Get Schooled

By Jeff

May 8, 2006 10:46 AM | Link to this

My supervising teacher in student teaching tried to do that… we didn’t last so long…

I’m too much of a maverick for any script to work with me… even when I create it myself! (In my initial lesson plans in college I did in fact try to script out my lesson… I learned when I started teaching that I never followed the script!)

By posterchild

May 8, 2006 10:49 AM | Link to this

We did a scripted SRA reading in the middle school where I used to work. The kids hated it (and these were ESOL newcomers), and I was right on board with them. Boooooooooooring.

By posterchild

May 8, 2006 10:56 AM | Link to this

We did a scripted SRA reading in the middle school where I used to work. The kids hated it (and these were ESOL newcomers), and I was right on board with them. Boooooooooooring.

By V for Vendetta

May 8, 2006 10:57 AM | Link to this

Haha, “blue ribbon committee”! That one cracked me up. How many different names can people come up with for things like that? Why don’t they just call it “dealing with punks” instead of coming up with all these happy euphemisms.

Teachers ARE afraid of direct instruction, and why shouldn’t they be? How long will it be before some person tries to REPLACE teachers with some form of automated learning. Teachers wont just feel like robots, they will be REPLACED by robots, or programs, or cyborgs (“Hasta la vista, Educators”). It sounds funny, but is it really that far-fetched? Having lesson plans is nothing new, but having every word that comes out of your mouth scripted for you is ridiculous.

Still, teachers and principals will embrace it for the very reason mentioned above, because it takes some of the blame off of them. With testing getting more out of control with each passing day, and the fact that these tests can be traced back to the individual teacher, more and more teachers are facing ethical choices. How can I shift the blame? How can I look better? What do I do if I have a class that performs poorly?

The critics, cynics, and just plain ignorant folks will say “if he/she is a good teacher, he/she has nothing to worry about.” Oh really? Interesting viewpoint. So you’re saying that it is statistically probable that ALL kids can learn the same material equally well? Seriously?

Maybe being replaced by programs and robots will turn out to be a good thing for teachers. We wont have to worry about being singled out for one class’s poor test scores, we wont have to deal with insane parents, bad kids, or administrative support issues. In fact, we’ll still have important jobs that impact the education of thousands… programming the robots. :-)

By posterchild

May 8, 2006 10:59 AM | Link to this

We did a scripted SRA reading in the middle school where I used to work. The kids hated it (and these were ESOL newcomers), and I was right on board with them. Boooooooooooring.

By Jeff

May 8, 2006 11:05 AM | Link to this

V,

Considering my original degree (BS Computer Science)…. I’m set either way! :)

J

By Amazed (Independent Woman)

May 8, 2006 11:12 AM | Link to this

The only time following a script has worked successfully has been in a call center. Educating a child is a unique process and should not require following a script. I do believe that teachers need guidelines to follow, but the guidelines must be flexible enough to meet both the student and teachers needs.

I do understand the goals of the Clayton School System, when it comes to students transferring during the school year. I think it’s commendable that they want to make it easier for students who move during the school year. However, a script is not the answer – but maybe keeping teachers inline with what is being taught week to week, would help in this matter.

Also, if you’re going to follow a script, then maybe it’s time to replace teachers with robots. I’m not advocating this, but a robot is custom to following scripts.

By lynn d

May 8, 2006 11:20 AM | Link to this

How about a choice system for Clayton (and all counties) where if you stay within a certain mile radius, the kids get to stay in the same school if their parents move? In our part of DeKalb, most new students don’t come from within the county any way, most are from out of state or our of the country, but perhaps in Clayton, this isn’t the case?

Direct Instruction works well with teachers who aren’t innovative and need help. It doesn’t work well for students who are at or above grade level.

By posterchild

May 8, 2006 11:36 AM | Link to this

We did a scripted SRA reading in the middle school where I used to work. The kids hated it (and these were ESOL newcomers), and I was right on board with them. Boooooooooooring.

