Public school entitlement

I thought this week would never end. The hours, minutes, and even seconds just dragged by, reluctantly noting the passage of time, despite my best efforts to hasten it along. Granted, I've been anxiously awaiting the end of the school year (only 14 more days!) since April, but this week has been especially painful. But that's what testing will do to a school teacher.

Yes, testing. The bane of so many school children's existence. Forget about the knowledge that they've demonstrated, exhibited, over the year through authentic assessments; their entire school year hinges on just one test (well, probably more than one depending on the grade level and class schedule). How sad is that? Whoever thought that one test could truly determine what someone has learned over an entire year? Even worse, many of the tests are comprehension and knowledge based; students aren't challenged to think about a problem, offer a solution, or argue an opinion. Instead, the tests force them to locate the one correct answer.

What kind of society are we creating? From my perspective as an educator, the future is discouraging. Over the course of my nine years in the classroom, I have seen students think less and less. That's not to say that they don't, for some do depending on the individual and on the class. Unfortunately, though, my students are less willing to think when I ask them to. Take my juniors, for instance. Often they'll have some sort of analysis activity followed by whole class discussion. Or, the entire class might be discussion based on some thought-provoking statements. At least, I had hoped to have discussion. Too bad most of them look at me, waiting for the one correct answer. Maybe but a handful will actually take a risk, raise a hand, and share an opinion. It's almost as if nobody knows how to think; as if they've been told sometime during their education that their opinions are irrelevant; all that matters is what's on the test. It's not as if they can't think, for they have and do share good ideas on occasion. I just wonder if they don't understand the importance of thinking.

Because of the tremendous amount of pressure these young people feel to pass their tests, an already long week seemed even longer. Due to testing, we were on a modified schedule which meant two two-hour classes a day, one 90-minute class (which is what we're accustomed to), and one fifteen-minute class (which is basically a joke). Add to it a mixed-up day (the periods weren't in their usual order so that we could accommodate all the tests), and it's no wonder everyone was anxious for today to be over. Considering that students have been testing for the past two-weeks (that includes the AP tests), I'm not surprised that most of them have shut down (intellectually). Since their course credit (and thus graduation) hinges on passing the test, it's no wonder they assume that they don't have to think (translation: work) for the remainder of the school year (did I mention it's only 14 more days?). I mean, if the state says that they've demonstrated understanding and knowledge of the particular subject matter, then why should they listen to the teacher and complete the remaining assignments? Aren't those just extra work?

Again, learning for the sake of learning is dying. And we teachers are fighting a losing battle.