Tag Archives: education

Self Esteem Cartoon

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Having potential makes a fine breakfast, but a lousy dinner.

Barbara Smaller cartoon, from The New Yorker.

Is funny because ……  it holds a mirror to the adulteration of adulthood: our young adults come out of college with knowledge, some skills, and lots of self-esteem, but with a lack of direction and a lack of focus in what they plan to do with their talents and education. One part of the problem is that kids enter college with no focused major or work background beyond an expectation that they will be leaders when they graduate.

In a previous post I’d suggested that Detroit schools should teach shop as a way to build responsibility. On further reflection, most schools should require shop, or similar subjects where tangible products are produced and where quality of output is apparent and directly related to the student, e.g. classical music, representative art, automotive tuning. Responsibility is not well taught through creative writing or non-representative art, as here quality is in the eye of the beholder.

My sense is that it’s not enough to teach a skill, you have to teach an aesthetic about the skill (Is this a good job), and a desire to put the skill to use. Two quotes of my own invention: “it’s not enough to teach a man how to fish, you have to teach him to actually do it, or he won’t even eat for a day.” Also, “Having potential makes a fine breakfast, but a lousy dinner” (if you use my quotes please quote me). If you don’t like these, here’s one from Peter Cooper, the founder of my undergraduate college. “The problem with Harvard and Yale is that they teach everything about doing honest business except that you are supposed to do it.”

by R.E. Buxbaum,  Sept 22, 2013; Here’s another personal relationship cartoon, and a thought about engineering job-choice.

Detroit Teachers are not paid too much

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Detroit is bankrupt financially, but not because the public education teachers have negotiated rich contracts. If anything Detroit teachers are paid too little given the hardship of their work. The education problem in Detroit, I think, is with the quality of education, and of life. Parents leave Detroit, if they can afford it; students who can’t leave the city avoid the Detroit system by transferring to private schools, by commuting to schools in the suburbs, or by staying home. Fewer than half of Detroit students are in the Detroit public schools.

The average salary for a public school teacher in Detroit is (2013) $51,000 per year. That’s 3% less than the national average and $3,020/year less than the Michigan average. While some Detroit teachers are paid over $100,000 per year, a factoid that angers some on the right, that’s a minority of teachers, only those with advanced degrees and many years of seniority. For every one of these, the Detroit system has several assistant teachers, substitute teachers, and early childhood teachers earning $20,000 to $25,000/ year. That’s an awfully low salary given their education and the danger and difficulty of their work. It’s less than janitors are paid on an annual basis (janitors work more hours generally). This is a city with 25 times the murder rate in the rest of the state. If anything, good teachers deserve a higher salary.

Detroit public schools provide among the worst math education in the US. In 2009, showing the lowest math proficiency scores ever recorded in the 21-year history of the national math proficiency test. Attendance and graduation are low too: Friday attendance averages 71.2%, and is never as high as 80% on any day. The high-school graduation rate in Detroit is only 29.4%. Interested parents have responded by shifting their children out of the Detroit system at the rate of 8000/year. Currently, less than half of school age children go to Detroit public schools (51,070 last year); 50,076 go to charter schools, some 9,500 go to schools in the suburbs, and 8,783, those in the 5% in worst-performing schools, are now educated by the state reform district.

Outside a state run reform district school, The state has taken over the 5% worst performing schools.

The state of Michigan has taken over the 5% worst performing schools in Detroit through their “Reform District” system. They provide supplies and emphasize job-skills.

Poor attendance and the departure of interested students makes it hard for any teacher to handle a class. Teachers must try to teach responsibility to kids who don’t show up, in a high crime setting, with only a crooked city council to look up to. This is a city council that oversaw decades of “pay for play,” where you had to bribe the elected officials to bid on projects. Even among officials who don’t directly steal, there is a pattern of giving themselves and their families fancy cars or gambling trips to Canada using taxpayers dollars. The mayor awarded Cadillac Escaldes to his family and friends, and had a 22-man team of police to protect him. On this environment, a teacher has to be a real hero to achieve even modest results.

Student departure means there a surfeit of teachers and schools, but it is hard to see what to do. You’d like to reassign teachers who are on the payroll, but doing little, and fire the worst teachers. Sorry to say, it’s hard to fire anyone, and it’s hard to figure out which are the bad teachers; just because your class can’t read doesn’t mean you are a bad teacher. Recently a teacher of the year was fired because the evaluation formula gave her a low rating.

Making changes involves upending union seniority rules. Further, there is an Americans with Disability Act that protects older teachers, along with the lazy, the thief, and the drug addict — assuming they claim disability by frailty, poor upbringing or mental disease. To speed change along, I would like to see the elected education board replaced by an appointed board with the power to act quickly and the responsibility to deliver quality education within the current budget. Unlike the present system, there must be oversight to keep them from using the money on themselves.