By high school teacher

May 8, 2006 11:40 AM | Link to this

Direct Instruction works well with teachers who aren’t innovative and need help.

If a teacher is not innovative, then he or she does not need to be a teacher. Direct Instruction scares me. Clayton County teachers, fly away home!

By Anita

May 8, 2006 11:43 AM | Link to this

I think the teachers (all of them) should give it a chance to work. I taught in a summer enrichment program that used direct instruction techniques (and that’s what it is—a technique for presenting information) and I found it tremendously helpful AND liberating. I could really focus on the students and their learning, without swimming through the content. I knew how I had presented the information and the structure gave students clear cues about what was important to remember in the lesson.

When I went through my training for this program, I had to put aside my teacher ego and put on my teaching one. The end result? I became a much stronger teacher, one less focused on my presentation of the material and more focused on the learning that was happening in the classroom.

The teachers should reflect on the curriculum’s goals and the experiences of the students and themselves. If the students aren’t performing, teachers should ask themselves “is it the curriculum or my presenation of it?” I don’t live in Clayton County and have no first-hand experience of this curriculum, but I guarantee that there are some who are sabotaging any good effects by their attitude and approach to the curriculum. They may not intend to do so, but they’re doing it all the same.

By Anita

May 8, 2006 11:44 AM | Link to this

I think the teachers (all of them) should give it a chance to work. I taught in a summer enrichment program that used direct instruction techniques (and that’s what it is—a technique for presenting information) and I found it tremendously helpful AND liberating. I could really focus on the students and their learning, without swimming through the content. I knew how I had presented the information and the structure gave students clear cues about what was important to remember in the lesson.

When I went through my training for this program, I had to put aside my teacher ego and put on my teaching one. The end result? I became a much stronger teacher, one less focused on my presentation of the material and more focused on the learning that was happening in the classroom.

The teachers should reflect on the curriculum’s goals and the experiences of the students and themselves. If the students aren’t performing, teachers should ask themselves “is it the curriculum or my presenation of it?” I don’t live in Clayton County and have no first-hand experience of this curriculum, but I guarantee that there are some who are sabotaging any good effects by their attitude and approach to the curriculum. They may not intend to do so, but they’re doing it all the same.

By posterchild

May 8, 2006 11:46 AM | Link to this

Oops… our network is zany today. Sorry for the way-too-multiple comments :(

By posterchild

May 8, 2006 11:47 AM | Link to this

Oops… our network is zany today. Sorry for the way-too-multiple comments :(

By MMM

May 8, 2006 11:54 AM | Link to this

Is teaching a natural gift, art learned through “professional” training, or trade available for anyone who can follow directions? I want my kids taught by those who love them and the content and have the gift of being able to communicate.

By hs sped

May 8, 2006 11:57 AM | Link to this

The kids that are interested in learning will learn, regardless of the instruction. I used the “famed” SRA direct instruction reading program while teaching in middle school (…next word…what word…). It worked for those that not only wanted to learn, but also HAD THE IQ TO LEARN. It doesn’t work for the MI population, and it’s just a joke for for the socially maladjusted population that simply isn’t interested in learning. It does, however, take the pressure off as per the overall school test scores. Someone has to be blamed, right? We can’t blame the precious children or their righteous parents. Teachers are tired of getting blamed. So blame the program.

By Jeff

May 8, 2006 12:00 PM | Link to this

Anita,

the structure gave students clear cues about what was important to remember in the lesson,

And in the process it is crippling them. A CRITICAL skill in the school years is to develop the capacity to reason through a problem and pick out the important pieces. This goes for word problems AND lectures.

By hs sped

May 8, 2006 12:07 PM | Link to this

The kids that are interested in learning will learn, regardless of the instruction. I used the “famed” SRA direct instruction reading program while teaching in middle school (…next word…what word…). It worked for those that not only wanted to learn, but also HAD THE IQ TO LEARN. It doesn’t work for the MI population, and it’s just a joke for for the socially maladjusted population that simply isn’t interested in learning. It does, however, take the pressure off as per the overall school test scores. Someone has to be blamed, right? We can’t blame the precious children or their righteous parents. Teachers are tired of getting blamed. So blame the program.

