TMBR

Jake Vigdor is Associate Professor of Public Policy Studies and Economics of the Terry Sanford Institute of Public Policy of Duke University. Their latest study looks to see if K-6 is better than K-5 for children. The Duke research has a chart that shows a significant improvement in behavior in the K-6 environment vs. the K-5 and that that behavior change carries forward for several years.  It also mentions that the students were behind in scores and caught up during the sixth grade in K-6, although that finding needs more thought.  There is also the factor that if you configure schools K-6, 7-9, 10-12 the ninth graders would have a more immature social structure and possibly reduce some of the issues connected with being a ninth grader in a high school.

Ingrid Shafer has team taught at the college level for 40 years at the University of Science and Arts of Oklahoma. She is a Professor of Philosophy and Religion and more degrees to boot. She is a new friend and I asked her how we should teach our quicker learners. That's where our conversation started. I hope you enjoy listening to Ingrid as much as I enjoyed thinking with her.

Gayle Andrews is an Educator. She is the co-author of two books, "Turning Points 2000, Educating Adolescents in the 21st Century" And "Making the Most of Middle School". She is an assistant professor at the University of Georgia. Gayle understands the dynamics of teaching in middle schools. Some middle schools are so large the student can fall through the cracks and get missed. How to survive the transition to middle schools and more.

The environment that a child learns in can determine outcome. At school how we treat the child not only effects how the child learns but also teaches the child how to treat others. If a teacher uses power, force or abuse to teach, that is what a child will learn. The Grand Traverse Academy in Traverse City MI uses none of these. It is a Bill Glasser inspired school and it uses "a gentle way to teach". Kaye Mentley the superintendent of the school district tells us how they do it

A few months ago I interviewed Eric Mar, one of the Commissioners of the Board of Education of the San Francisco Unified School District. While chatting about some of the issues facing the school board we discussed the expenditure of Board of Education funds to defend lawsuits brought against the SFUSD by parents of children with extra needs, Eric said “there must be a better way”. That statement haunted me the past few months as I learned what parents and children were experiencing as they tried to cope with their children’s needs while dealing with the frustrations of dealing with the San Francisco School system. The Winkelman case, just decided by the Supreme Court, establishes a parent’s right to represent their children without an attorney in a special education matter. This one case changes the playing field from the parents going uphill to level for the first time in history. Last week we recorded a parent panel that analyzed some of the implications of Winkelman, but more importantly we discussed the issues that cause parents to file suit, and as well as ideas for sensible ways to update the process so that both the parents and the professionals in the schools can work in harmony. An important step in moving towards change is for everyone to hear about the impact that our own school system is having on our community. Parent Panel Stan Goldberg, Rachel Powell Norton, Katy Franklin

Jose Barillas is the Principal of Thurgood Marshal Middle School in Chicago IL and is a hero. I thought about our conversation for 1 month after we recorded it before I could edit it. His story so gripped and troubled me I needed the time to gather perspective. He has taught for 30 years. His school which is a small school (400 students) has been selected one of the “Schools to watch”. Now in the sunset years of his career he looks at what has changed and what needs to be done. Jose’s school has 97% free lunch and 85% Latino. Jose helps us understand what is happening with parental involvement at his school and how it affects the children.

The Wisdom of Deb Meier

One of the founders of the modern day small schools movement Deb Meier looks back at the small school movement and sees dangers she never envisioned. Still a supporter of small schools she sees nonetheless a possibility for oppression. Deb tells us what she thought when she started the modern day small school movement years ago in Harlem.

Mel Levine didn’t do well in elementary or grade school. He had a sense of humor and made his classmates laugh. When his classmates came to his house to play he told his mother to tell them he wasn’t home. He would rather play with his animals and play in his own mind. His older brother got into Harvard and had Mel visit him on weekends. These visits excited Mel’s mind and he became an A student from then on. Mel’s brother found the way in to help Mel learn. Mel graduated first in his class at Brown, became a Rhoades Scholar at Oxford, went to Harvard Medical School and is now the Director of the University of North Carolina Center for the Study of Development and Learning. Mel is one of the leading figures in the world in the study of the different ways that people learn. Mel doesn’t believe that one way or 5 ways or 10 ways fits all. There is a way to reach every child we just have to follow the clues. Mel spurns labels like “Autism”, “Bipolar”, “ADHD” and likes to visualize the child as they will be at 24. Mel founded the All Kinds of Minds Institute and has changed the way we view learning, all because a kind older brother took the time to find the way in. We learn who Mel is and what he thinks of the world around him.

June Jordan High School of San Francisco is a small school, by design. Started five years ago by a group of upstarts, comprised of teachers, students and community activists who were not satisfied with how the system was addressing the needs of underserved youth in the inner city who aspired to attend college. These bold, brash, and outspoken individuals got June Jordon rolling and perhaps ruffled a few feathers in the school district in the process. With test scores sinking, the faculty is becoming aware that solutions in concept are easier to achieve then solutions in reality. We speak with Matt Alexander, Principal of the school about the genesis of the school, the school structure and the challenges the school faces today. Are we seeing a very public, public school sink or are we viewing an intelligent well planned mid-course correction?

Sir Ken Robinson is one of the foremost critical thinkers in the world today in the fields of creativity, ingenuity, and education. He is to those fields what Stephen Hawking is to physics. We learn Sir Ken’s views on the best direction for education to change, including No Child Left Behind, Inclusion, ADHD, education and the arts, education for the workplace and equality in schools.

Sir Ken has sampled first hand different types of educational methods. He was born into a modest income family in Liverpool, the fifth of seven children. He contracted Polio when he was four and was sent to a school for disabled children. Later, he was included in a regular school, went on to university, and then on to an outstanding career in education. We learn how his background shaped his ideas and provided the foundation for his insightful understanding of education and creativity today.