Tag Archives: Education

Two More Things about Teaching

Two More Things about Teaching

 

There are two more things that I think need said about teaching as we arrive at the middle of the 2020s. The first centers around the subject I teach, English, but more specifically reading skills. The second is student achievement, not just in English, but in academics in general. These come from observations, both from myself and others who teach and others who teach English.

Student achievement in reading, and in writing as it follows closely with reading, is declining at a rapid pace. I started noticing it just before I left teaching for a few years back in 2013 and saw what I have now concluded as the continuing trend in reading when I returned to the classroom in 2023. Students are not reading as well in the classroom, but also outside of the classroom. It is rare that students read anything aside from social media posts on a voluntary basis outside of the classroom. Our classroom curriculum has done almost nothing to remedy this either as most schools no longer issue textbooks nor have classroom sets of good novels to use. Aside from when I taught Advanced Placement English and International Baccalaureate English, most reading done by students consists of short stories, at best, and very short articles at the least. These are usually available in easier formats where students are not pushed to learn higher levels of vocabulary or handle sentence complexity as what was once taught. Students are mainly required to answer multiple-choice questions or short answers of no more than a couple of sentences when using these texts.

Worse yet, their ability to read is measured by computerized programs that allegedly test students reading skills to place them into remedial reading classes called RTI interventions. The focus is not on whether a student can read, understand, and grapple with a text with any complexity, but rather on data from these programs that supposedly show whether a student has progressed with building the skills necessary to read. The reading passages in these programs are supposed to be high interest to students, yet most students find them boring or even condescending. Three times per year, students are subjected to having to complete a reading diagnostic using these computer based programs that consists of multiple choice questions and short answer questions involving no higher level thinking skills and that lack the ability for a student to bring in their prior knowledge of what is being read.

The teachers, as well as their students, are then subjected to being evaluated on the data from these programs. The data is more important than the learning that is supposed to be occurring in our classrooms. The data is flawed from the start though. The data does not measure the true ability of the student to interact with a text. Student interaction with a text is more than the ability to answer multiple choice questions or write one to two sentences to respond to a question. Students should be challenged to engage with a text and formulate their own answers which they can defend and which utilize higher level thinking skills.

In short, these programs are only helping to exacerbate the problem and continue to perpetuate students not wanting to read either within or outside of the classroom. Their concern with data has replaced actual thought. Let me say that again in a different way. Data collection has replaced actual thought when it comes to what is important in schools and that is dumbing down our students and, in turn, our society.

The remedy is simple, tried, and true. Students must be imbued with the desire to read at a young age. They must be encouraged to read even before they have the skills to read. How?

First is that they need to be read to by caregivers, parents, grandparents, guardians, teachers, other adults, and yes, over conservative types, drag queens. Students must see adults reading quality literature, popular fiction, poetry, creative nonfiction, nonfiction, and whatever good reading there is to be read. Ideally in the form of published, paper-based books, but even e-readers will suffice. Children will want to read first because they see others reading.

Once they have developed some reading skills, then read along with them. That reading along can be another person or, if necessary, an audiobook of the same one they hold in their hands and read. Hearing the words while seeing them helps to develop reading skills. Children can learn pronunciations and even some context clue skills when they hear as well as read a text.

Yet, this cannot be done in isolation. There must be someone, parent or teacher, to be there to discuss what is being read with our students. Not necessarily to tell them what something they read means, but to talk with them about what they read, asking them questions about what they read, and helping them build a connection with what they read based on their experiences, observations, or thoughts. This builds understanding of a text on an intimate level and that leads to the reader not only seeing words on a page but also being able to recall and connect with a text and make meaning from what they have read.

None of this can be measured through a computer-based reading program. It must be measured on a student-by-student, text-by-text basis with human interactions. It is not teaching for performance on a test nor even always for an essay being written, but for the gaining of knowledge in some way from the reading of a text. That is a foundational core for education. Reading for understanding and being able to articulate and inculcate that understanding long after the reading is done.

That brings me to my next point, that of academic achievement. One of the primary reasons why students, particularly students in the United States, are falling behind students in other nations is that education is not valued here in the United States like it is in other countries nor like it once was valued here in the United States. It has less to do with curriculum than it does with how parents and our society views education. We talk a good game about wanting to increase student achievement, but then we fall back on data centered, mandatory, standardized testing thinking that will actually measure student achievement. It doesn’t measure anything except how well a student can take a test or how well our schools have done in preparing students on how to take a test.

