I was very good at kickball ... I was wonderful at ah doing that kick and your leg goes up and your shoe went on top of the school
Yes, I did try acting when I was in high school and I was terrible at it. So I definitely have had the experience of being bad at artistic endeavor.
I went to high school with some wonderful people, but my entire high school experience was just waiting to leave.
The persistence of housing discrimination and housing segregation makes it difficult at times to integrate schools. So what flows from that is disappointment and cynicism and the search for what's next. And it's really in the search for what's next after that that we come upon ideas like increasing standardized testing for kids and using those tests scores to hold teachers accountable.
Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people.
The first generation of school reformers I talk about - nineteenth century education reformer Horace Mann, Catharine Beecher - they are true believers in their vision for public education. They have a missionary zeal. And this to me connects them a lot to folks today, whether it's education activist Campbell Brown or former D.C. public schools chancellor Michelle Rhee. It's a righteous sense, a reform push that's driven by a strong belief in a particular set of solutions.
I don't think school reform should be motivated by missionary zeal. I think it should be motivated by evidence of what works. I have been critical of Teach For America in the past but I think one of the things about their model that's interesting is that they're constantly looking at it and whether what they're doing works and reassessing their model, and making changes. So to the extent that I believe everyone in the education sector should be looking at evidence, reassessing, making tweaks to figure out what works, I think it's a positive model.
I think any sort of system that gives teachers more opportunities like teacher-led schools is a positive one that's going to lead to better retention in the profession, and it's going to be more intellectually challenging, so teachers stay engaged with their work over the many years of their career.
If you're afraid to talk to the other adults in your school it is definitely throughout history the hallmark of a failing school. When I was writing about the teachers' strike in New York City in 1968, the middle school where events triggered that strike was a place where teachers were known to hide in their classrooms.
If you look at the early nineteenth century you see the idea that we educate children to be voters and to be participants in our popular democracy. And then at the turn of the century when more and more immigrants are coming into the schools, Americanization becomes a more explicit part of the agenda.
I don't think school reform should be motivated by missionary zeal. I think it should be motivated by evidence of what works.
This is something that Randi Weingarten said to me when I interviewed her once, which I think I quote in chapter nine. She talks about how only 7 percent of private sector workers in the American economy are in unions. So all the protections that teachers have that are due to collective bargaining - including generous pensions, generous health plans, limits to what they can be asked to do after school and in the summers - all of those things are sources of resentment to the public. And I think that politicians have played off of that quite effectively.
Younger teachers are definitely more likely to have worked at charter schools as opposed to have just heard of them. Charter schools explicitly look, often, to hire younger people. I've even talked to people who didn't necessarily go into teaching thinking they wanted to work at a charter school or even may have been considered critics of the charter school movement, and found that it was the only way for them to get their foot in the door. So young people just have much more familiarity with the concept.
A lot of charter schools are non-union schools that take a lot of teachers from alternative tracks, like Teach For America. They do this in part because a lot of charter schools have very strong ideologies around how they want teachers to teach. And they find that starting with a younger or more inexperienced teacher allows them to more effectively inculcate those ideas.
What happens from about 1954 to the late 1980s, is that we see a huge wave of optimism that school desegregation is going to be the way to improve educational outcomes for poor children of color. And we see a consensus build on the left and in the center that this is going to be a transformative education movement like none other we've seen in American history.
Just in general, when we look at our school system, there is so much overlap with our criminal justice system in terms of our low-income youth.
I was never very happy at school.
You want to help gay kids, you have to reach them in middle school and high school, when they're being bullied.
Yes, yes: Taking out Saddam Hussein means war, and war is bad for children and other living things. I went to grade school in the 1970s, and I recall the poster. But there are times when war is not only a tragic and unavoidable necessity, but also good for children and other living things.
Any path you take, if you commit with passion, you can be successful. By going to business school, certain opportunities may open up to you sooner. But it's who you are and how you take advantage of your opportunities that matter.
If there is a central theme to what I called "a peaceful warrior's approach to living," and to The Four Purposes of Life, it is that there may be innumerable techniques or methods one can learn (from the Eastern spiritual cultures and from the Western psychological tradition), but that above and beyond all these technologies waits the school of everyday life.
I was playing in bands before high school even. My first band I was in at 14. And we were playing just Beatles.
I went to college as a theater major. But after about three weeks of that, I changed to the school of fine arts as a painter.
When I went to school, it was really just to immerse myself in listening to, studying, and making music. I came out like, "How is this going to be more than a hobby I'm always paying off debt for?" I could've sat at a desk and written pieces for orchestras that never would have been played, or I could've written music for me as a performer. I play electronics, and the places I was gonna be playing were bass clubs and house parties.
I'd read an enormous amount but had spent so much time in my own head that I didn't have extensive social skills. Suddenly I was in this world where I was surrounded by these incredibly polished and wealthy kids who had gone to prep schools, and I felt daunted by them. I don't think people were aware of how full of anxiety I was... For a long time I felt like I was living in a place where I shouldn't have been.
