I worked with Bill Ayers for many years in the Golden Apple Scholars Program, working with education majors to become empowered and confident teachers, who advocate for their working conditions and for their students. He and his brother Rick have nailed the real school issues here in this reposted reflection on Teacher Appreciation Week from Bill’s blog:
Teacher Appreciation Week: How We Can Show Teachers the Love
By Rick Ayers/ Bill Ayers
Let’s stop the hype and the hypocrisy: a nice note, a flower, a Starbucks card, and a week when we all go smooshy over Miss Brody or Mr. Escalante can’t possibly counter 51 weeks of official disdain and a continuing frontal assault from the powerful. Lots of cynical similes are filling teachers’ in-boxes this week: Teacher Appreciation Week feels a lot like Turkey Appreciation Week at Thanksgiving, or Deer Appreciation Week during hunting season—and we’re the turkeys!
Teaching involves engaging real students every day, nurturing and challenging the vast range of people who actually appear before us, solving problems, making connections, putting in 70 hour weeks and spending our own money on supplies; and it means listening to every two-bit politician, the bought media, and big money misrepresent what we do, and attack us shamelessly every day.
Want to appreciate teachers?
Don’t allow education to be defined as an endless Social Darwinist competition: nation against nations, state against state, school against school, classroom against classroom, and child against child. Education, like love, is one of the fundamentals of life—give it away generously and lose nothing—and school is where we can work out the meaning and the texture of democracy—coming together to explore the creation of community, pursuing the hard and challenging questions, and imagining new ways to be in balance with the earth and in harmony with each other. Good teaching deals with the real—honor teachers for that.
Reframe the debate: We are insistently encouraged to think of education as a product like a car or a refrigerator, a box of bolts or a screw driver—something bought and sold in the marketplace like any other commodity. The controlling metaphor for the schoolhouse is a business run by a CEO, with teachers as workers and students as the raw material bumping along the assembly line while information is incrementally stuffed into their little up-turned heads; it’s rather easy to think within this model that “downsizing” the least productive units, “outsourcing” and privatizing a space that was once public is a natural event; that teaching toward a simple standardized metric, and relentlessly applying state-administered (but privately-developed and quite profitable) tests to determine the “outcomes,” is a rational proxy for learning; that centrally controlled “standards” for curriculum and teaching are commonsensical; that “zero tolerance” for student misbehavior as a stand-in for child development or justice is sane; and that “accountability,” that is, a range of sanctions on students, teachers, and schools—but never on law-makers, foundations, corporations, or high officials—is logical and level-headed. This is in fact what a range of wealthy “reformers,” noisy politicians, and their chattering pundits in the bought media call “school reform.”
Oppose the “reform” policies that will add up to the end of education in and for democracy: replacing the public schools with some sort of privately-controlled administration, sorting the winners relentlessly from the losers—test, test, TEST! (and then punish), and destroying teachers’ ability to speak with any sustained and unified voice. The operative image for these moves has by now become quite familiar: education is an individual consumer good, not a public trust or a social good, and certainly not a fundamental human right. Management, inputs and outcomes, efficiency, cost controls, profit and loss—the dominant language of this kind of reform doesn’t leave much room for doubt, or much space to breathe.
Note that good working conditions are good teaching conditions, and that good teaching conditions are good learning conditions, and that teachers’ independent and collective voice is essential in determining these conditions.
Fight for smaller class size, limited standardized tests, enhanced arts programs at all levels and in every area, equitable financing, and a strong teachers contract that protects intellectual freedom, due process of law, benefits (from pensions to health care) negotiated in good faith, and encourages collegiality and collaboration.
Throw in a note or a flower if you like.