Yet even that doesn’t matter when the students don’t come to school or don’t come prepared to learn. A recent article in NEA Today (May 2025) shows that the rate of chronic absenteeism in schools went from 16.2% in 2018-2019 to 28% in 2022-2023 (NEA Today 15). The article concludes by saying that the “majority of schools still had a chronic absence rate of 20 percent or higher” (NEA Today 15).

 These are not pandemic numbers. These are pre-pandemic and post-pandemic numbers. We cannot expect our students to improve their achievement levels if they don’t show up for school. Chronic absenteeism is when a student misses at least “10 percent or more school days over a school year—or about 18 days” (NEA Today 15). Yes, students get sick and should be kept away from school if they are contagious. However, chronic absenteeism usually goes beyond student illnesses. Parent(s) or guardian(s) who don’t care if their child goes to school are the problem here. Much like as adults we need to go to work to earn a living, students need to go to school to earn knowledge. They cannot learn, even in this age of technology, if they are not there and if they do not make up the work they miss when they are not there.

But I will take this a step further. Students who come to school must also be prepared to learn when they are there. So many students come to school without paper, pencils, pens, and other school supplies necessary for them to learn. While sometimes schools can afford to supply these or even teachers have them in their rooms, that supply is not guaranteed nor should it be expected that schools or teachers supply students with these things. And additionally, students must come with an attitude for learning. While school has a social component to it, students must be taught by their parent(s)/guardian(s) that their primary job while at school is to learn. That means no phone out during class, not having their school supplied computers logged into video games and not leaving class unnecessarily. That means not disrupting class or interrupting a lesson or discussion. It means treating school like a job, a job to gain as much knowledge as possible in order to do whatever it is that they aspire to do once they graduate. Just as adults have to focus on their jobs while at work, students must focus on their learning while at school during those times when they are in class. Showing up means showing up prepared and focused on learning, not just being a warm body sitting at a desk.

Improving reading skills and overall student achievement is easy. It just seems to be the implementation of what is needed is lacking.

 

Works Cited

“Chronic Absenteeism Is Still Too High”. NEA Today. May 2025, pp. 15.

Education Reform Again

Recently the read comments on a post about the cuts to education that will and have occurred since the beginning of this new administration. The number of people who have no problem with cutting out food programs and mental health services in our schools is appalling. These same individuals who also see no problem with cutting other services to our schools, including having teacher assistants who help with the most challenging students, the students who range from having simple learning disabilities to ones who have serious ones.

They’ve obviously never taught or only taught in a selective, cloistered private school that hand picks only the best students who have few if any disabilities or social disadvantages.

They’ve obviously never been a teacher like my sister and even myself who has purchased everything from school supplies to food to clothing for our students because our students had none or only had the bare minimum to exist, let alone survive and thrive.

They say our curriculum is dumbed down, but can’t see that’s occurred primarily because of Republicans who have shoved standardized testing down the throats of educators while cutting funding for education. Got money to test, but not for books.

Want to reform education? Then, fix the underlying societal problems.

Create jobs that pay a living wage.

Create and maintain affordable healthcare, including mental healthcare.

Create affordable, quality daycare for parents who must work.

Build affordable, safe housing.

Create/build grocery stores or other healthy food stores that are affordable within inner cities.

Fund education from pre-k through at least the first two years of college and provide scholarships and grants for students who want to continue their education. Include in this funding for special education programs in all schools and access to technology for all schools.

Create programs to teach new parents how to parent and manage their lives.

This is not an exhaustive list, but it’s a start. Everything must start somewhere.

Music Connections and Influence

It’s interesting, at least to me, how early in life music can have an influence on someone.

One of the first memories I have is of my mother singing. It’s was never in a choir, but as she went about her day. Doing dishes or other housework. Along with the radio in the car or even if there was a tune on a program on tv or in a movie. She rarely sang loudly, but sometimes it seemed as if she was always carrying a tune with her.

