In my school, when a teacher wants to talk to a colleague he or she can just walk out of the classroom and into a colleague’s next door. When I want to talk to a colleague I have to go down a hallway and up a staircase to get to anyone’s classroom.

Or I can just wait for someone to come into the library to make copies and hope I’m not busy with students at that time.

When I want to talk to another librarian face-to-face I have to leave the building.

That is why this weekend is so important to me.I’m spending this weekend in Philadelphia at the Science Leadership Academy, a fantastic high school, where Educon takes place the last weekend of January.

Educon is a different kind of conference. It is not free, like one-day EdCamps, but it is not expensive like the multi-day extravaganzas like the ISTE, ALA, or AASL conferences. But that is not what makes it special.

At Educon there are sessions but they’re conversations not presentations. I’ll be with about 400 other educators of all kinds: classroom teachers at every level, music teachers, art teachers, special education teachers, professors, theorists, advocates and even a few librarians in this school all day Saturday and most of the day Sunday. 

I can walk into one session and, if it doesn’t captivate me I can walk down the hall a few steps and go into a different session. I hardly ever do that. Oh, I’ve walked out of a session or two but I never seem to make it to the next one without getting caught up in an interesting discussion in the hallway.

There are times when Educon feels like a reunion. I see people there that I usually see only on Twitter or Facebook. Many of these people have been going to Educon since it started four or five years ago. This will be my third. I’ll also be meeting face-to-face for the first time some people I’ve known online for a few years.

I learn a lot in Educon sessions. I’ve become a more thoughtful teacher, a better teacher because of things I’ve learned there. Last year Educon came six weeks after I suddenly became a school librarian. What a joy it was to meet Joyce Valenza and Shannon McClintock Miller and to be able to converse with them one-on-one and have them to help me put my feet back on the ground and get my head above water (to mix metaphors). I was so needy that Shannon even gave me a big hug.

Odd, isn’t it? I’m willing to drive two hours or more to go to Educon but not to take the time to walk upstairs to visit with my colleagues at my school.

I’m not saying anything against my colleagues, many of whom are wonderful, warm, intelligent hard-working professionals, it is just that Educon is so much better. Instead of a five minute conversation between periods or over the copying machine, I get to spend hours and hours, breakfasts, sessions, lunches, dinners and even time having a few drinks with 400+ of others who, just like me, can’t think of a better way or a better place to spend a weekend.

I might even see the Liberty Bell.

I’m going to spend the rest of this essay talking about it.

I am very tired of talking about school, especially with people who think we are talking about education.

Education and school is not the same thing and I can prove it. School takes place for six, seven or ten hours a day. Education takes place 24/7/365.25.

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If you don’t know why there is a .25 after the 365 you don’t need more school. Chances are the teachers don’t know either. You, and they, need more education.

Education, a.k.a. learning, comes from asking questions (Hey, Educationontheplate, why is there a .25 after the 365?) and getting, or better yet, finding or developing answer. Go to it.

People are sponges; we learn all the time. People learned long before there were schools and we will continue to learn long after schools finally choke on the curriculum they try to regurgitate and die.

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From the moment we are born, and possibly even before then, we are observing, noticing patterns, making assumptions, testing them, revising them and starting over. This may sound familiar to science teachers who call this the “scientific method” and try to teach it to students who really just need to have it pointed out that this so-called method is what they’ve been doing naturally their entire lives.

What students do naturally, what we all do naturally, is learn. 24/7/365.25. We do it with or without schooling and often do it in spite of schooling. Schooling comes with an agenda but learning often does not. As in my life, and perhaps frequently, schooling gets in the way of learning.

It is true in kindergarten where the natural learning and socialization of play has been replaced by reading, writing, algebra and being yelled at for not standing in line properly. All this is to ready students for first grade. Children learn in spite of this.

In first grade students read more, write more, and follow more directions to get them ready for second grade. Children continue to learn in spite of this. Sometimes they’ve already learned that school is not right for them by testing it and finding that it does not meet their needs. When that happens we schoolers tell the student that he or she is not right for school, that they are not meeting the school’s needs for order, discipline and standing in line silently and we start to teach them that they are failures.