By Laney

May 8, 2006 12:10 PM | Link to this

I don’t see a problem with teachers teaching from a script as long as they do have some opportunities to leave the script to meet individual student needs. In Clayton on the other hand, it seems that discipline is the main problem, not ineffective teacher. As it has been stated, scripted teaching is usually boring for both students and teachers, which could cause a window for additional behavior concerns. Students that are not engaged in learning usually find something else to keep their attention, which is usually not positive.

By Laney

May 8, 2006 12:13 PM | Link to this

I don’t see a problem with teachers teaching from a script as long as they do have some opportunities to leave the script to meet individual student needs. In Clayton on the other hand, it seems that discipline is the main problem, not ineffective teacher. As it has been stated, scripted teaching is usually boring for both students and teachers, which could cause a window for additional behavior concerns. Students that are not engaged in learning usually find something else to keep their attention, which is usually not positive.

By V for Vendetta

May 8, 2006 12:19 PM | Link to this

Wow, is there an echo in here today? :-)

By Anita

May 8, 2006 12:29 PM | Link to this

And in the process it is crippling them. A CRITICAL skill in the school years is to develop the capacity to reason through a problem and pick out the important pieces. This goes for word problems AND lectures.

Jeff—I should have been more elaborate in my comments on DI. I apologize.

My experience of direct instruction was limited to teaching reading skills—language rules (contractions, blends, etc.). I found it a useful technique for rule-based instruction. When I’m working with students on reasoning problems or comprehension issues, or argument structuring (I teach primarily at the college level), I use other methods to approach the material. But when I need to get a rule across, I use direct instruction.

On another note, there’s something to be said for form in instruction. As a culture, we tend to chafe against what we perceive to be rules that govern us, yet we cry out with disbelief when students can’t find states on a map or when they can’t construct a grammatically correct sentence. We all have our grammar “pet peeves” (mine is the its/it’s mixup), but we forget that these rules of linguistic engagement were learned WAY back in our educational career.

Form provides a baseline for decoding our cultural communications. It also provides a point against which artists can stuggle, create, and invent. While I’m straying far from a discussion of direct instruction in schools, I think that our almost instinctive reaction against rules and forms inhibits us at times from seeing their usefulness when properly applied.

I don’t ever want to see children encouraged not to think. There are some things, however, that they need to know to be able to function both in society and as they progress in school. To work a word problem, you have to be able to read it, understand what it is asking you to do, and reason your way to a solution. The fundamental tasks (reading and artithmetic skills) are largely rule-based skills that are used in service of higher order thought processes. It is in teaching these rule-based skills that I’ve found direct instruction useful.

Thanks for making me think a bit more deeply about this!

By Jeff

May 8, 2006 12:37 PM | Link to this

Anita,

I actually use George Polya’s 4 Step Approach to Problem Solving… granted, somewhat rule based, but I’ve found - as he did - that these are the very questions that generally arise when solving a problem accurately and thoroughly.

And granted, there are things that the kids just have to know how to do. (multiply single digits numbers and multiples of 10, for example). I’ve got no problem at all with rules, and I try to be ultra strict, no compromise with them. (Long story short, that was the way that I turned my life around.) All I have a probelm with is somebody telling me word for word what I have to say. Give me the topics, give me the points to hit, got no problem. Tell me “you have to say exactly these words” and we’ll have problems.

By V for Vendetta

May 8, 2006 12:55 PM | Link to this

… of course, all this will be rendered moot if Clayton cant get a handle on the discipline issue. I believe that discipline is one of the most serious issues facing public schools today, as well as the belief that education is a right and not a privilege.

