Conversation With A Teacher

Jay Mathews, retired education reporter with the Washington Post, has an interesting article in Friday's paper. Part of the article is below, the rest can be found here.

Why Easy Grading Is Good for Your Career

By Jay Mathews
Friday, January 30, 2009; 6:13 AM

New Jersey high school teacher Peter Hibbard flunked 55 percent of the students in his regular biology class the year before he retired. There were no failures in his honors classes, he said, but many of his regular students refused to do the work. They did not show up for tests and did not take makeups. They did not turn in lab reports. Homework was often ignored.

"Still, the principal told me that the failure rate was unacceptable, and I needed to fix it," Hibbard said. "The pressure to give grades instead of actually teaching increased. A colleague told me that he had no problem. If students showed up, they got a C. If they did some work, they got a B. If they did fair or better on tests, they got an A. No one ever complained, and his paycheck was the same. He was teacher of the year, and a finalist for a principal's job."

I often get helpful letters from teachers. They are fine people who assume I am educable, despite evidence to the contrary. Sometimes, as in Hibbard's case, teachers are so candid and wise I am compelled to quote them, and see if readers share their view of reality.

Here is what Hibbard told me:

"The pop phrase is that 'those who can't do, teach.' I would like any serious critic to spend a month in the classroom. It is easy when you are a guest speaker and don't have to worry about discipline. But do the planning, maintain interest, do practice and review, write and grade a test or three, and then deal with the parents. In your spare time, maintain records, deal with teen angst and crisis, monitor the bathroom (I went to college for this?) and be available for extra help. Break up fights and shouting matches over who loves whom more, and shepherd students to assemblies and fire drills.

"The message comes from the top. When the leadership sets the example, and backs the good teacher, it is so much easier. When I have to justify failing a student who refuses to try, you can only tilt at windmills for so long."

Hibbard taught biology for 27 years. Before that he was a field biologist for the U.S. Agriculture Department and a lobbyist on environmental issues for the housing industry. He thinks his experience in the field was invaluable. When he started teaching he was able to give students practical answers to the frequent question, "Why do we have to learn that?"

He said when his students asked why he left a job in industry for teaching, which paid less, he replied that his reasons were selfish. His students were the citizens who would pay for his Social Security. "The more they learned, the more they earned, and the more they made, the better off I would be when I retired," he said.

To Hibbard, one of the most irksome parts of teaching was leadership that failed to take responsibility for its mistakes. "I was part of a committee to choose a new text series," Hibbard said. "We were given three choices, all terrible, and all from the same publisher. The public was told that the poor choice was because the teacher picked it. We had no options other than the three presented."

In retirement, he is working part time on a program to give prospective teachers some of the real world experience that helped him. I decided to exploit his experience also, by asking his solutions for the apathy and buck-passing he observed. He sent me seven ideas. I am going to play teacher and grade each suggestion, based on wisdom and practicality. Let me know if you agree. These are direct quotes from his e-mail:

Read the rest of the article here.