This is what school is best at: teaching students that they are inadequate, that they are failures.

They fail to stand in line correctly, form their letters correctly, or form their sentences and paragraphs according to the standards (I wonder what school thought of John Barth, e.e.cummings, Hemingway, Jonathan Safran Foer or, especially, Roberto Bolaño, known for incredibly long sentences, not to mention devastatingly evocative metaphors). They write like writers instead of three or five paragraph automatons and we call them failures.

Learning is free-range, we learn from what we manage to be exposed to; school has a curriculum (math, science, ELA, etc.) and a meta-curriculum (how to stand in line, how to raise one’s hand for permission to speak, the procedure for going to the bathroom).

I work in a school that’s part of a school network that’s part of a school system. That school system is one of 14,514 school districts in the USA (U.S. Department of Education, 2001). I’m willing to bet that at least 99% of those districts have the word ‘school’ in their name and that fewer than .0001 have the word ‘learning’ in their name.

But think about this: No one fails to learn yet many fail at school.

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I’m tired of talking about school.

I’m tired of thinking about school.

I’ll never get tired of thinking and talking about learning.

Learning is education.

School is something else entirely.

Resource:

U.S. Department of Education, National Center for Education Statistics, Common Core of Data, “Public Elementary/Secondary School Universe Survey,”2000-01 and “Local Education Agency Universe Survey,” 2000-01.

For those who haven’t figured out 365.25 yet, a clue: leap years.

At the time I knew nothing about being a school librarian and was taking over a disaster of a library. 

Three weeks later I enrolled in the Graduate School of Library and Information Science at Queens College. This past week I completed my 21st, 24th and 27th credits in 11 months while working full time. I’m very tired.

I reorganized all the books in the library, twice. I began automating the library, a process of putting barcodes on all the books and scanning them into our now online catalog. Oh yeah, I had to learn that software (and thanks to Shannon McClintock Miller for turning me onto it).

Five unpaid Saturdays were spent in 7-hour long training sessions to learn more about my job, I won a small technology grant. I presented at the NYC school library system’s fall conference.

My library was selected to be part of a pilot program of having a shared catalog and other collaboration with the New York Public Library.

That meant learning another system of library automation software.

Oh, I’ve also been teaching information fluency skills, trying out two different website development tools, finding and sharing resources with my colleagues in my school and in my district.

In my free time, I taught a class at SUNY Empire State College, helped organize and run EdCampNYC, and managed to lose the last half of a 60 lb. total loss that I’ve managed to keep off.

So much for this year.’

Next year?

I’ve got a lot more work to do.

I need to improve my teaching, redecorate the library and try to find the money for a renovation.

I need to finish my degree. After 27 credits in 11 months, thanks to budget cuts it will take me another 11 months to complete the final nine required credits.

I need to continue to weed old, outdated and damaged books from our collection and finish the barcoding and cataloging.

I also need to purchase books, magazines and databases with the twin foci of providing quality recreational reading options and better aligning the collection to our curriculum.

I need to continue to learn my job and continue to be thankful to all the members of my PLN, including my colleagues in the NYC school library system who help me do so.

Yes, I still have a lot to do, but right now I need to rest, to get to know my wife and son again, to take some time for myself.

I’ve earned it. Haven’t I?

Earlier this week I wrote a post called Standardized Tests, good for the geese, good for the ganders in which I challenged everyone who has anything to do with the setting of education policy to follow the lead of one stalwart school board member and take the tests they make students take.

Thanks to the Washington Post’sAnswer Sheet column I took an abbreviated version of the Florida 10th grade math and English tests. I did it at 11:30 at night after being up since 5:00AM, working a full day and taking five hours of grad school classes. You’re allowed to use a calculator and look up general equations like Pythagorean or the volume of a cylinder.

I don’t mean to brag, but I did it all in my head without a calculator and without looking anything up. I got perfect scores in both sections of seven questions each, all in about five minutes.