By teacher1

May 8, 2006 12:58 PM | Link to this

As a teacher who has used scripted programs and done so with an open mind, I can say while the theroy behind the program may be sound, how many people with children can say they want their child grouped and then taught exactly like every other child? I know every child is unique and what you day to one may not work for another. This is what I went to school for 6 years to learn. How to teach each individual child the concepts appropriate for their age. NOT how to read from a script. How can you teach 20-30 children without being allowed to deviate to answer a question from one of the children. No room for unique ideas. Everyone must think the same. Not something I want my child to learn.

Now, Some of the components of the program I work with but I do NOT follow the script. I teach the objectives for the day and continue to use the components of the program but with much more flexibility and with my own additional resources and learning activities. That is teaching to each individual child.

By jim d

May 8, 2006 12:59 PM | Link to this

HORSEFEATHERS!

Nuff said.

By Becca

May 8, 2006 01:09 PM | Link to this

And of course when he says nuff said, by george, that is enough said. I bow to your expertise and won’t comment.

By SET

May 8, 2006 01:38 PM | Link to this

I looked at the Direct Instruction material. What can I say? From the moment that the NCLB legislation was proposed there were voices saying that this (NCLB) scheme is not what it is supposed to be.

First the feds meddle in something that’s none of their constitutional business (educational policy). Then they create a massive test taking empire with national data collection and number crunching. Now the local school districts and public school teachers are being hit with the “solution” to the “problem” discovered by all this testing - centrally imposed scripts of what to say to the kiddies from day to day!! This madness is justified by the test scores which reveal (surprise, surprise) that some people can’t read and write or learn anything meaningful in public schools.

The only thing wrong with the public schools is the lack of discipline. All other problems will resolve when that on does. It’s amazing how children will perform when they get bounced out of their schools for academic failure or behaviorial problems and have to take it to an alternative school. What’s left in the school are model children. And the alternative programs are free to find what works for their kids - since academic schools didn’t work for them.

This DI business is one more reason for the public school teachers to quit and get a job in private schools, colleges, or another industry. DI can be done by computer terminals anyway. Is this not one more reason to put normal IQ kids in private schools?

And even DI won’t help when the kids are fighting in school. Or not showing up. Or sleeping in class. In short, it won’t work at all. But it will make the company and it’s operators rich.

Brave New World.

By IteachSPEDtoo

May 8, 2006 02:09 PM | Link to this

One word seems to echo in these post: Discipline. It just does not exist in Clayton Co. Schools. If every infraction was correctly recorded, the numbers of criminal events in Clayton Co. Schools would most likely outweigh those of the city of Atlanta. I’m saying Elementary through High School, because the youngest children can be worse than their adult counterparts.

By SET

May 8, 2006 02:10 PM | Link to this

Speaking of DI. Anybody make the connection between the flu pandemic preparations and schools?. It appears that a massive school shutdown is included in flu planning. To keep education going the colleges are having to consider placing all their academic functions on the internet. Presumably the secondary schools are aware that will be their only option to continuing functioning in a pandemic.

DI would appear to have applications to internet classes for primary and secondary levels. The scripts could be read into a wav (voice) file or posted as articles. Srudents could read or listen to thair “classes” and Email in assignments or fill out test forms online. The school would turn in Daily Attendance reports based on students being online.

Testing could still be done within the 3 feet of social distance called for in current flu planning by periodically scheduling students into test centers on a rotating basis.

By Nikole

May 8, 2006 02:11 PM | Link to this

I HATE DI!!! I had to observe it in my student teaching in Atl and it was horrible. Kids could “call words” but no comprehension. It is the worst!!

By Jeff

May 8, 2006 02:28 PM | Link to this

Anybody know anything about Saxon? It’ll be made official tomorrow night, but in all likelihood I’ll be moving to a place next school year that implements it and a few other techniques. (Talk about a big state: The place I am moving is pretty much 5 hrs from current home and nearly that far from current school - which are separated by 1.5 hr minimum!!)

By Robert

May 8, 2006 02:55 PM | Link to this

Poor test scores, poor learning, etc. is 99% of the time NOT the teachers fault. The fault is the poor behavior of the students not allowing learning to occur in the classroom.

