries at my job who spend time retyping documents because they don’t know how to scan and OCR them (or even better, that they can send them to me to do for them) are not using their time wisely. So I would add to the list of most important things I learned: distinguishing between activities that have intrinsic value and those which are unnecessary busy work.
Some years ago at a workshop, the facilitator asked us to write down a negative characteristic of ourselves that we are kind of proud of. Without hesitation, I wrote, “I’m lazy.” When I tell people that, they always argue with me. How can I be lazy when I’m involved in so many projects and take on so much work? But I’m not being humble. My laziness is what makes it possible for me to accomplish a lot. The fact that I’m the laziest person on earth makes me good at my job, because I’m always looking for the fastest way to get the work done with the least amount of effort.
I get frustrated that most of my coworkers are not adventurous. They’re smart and experienced, they know a lot, but they’re afraid to try new things. They prefer to plod than to figure out how to learn what they don't know. I learned to word process by lying. I said I knew WordPerfect when I had never used it. I went to a bookstore and read up on how to turn on the computer, change the margin, set a tab. When I got to my first job, fortunately there was no one sitting near me to see me frantically looking at the help menus. By the time anyone came to see how I was doing, I seemed like an expert.
So if my experience is any indication, laziness and lying are more useful qualities to teach kids than honesty and industry.
I think that your experience suggests that adventurousness and ambition are the golden qualities. Those are the qualities that transmute(d) your "laziness" and "lying" into new skills and efficiencies, leaving room to do more stuff that interests you (which you discover because you're adventurous, and tackle because you're ambitious).
ReplyDeleteThat fits with the skepticism you expressed about keeping kids in scheduled activities from dawn 'til bedtime ... a regimented life doesn't leave a lot of room for adventure, for developing independence, for discovering what one might like to take on.
Fascinating factoid about Palestinian kids. I wonder if the same kind of schedule correlates with high academic achievement in other cultures, and what other factors contribute.
Great post, Kate. Thanks!