You can take the same mini-test I did or a sample of the Texas, California, New York, Virginia, Washington DC. or Maryland tests. Let me know which ones you took and how you did. And challenge your governor, your school board members, your state department of education administrators, and your president to relive their adolescence by taking the tests and making public the results.

This should be fun. It was for me, but I’m strange that way.

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Something remarkable happened the other day.

A school board member in one of the nation’s largest school districts had the temerity to take the 10th grade standardized tests that he and his cohorts require students to take.

I think this is an excellent idea.

After all, if the tests are appropriate to see what students know then they are also necessary to see what school board members know. School board members should be required to take the same tests students are required to take. To be fair, I’d only require them to take the 10th grade tests. I wouldn’t want to challenge them too much.

Standardized tests are necessary to see what members of state boards of education know. If the state requires an exit exam so students can graduate from high school, then that is the exam the state board members should take. If they can’t pass them they should be removed from their positions and required to repeat high school.

Standardized tests are also necessary to see what the mayors who control school systems and the chancellors they appoint know. After all, if the tests are adequate to judge teacher ability they must certainly be able to judge the ability of the people who hire the teachers, set curriculum and allocate assets to schools.

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Arne Duncan should take standardized tests. So should President Obama.

And the results of those exams should be made public.

In fact, standardized testing is a great way to see which of the presidential candidates is most up to the demands of the job, which one can understand the math of the budget or the tax system. I’m sure Newt, Mitt, John, Rick, Ron and even Michelle could pass those tests with flying colors.

I’m starting a movement to have everyone who sets educational policy take the standardized tests, the same ones students do.

Join me. Send a tweet, a text, an email or phone to your school board members, your state legislators, your Congress people, Senators and presidential candidate of choice. Tell them that it is time for them to sit down with a couple of #2 pencils and show us what they know.

After all, it is only fair.

It sounds appealing. On some level this seems to make sense.

It is also patently absurd.

We have to teach kids things they don’t care about for all kinds of reasons.

The first reason is because we don’t have to teach them the things they do care about. They learn those things with or without us.

You know this if you have spent any time at all with boys between the ages of three and six and wondered how they know all they know about dinosaurs. You know this if you have ever talked to a teenager about their music.

We have to teach kids things they don’t care about so that they will care about things they don’t know about yet. Like genocides, or famines, or global warming.

Or how to use a chain saw.

I wish someone had taught me how to use a chainsaw. I didn’t care about it when I lived in Manhattan, it wasn’t important then. I could really use that knowledge now that I have a backyard with trees down in it.

As I see it, the question is not whether we should or should not teach kids things they don’t care about. The question is what it is that they don’t care about that we do need to teach them about.

This is not really something anyone I know can determine. I know I can’t.

I have problems just dividing knowledge into those things we academics call subjects. I have a very hard time figuring out where math ends and science begins, how people can think that what we call social studies doesn’t overlap them both and that it is all blanketed by English.

Kowledge is holisitc. It is all one giant fuzzy rapidly expanding blob with no beginning, no end, no edges at all. It cannot be created and cannot be destroyed; it can only be uncovered or revealed. And it is our job to reveal it, as much of it as we can.

I don’t think it matters much what order we teach things. Jerome Bruner says anything can be taught to anyone at any time. The only thing that changes is the level of complexity. He contends that anything can be, should be, retaught repeatedly at increasing levels of complexity.

I just know that it is absolutely essential that we teach kids one very, very important thing, something we all know but don’t focus on. We need them to know it and to focus on it, to make it the driving force in their life.

We have to teach kids that the world has not always been the way it is now and it will not always be the way it is.

We have to teach them that they have the power to change the ways things are.

And we have to remember that so do we.

Image by Getty Images via @daylife

New York City bans all student electronics from its schools.

No cell phones, no iPods, no Blackberries, no iPads.

Yes, the city that cannot provide enough working technology in classrooms to allow more than two students use computers at a time in most classrooms has decided to maintain its stand against students bringing their own technology to school.

According to our chancellor and his boss, the billionaire mayor, who really runs the schools, education is teacher-delivered and nothing should distract from that one-way flow of knowledge.