Why is there poor behavior, you ask? It is due to weak administrators that have no spine whatsoever. The administrators do not want to enforce their own behavior “rules” and blame everything on the classroom teacher. Teachers MUST have administrative support.

Teachers can (99% of the time) teach, only if we are allowed to do so….. meaning that we are given proper administrative support.

This ridiculous reading from a script in the classroom only degrades the learning environment even more. It does nothing to address the real issue: poor student behavior allowed by spineless administrators.

By nolapoet

May 8, 2006 03:02 PM | Link to this

Great—now critical thinking skills are completely unnecessary for “educators” as well as for their hapless students.

We need to get the politically-motivated proselytizers out of public education and turn classrooms over to people trained in SUBJECT AREAS, rather than continue to churn out mindless automatons who are more invested in maintaining “order” (i.e., silence) while they watch soap operas in the classroom. I’ve seen enough of this behavior firsthand to know that education is the last thing happening in metro Atlanta schools.

By the way, despite having passed all the qualifying exams for “alternate” teacher certification, having a bachelor’s and master’s in my subject area, and having both real-world AND teaching experience, I can’t get a provisional teaching certificate or job offer in Clayton County. I’m not the only one. Yet they claim to be crying out for teachers. Thanks, but I’ll stick to remediating their underprepared high school graduates when they get passed into the university on padded 4.0s and full HOPE scholarships.

By JW

May 8, 2006 03:07 PM | Link to this

Don’t let the media fool you into thinking Direct Instruction is the reason so many teachers are leaving the Clayton school system. They are leaving because the students are totally out of control. The halls are like a war zone. Students cannot be taught using any method unless teachers have control of their classrooms. I have taught in the system and I thank God everyday I got a job in another county several years ago. When did the system start its decline?? When the demographics began to change. When are the people (white, black and Asian) in that county going to wake up and realize they are losing the battle. Until something is done to correct these problems from the board members (who is reeking havic on the entire system) on down to the classroom teacher it will continue to spiral downward never to return. Its another DeKalb County in the works. At one time, it was a great system to work in and it saddens me to see it going down he drain due to demographics. I will still have many friends and family who work there. I pray for their safety daily.

By Jeff

May 8, 2006 03:20 PM | Link to this

Robert,

AMEN!!

nolapoet,

Ouch. I know how you feel, I was there 6 months ago. Only thing I can tell you is to keep working at it. Once someone hires you for the first time, you would be AMAZED at how easily that next contract comes!

By decaturparent

May 8, 2006 03:40 PM | Link to this

I checked out the website… yuck! Looks too Orwellian for my taste!

But… my understanding is that many of the kids in the Clayton schools are a mess so maybe they need some extreme stucture to get them in to shape.

I could never teach that way, and I think my kids would come home crying if they had to spend a day like that!

By SET

May 8, 2006 03:43 PM | Link to this

JW,

What “demographics” are we talking about in your post above? Anything like California demographics?

By nolapoet

May 8, 2006 04:07 PM | Link to this

I just find it ridiculous in the extreme.

The discipline problem has many contributing factors—“demographics” (define, please—codeword for Hispanic? Hope not!) cannot be the sole cause. We all know the usual contributing factors: bad home life, drugs, blah blah blah. Uniforms and grumpy coaches alone do not create an atmosphere of “discipline.”

What my college students have reported to me, over and over, is their complete disrespect for teachers who did not teach, who let them cry their way into higher grades, and who did not intervene in low-grade bullying.

Further, the majority of incoming college freshman I’ve worked with have had a lot of trouble adjusting to adult expectations. Some of that is normal; however, many of them plagiarize freely, for example, despite knowing what it is, why it’s wrong, and the penalties for doing so. It’s not just in Atlanta or Georgia, either—it’s all over the United States, as any college instructor will tell you. The prevailing mentality, as they have described it, is “It’s OK to cheat, as long as you don’t get caught.” This is the ultimate “It’s all about me” mentality.

