"A child's learning is the funtion more of the characteristics of his classmates than those of the teacher." James Coleman, 1972

Wednesday, June 17, 2009

Open Letter to Arne Duncan from Herb Kohl

Posted at ARN, thanks to Monty Neill:
Herb Kohl: An Open Letter to Arne Duncan
Summer 2009

From Herbert Kohl

Dear Arne Duncan,

In a recent interview with NEA Today you said of my book *36 Children,* "I read [it] in high school … [and] … wrote about his book in one of my college essays, and I talked about the tremendous hope that I feel [and] the challenges that teachers in tough communities face. The book had a big impact on me."

When I wrote *36 Children* in 1965 it was commonly believed that African American students, with a few exceptions, simply could not function on a high academic level. The book was motivated by my desire to provide a counter-example, one I had created in my classroom, to this cynical and racist view, and to let the students' creativity and intelligence speak for itself. It was also intended to show how important it was to provide interesting and complex curriculum that integrated the arts and sciences, and utilized the students' own culture and experiences to inspire learning. I discovered then, in my early teaching career, that learning is best driven by ideas, challenges, experiences, and activities that engage students. My experience over the past 45 years has confirmed this.

We have come far from that time in the '60s. Now the mantra is high expectations and high standards. Yet, with all that zeal to produce measurable learning outcomes we have lost sight of the essential motivations to learn that moved my students. Recently I asked a number of elementary school students what they were learning about and the reactions were consistently, "We are learning how to do good on the tests." They did not say they were learning to read.

It is hard for me to understand how educators can claim that they are creating high standards when the substance and content o f learning is reduced to the mechanical task of getting a correct answer on a manufactured test. In the panic over teaching students to perform well on reading tests, educators seem to have lost sight of the fact that reading is a tool, an instrument that is used for pleasure and for the acquisition of knowledge and information about the way the world works. The mastery of complex reading skills develops as students grapple with ideas, learn to understand plot and character, and develop and articulate opinions on literature. They also develop through learning history, science, and technology.

Reading is not a series of isolated skills acquired in a sanitized rote-learning environment utilizing "teacher-proof" materials. It develops through interaction with a knowledgeable, active teacher—through dialogue, and critical analysis. It also develops through imaginative writing and research.

It is no wonder that the struggle to coerce all students into mastering high-stakes testing is hardest at the upper grades. The impoverishment of learning taking place in the early grades naturally leads to boredom and alienation from school-based learning. This disengagement is often stigmatized as "attention deficit disorder." The very capacities that No Child Left Behind is trying to achieve are undermined by th e way in which the law is implemented.

This impoverishment of learning is reinforced by cutting programs in the arts. The free play of the imagination, which is so crucial for problem-solving and even for entrepreneurship, is discouraged in a basics curriculum lacking in substantial artistic and human content.

Add to this the elimination of physical education in order to clear more time to torture students with mechanical drilling and shallow questioning and it is no wonder that many American students are lethargic when it comes to ideas and actions. I'm sure that NCLB has, in many cases, a direct hand in the development of childhood obesity.

It is possible to maintain high standards for all children, to help students learn how to speak thoughtfully, think through problems, and create imaginative representations of the world as it is and as it could be, without forcing them through a regime of high-stakes testing. Attention has to be paid to the richness of the curriculum itself and time has to be allocated to thoughtful exploration and experimentation. It is easy to ignore content when the sole focus is on test scores.

Your administration has the opportunity, when NCLB comes up for reauthorization, to set the tone, aspirations, and philosophical and moral grounds for reform that develops the intelligence, creativity, and social and personal sensitivity of students. I still hold to the hope you mentioned you took away from *36 Children* but I sometimes despair about how we are wasting the current opportunity to create truly effective schools where students welcome the wonderful learning that we as adults should feel privileged to provide them.

I would welcome any opportunity to discuss these and other educational issues with you.

Sincerely, Herbert Kohl
— Herb Kohl
*Open Letter*
2009-06-16

3 comments:

  1. Anonymous11:54 AM

    Beautifully written. Since when did "high-stakes" testing become our sole measure of student "achievement"? There has to be a better way, or at least a complementary way if these tests are here to stay. I hope that Arne Duncan will address this issue. Quickly.

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  2. Anonymous12:08 AM

    Mr. Kohl:

    I too read your book when I was a teacher in the "inner city" of Cleveland and was much affected by it. I agreed with you then and I agree with your comments to Arne Duncan.

    I taught mainly poor children from 1964 to my retirement in 2007. During that time I raised two sons who went on to Harvard and Stanford. My husband and I spent a lot of time with them while they were growing up and gave them every opportunity to succeed academically. We were rewarded beyond our expectations.

    I tried to do for my first-grade students what I did for my own sons. Year after year I honed my skills until by 2001 I had a classroom of which I was very proud. The environment was a "joyful" one and I took pride in helping the children become fully engaged in the learning process. My classroom was always busy with children reading, writing, speaking, listening, problem solving and constructing. Then came No Child Left Behind and, like my colleagues, I was suddenly being pushed to drill small children on future test items. For the first time I started to see my pupils express a dislike for school.

    The nadir of my teaching career came in my final year. Because I planned to retire, I decided to take my students to a children's concert in the neighboring city, even though I knew it would cost me several hundred dollars of my own money. The theme of the concert was The Nutcracker so I purchased a DVD of the ballet so the children would be familiar with the music. On a Friday afternoon the students were watching the ballet in rapt attention when the assistant principal, a young woman of about 26, came into my room with a clipboard. She sat down and took notes. That afternoon I received a short evaluation in my mailbox telling me that I was "not teaching to the standards." This is jargon for "not teaching to the test" because I WAS teaching to the arts standards in my state. Because of my age and impending retirement, I tossed the paper into the wastebasket and ignored the young woman's summons to "see me" but I was very hurt. After that I counted the days until June.

    This is what "education" has come to in our country. I hope President Obama and Arne Duncan look at instruction at Sidwell Friends and try to bring some of that good stuff to the average American child.

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  3. Anonymous11:10 AM

    Yes, I agree with anonymous's comment above. NCLB has been instrumental in taking the joy out of teaching and replacing it with drill and kill,and teaching to the test. I'm a recently retired teacher with 35 years of experience in elementary urban (27 years) and rural (8 years) schools in the U.S.A.

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