Isn’t odd that this city that likes to think of itself as being on the cutting edge of finance and fashion is so far behind the times when it comes to education? Isn’t it odd that the man who fancies himself the savior of education has such an old-fashioned view about how it happens?

Last night reporters for Schoolbook, the new collaboration between WNYC radio and the New York Times, confronted chancellor Walcott and asked him if he would consider changing the rule regarding student-owned technology. He said no.

When the reporters commented that some believe cell phones could be useful in education he reportedly replied, “And cellphones can also be not useful in class as well.”

And another door slams in the face of our students.

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$4704

…pays for about 1/10th of one second of advertising in the Super Bowl this year.

$4704

…pays for 1.5 seconds of the US’s involvement in Afghanistan.

$4704

That’s my budget for library media for this entire school year.

$4704

That includes all audio-visual materials, books, magazines/ periodicals/newspapers, maps/globes, tapes, microfilms, and computer software for use in the library.

$4704

That’s $6.25 per student enrolled in the school last October.

$4704

That $6.25 per student rate was set by the NY State legislature in 1999.

$4704

US total inflation from June 2000, to June 2011 is 30.93% according to inflationdata.com

$4704

Inflation in the rate budgeted per student 0%

$470

“Most school libraries managed to escape the economic trials of 2010 largely unscathed––with the exception of those in high-poverty areas, which saw significant declines in spending on information resources and in collection size.”
–American Library Association report on the State of American Libraries.

$4704

My school is in the poorest Congressional district in the nation.

$4704

Perhaps I should be grateful that my budget has not gone down.

$4704

I’m not.

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I have read countless books, articles and blogs on the importance of differentiating instruction. I disagree with almost all of them because of the teacher-centered approach they take. Learning isn’t instruction; learning is acquisition.

Instruction focuses on what the teacher provides or what the teacher tells the student and differentiation merely postulates that teachers need to provide a variety of materials and tell in a variety of ways.

That is teaching.

Learning is something else.

Learning is inquisition, investigation and association.

Learning starts with questions. Who? What? Where? When? How? Why? What happened? What will happen if…?

Investigation is not the teacher providing the answers before the question is asked. It is the process of the student seeking potential answers and testing them.

Learning emerges as the result of information gleaned in the investigation phase associating with prior knowledge leading to the synthesis of new knowledge and, when it works best, new and better questions.

That story is all over the headlines; how the schools would be so much better if they didn’t have those terrible teachers gumming up the works.

Sure.

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In late January 2010, a small group of teachers in Philadelphia and its surroundings had an idea:

Let’s put on a free event at which teachers, on their own time, will teach what they’re expert in to other teachers. The presenting teachers will do it for free. 

We’ll call it EdCamp. 

On May 22nd, that first EdCamp drew a couple of hundred lazy, complacent teachers who gathered together and learned from each other.

A movement was born.

Energized by what they saw at or read about EdCamp on Twitter, Facebook and the rest of the social network other small groups of teachers in other communities organized EdCamps. Before 2010 ended there would be six more EdCamps, all following the same model, in Virginia, Ohio, New Hampshire, Kansas, Florida and New York City.

Today we held the second EdCampNYC. It was the 34th EdCamp this year, there are 14 more scheduled before the end of December and there are already eleven scheduled for 2012.

All of them organized by lazy teachers who don’t care anymore. All of them free. All of them attended by more than 5,000 complacent teachers and administrators, some driving more than five hours to attend.

Let me make this absolutely clear. There is a rapidly growing national movement of teachers and administrators taking it upon themselves to organize and attend free conferences at which teachers and administrators freely share knowledge, resources and ideas with the sole purpose of becoming better teachers and administrators.

Impressive, isn’t it?

So why hasn’t the general media noticed? Why aren’t you reading about this in the New York Times, The Wall Street Journal or USA Today. Why isn’t it showing up on NBC, CBS, ABC, Fox, CNN or any other network?

Perhaps because they are too busy listening to the billionaires and the politicians make the same complaints, mouth the same platitudes, and push the same, stale ideas to notice the people who do the job every day working hard to do a better job.

But now you know.  Help spread the word.