I think the problem comes down to an emphasis of ends over means. Consultants, etc. dress this up as “higher test scores,” “accountability,” etc. What is sold to school boards and parents/voters as a way to improve schools actually makes the situation far worse. Teachers are held to a “standard” (meaning a test score benchmark); in turn, they teach to the test and raise anxiety levels in students. Kids get the message that they all must be Einsteins and that anything less than an A or 100% or the 99th percentile is bad. External rewards, from cheap toy rewards for kids “caught doing good” to so-called “honors” for every graduating senior, reinforce the idea that the token is a more important reward than the intrinsic worth of the behavior itself. This is unrealistic, unfair, and destructive.

Why are we teaching kids that the ends (“honors”) justify the means (cheating, parroting “correct” fill-in-the-blank answers instead of learning how to reason, etc.)? I think this reflects the larger adult society in this country which values style over substance, Hummers and McMansions and adjustable-rate mortgages over a sustainable standard of living, and propaganda over news, to name a few examples.

Sorry if this sounds “negative” to some. It describes a negative situation, so it should sound negative. I worry that we are teaching kids to value a shallow perception of so-called “success” over genuine love of knowledge and constructive civic contributions. Once teachers begin to treat kids as needing structure and understanding, rather than as potential criminals needing police-style controlling, then we may see some changes in public education in this country.

By Robert

May 8, 2006 04:35 PM | Link to this

nolapoet,

Yes, I agree. However, in my high school classroom I do “mix it up.” By that, I mean that I may give verbal exams to each individual student. They must be able to explain concepts and ideas using critical thinking while on their feet in front of the class. I love doing this because the students in the seats can obviously tell when one of them is simply BSing. When they get their grades for this, it is of no surprise. And, I give them their grade on the spot - no waiting - for fast feed back.

When I first started this, I video taped it for my own CYA in case an administrator or parent questioned it. However, after a couple of these they quickly saw the video tape and saw what I was doing. Now, they leave me alone and my students actually learn (imagine that!).

There are many things that teachers CAN do if we are ALLOWED to do them to teach students. The problem is that there is TOO MUCH OUTSIDE INTERFERENCE from administrators, politicans, poorly behaved students, bad parents, and so on, that we, as teachers, have to do too much CYA that diverts our attention from the true calling of teaching.

I would love to start a new program: give teachers a real list of content that students must learn in a class, LEAVE THE TEACHER ALONE TO TEACH, and then test at the end of the semester. I betcha that the scores would skyrocket!

By teach overseas

May 8, 2006 04:44 PM | Link to this

Teachers leaving Clayton County has little to do with DI. Most teachers who leave the profession cite lack of student discipline as their main reason for leaving teaching. It doesn’t really matter what instructional development crap comes from the board- a good teacher can and will make a silk purse out of a sows ear. But they CANNOT do that with the almost psychotic behavior demonstrated by some students. The teachers have NO recourse for this behavior- and the kids know it… calling the parents- they will deny their child is doing such a thing- complain to admin- they will write a teacher up as lacking classroom management skills.

Funny- ever since I moved to international schools- I have never been poorly critiqued in any area of classroom management or instruction. Did I become a better teacher overnight? Umm. don’t think so…

By V for Vendetta

May 8, 2006 04:53 PM | Link to this

SET-

The demographics in Clayton are primarily Black and Hispanic. People will point to that as the reason for the schools decline, but I disagree. I think you summed it up best in a post a few days ago when you said “the black students are allowed to go feral”. In Atlanta (more than anywhere else I think), people complain about being “held down” or discriminated against. A rather specious claim when you take a look at our long string of black politicians and famous figures. Still, the debate rattles on.

Case in point: Now that I have opened the can of worms, watch as five million other people go off on a “race rant”. NO ONE in this town can even bring up the subject of race in anything other than a heated manner.

Which is why I find your posts so interesting. You are an example of all that is possible for these kids despite constantly hearing all this racist BS from their parents. WE DON”T CARE WHAT COLOR YOU ARE IF YOU ACT LIKE HUMAN BEINGS!