She state could take over more schools into the reform school district, or they could remove entire school districts from Detroit incorporation and make them Michigan townships. A Michigan township has more flexibility in how they run schools, police, and other services. They can run as many schools as they want, and can contract with their neighbors or independent suppliers for the rest. A city has to provide schools for everyone who’s not opted out. Detroit’s population density already matches that of rural areas; rural management might benefit some communities.

I would like to see the curriculum modified to be more financially relevant. Detroit schools could reinstate classes in shop and trade-skills. In effect that’s what’s done at Detroit’s magnet schools, e.g. the Cass Academy and the Edison Academy. It’s also the heart of several charter schools in the state-run reform district. Shop class teaches math, an important basis of science, and responsibility. If your project looks worse than your neighbor’s, you can only blame yourself, not the system. And if you take home your work, there is that reward for doing a good job. As a very last thought, I’d like to see teachers paid more than janitors; this means that the current wage structure has to change. If nothing else, a change would show that there is a monetary value in education.

Robert Buxbaum, August 16, 2013; I live outside Detroit, in one of the school districts that students go to when they flee the city.

For parents of a young scientist: math

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It is not uncommon for parents to ask my advice or help with their child; someone they consider to be a young scientist, or at least a potential young scientist. My main advice is math.

Most often the tyke is 5 to 8 years old and has an interest in weather, chemistry, or how things work. That’s a good age, about the age that the science bug struck me, and it’s a good age to begin to introduce the power of math. Math isn’t the total answer, by the way; if your child is interested in weather, for example, you’ll need to get books on weather, and you’ll want to buy a weather-science kit at your local smart-toy store (look for one with a small wet-bulb and dry bulb thermometer setup so that you’ll be able to discuss humidity  in some modest way: wet bulb temperatures are lower than dry bulb with a difference that is higher the lower the humidity; it’s zero at 100%). But math makes the key difference between the interest blooming into science or having it wilt or worse. Math is the language of science, and without it there is no way that your child will understand the better books, no way that he or she will be able to talk to others who are interested, and the interest can bloom into a phobia (that’s what happens when your child has something to express, but can’t speak about it in any real way).

Math takes science out of the range of religion and mythology, too. If you’re stuck to the use of words, you think that the explanations in science books resemble the stories of the Greek gods. You either accept them or you don’t. With math you see that they are testable, and that the  versions in the book are generally simplified approximations to some more complex description. You also get to see that there the descriptions are testable, and that are many, different looking descriptions that will fit the same phenomena. Some will be mathematically identical, and others will be quite different, but all are testable as the Greek myths are not.

What math to teach depends on your child’s level and interests. If the child is young, have him or her count in twos or fives, or tens, etc. Have him or her learn to spot patterns, like that the every other number that is divisible by 5 ends in zero, or that the sum of digits for every number that’s divisible by three is itself divisible by three. If the child is a little older, show him or her geometry, or prime numbers, or squares and cubes. Ask your child to figure out the sum of all the numbers from 1 to 100, or to estimate the square-root of some numbers. Ask why the area of a circle is πr2 while the circumference is 2πr: why do both contain the same, odd factor, π = 3.1415926535… All these games and ideas will give your child a language to use discussing science.

If your child is old enough to read, I’d definitely suggest you buy a few books with nice pictures and practical examples. I’d grown up with the Giant Golden book of Mathematics by Irving Adler, but I’ve seen and been impressed with several other nice books, and with the entire Golden Book series. Make regular trips to the library, and point your child to an appropriate section, but don’t force the child to take science books. Forcing your child will kill any natural interest he or she has. Besides, having other interests is a sign of normality; even the biggest scientist will sometimes want to read something else (sports, music, art, etc.) Many scientists drew (da Vinci, Feynman) or played the violin (Einstein). Let your child grow at his or her own pace and direction. (I liked the theater, including opera, and liked philosophy).

Now, back to the science kits and toys. Get a few basic ones, and let your child play: these are toys, not work. I liked chemistry, and a chemistry set was perhaps the best toy I ever got. Another set I liked was an Erector set (Gilbert). Get good sets that they pick out, but don’t be disappointed if they don’t do all the experiments, or any of them. They may not be interested in this group; just move on. I was not interested in microscopy, fish, or animals, for example. And don’t be bothered if interests change. It’s common to start out interested in dinosaurs and then to change to an interest in other things. Don’t push an old interest, or even an active new interest: enough parental pushing will kill any interest, and that’s sad. As Solomon the wise said, the fire is more often extinguished by too much fuel than by too little. But you do need to help with math, though; without that, no real progress will be possible.

Oh, one more thing, don’t be disappointed if your child isn’t interested in science; most kids aren’t interested in science as such, but rather in something science-like, like the internet, or economics, or games, or how things work. These areas are all great too, and there is a lot more room for your child to find a good job or a scholarship based on their expertise in theses areas. Any math he or she learns is certain to help with all of these pursuits, and with whatever other science-like direction he or she takes.   — Good luck. Robert Buxbaum (Economics isn’t science, not because of the lack of math, but because it’s not reproducible: you can’t re-run the great depression without FDR’s stimulus, or without WWII)