Tell me, was growing up out there so different from growing up here? Because in my eyes, it sure seems that way. Please keep voicing your opinions, they are badly needed out here.

By Dan

May 9, 2006 09:51 AM | Link to this

Robert Your last paragraph is exactly how it should be, I have always felt if you know what material is on the test and teach it well the actual test will take care of itself (with of course some practice tests to acclimate the student to the procedure) but a couple of questions. why isn’t it that way, I mean aren’t teachers on their own in the class anyway. Second is that a sound strategy for the majority of teachers, this isn’t a bashing excercise but there are above average, average and below average people of every profession. Can an average teacher accomplish what you suggest

By Jeff

May 9, 2006 10:15 AM | Link to this

Well Dan, I’ll tell you what I know:

My specialty is building foundations. You put me with a high level class and I can do a decent job, but nowhere NEAR as good as with a lower level. The new school I’ll be at next year actually wants exactly that from me. (I was speaking with the new boss yesterday and when he told me that I was going to the 6th grade position he said that it is because he needs someone to build a STRONG foundation, and I am that someone.) So while its in the middle of nowhere, (South GA, closest interstate is at least an hour a away), I can’t WAIT for these next 14 days to pass so I can start planning for the move! :)

By Lee

May 9, 2006 08:31 PM | Link to this

This reminds me of when I was in school and we had those old film strips (remember those?) and slides with the accompanying record or tape. The teacher would work the projector while the record would provide a narrative. It would reach a point and give and audible “ding” prompting the teacher to advance the film. God, I hated those things….

Clayton County taxpayers would be well advised to check the travel plans of the central office folks. It sounds like someone got a free trip to the Carribean on this deal.

Prediction: Within a year, this program will be thrown in the trash along with the many thousands of taxpayers dollars…

By CiCi

May 10, 2006 02:16 PM | Link to this

Teaching DI is horrible. Not only do you know the kids think it’s boring, even K students can do the DI script that we do. DI teaches first graders by giving them sentences that do NOT begin with capital letters, in both workbooks & text books. When teachers ask why it is presented that way, no one can give us answers. They just say, “research says so”. The content of the program is inappropriate. Some of the stories being read are teaching children about: con men, lying and stealing, with no moral at the end of the story. Kindergarteners are reading how we kill cows and slaughter them for meat. Some of the pictures that teachers present are of poor quality. Is this something you would want your child to be learning? Not to capitalize sentences, learn how to lie, steal & cheat, and this is suppose to help them learn to read?

By aclaytonteacher

May 16, 2006 08:28 PM | Link to this

I have taught this Direct Instruction Program with a VERY open mind and a positive attitude in Clayton County this year. Our school has very good discipline, so that is not a factor with the creditability of this program as far as I am concerned. In my opinion this program does not service the children at our school well at all… I won’t say the children haven’t learned anything from it, but compared to the rates they were learning and retaining with our Saxon Phonics program… the results this year are simply pathetic! It truly is a disservice to our children. That’s the most important point to consider…that it is not serving the children nearly as well as the program that was previously set in place did. I realize that there will always be changes in curriculum, and as a teacher you have to be flexible and roll with the punches, but ridiculous is ridiculous… As a teacher…the one who spends the 7 hours a day with the students 5 days a week… I have NO say so in what reading group they are placed or not placed in. The child in placed in this “DI” group based on a 1 MINUTE DIBELS assessment. They only have one opportunity during the year to exit this group…based on another 1 min DIBELS assessment. This exiting process is only allowed when approved by a New York Associate who doesn’t even know the child at all.This causes children to be stagnant in this group that they’re above instead of learning and developing at a natural rate. IT’S SO WRONG! The reading of the script is the LEAST of my concerns… Yes it takes away any creativity and input I have as a teacher… It doesn’t make me feel at all respected as a professional or an individual… but in “rolling with the punches” I would sacrifice that if I felt it was truly benefitting my students.

FYI- I am staying in Clayton County this next year. …FOR THE CHILDREN!