While I was laying in bed this morning, the clock radio played. The program was a repeat of the “American Top 40” that was hosted by Casey Kasem. In this case, it was the Top 40 from 1971. I was just 3 years old that year and each of the songs I heard were ones I could pretty much recall every verse from. Songs from groups like The Carpenters and even the title song from the musical “Jesus Christ Superstar.” Yet also songs from a group called Ocean (“Put Your Hand in the Hand”) and from Jerry Reed (“Amos Moses”). It just struck me how music stays with people, or maybe it’s just me, from a young age.

I can recall riding along with the younger of my two older sisters in her VW Bug. We were driving probably over to Columbus, OH and it was summer. The sunroof was open and her new Paul McCartney and the Wings 8-track tape was playing. (Some reading this may have to look up what an 8-Track even is). I can still recall hearing “Band on the Run” for the first time on that warm day as we made our trip. Every time I hear that song, I recall that trip, at least that part of it.

I often watch movies and sing along like my mother used to do. Funny how it can be a movie from the 1940s or one from my teen years and how easily I can recall the song whether it’s “Too Ra Loo Ra Loo Ral”, or “Count Your Blessings (Instead of Sheep)”, “Symphony for Unstrung Tongue”, or “Don’t You Forget About Me”. Sometimes I’m fairly certain it annoys my wife and children, but I simply can’t help it because the memory is just that strong.

Music is such a powerful influencer on our lives. And, this is where I’ll comment a bit politically and about our society, as music influences us so much, I find it troubling when it’s music programs that are some of the first to be cut in the schools. It makes it difficult to have future musicians and performing artists without music education.

By that I’m not saying that music will end without music education because I feel people who are drawn to sing or play an instrument will find a way to do so. Yet, their exposure to the wide range of music through history is often stymied by the lack of a solid music education foundation. I was fortunate to have a mother who sang and a number of teachers who exposed me to a wide range of music, both historically and in scope from Gregorian chants to classical to blues to jazz to swing to country to pop to rock and even to Broadway and movies. I can see the influences of the older forms upon the newer ones. Some students, even music students, today cannot. Some are left to discover that history on their own and many times after they’ve gotten out of school.

Music, like language, conveys history of humankind. An understanding of that musical history, I believe, can foster unity in our humanity. It can show the influences of the wide range of cultures in our world in a way that fosters a connection between people who might not otherwise see that connection.

And that connection can start at a very early age. Even as a 3-year old sitting on the couch listening to his/her parent singing a tune from long ago.

NYE 2020

Wearied. Worried. Worn.

Three words most of us feel as 2020 comes to a close. Here in the States, it feels like it’s been an additional 4 years of turmoil and tragedy on top of the 4 years of chaos under the current administration.

We are weary of the deceit and evil of the current administration.

All the racial issues re-ignited.

All of the lies told.

All of the double dealing and hate.

The internal destruction of our society brought upon us by an individual and a party who care only for power. That will come to an end in a couple of weeks.

We are worried about a virus that has killed over 350,000 of our friends, family members, and neighbours. A virus that is even mutating into one that may spread faster. Finally, we have a vaccine, yet will it get to enough people in time? We hope. So far, it’s been successfully given to a few. Unfortunately, there are many who refuse to be vaccinated due to ignorance and possibly arrogance. Hopefully, most people will choose the path of science and wisdom and get vaccinated as soon as they are able.

We, as a whole, are worn.

We are tired of precautions.

We are tired of wearing masks and social distancing.

We are tired of people who refuse to wear a mask or social distance.

We are tired of people who deny science, especially at the cost of other people’s lives.

We are tired of not being able to be with those we love.

We are tired of the racism, sexism, homophobia, xenophobia, and hate.

We are tired of politicians who serve their donors and corporations instead of us.

We are tired of not having access to affordable quality healthcare for everyone.

We are tired of our educational system being inadequate and poorly funded.

We are tired of many other things.

Yet, we cannot give up.

We cannot lose hope.

We cannot let the powers and individuals who continue to try to divide us, degrade us, place us into boxes, or defile us ever be able to win.

We must band and bond together in ways we are capable of as humankind yet have failed to do as a whole.

We need to see colour, but only as pigmentation like the colours of a rainbow.

We need to accept religious beliefs as equal in value for we are all on our own journey through life and our beliefs or lack thereof are our guide.

We need to see women and men as equals and even gender as fluid.

We need a newfound respect for education and science.

We need to see love between two people regardless of whether they share the same birth gender.

We need to see our diversity as strength and not weakness.

We are embarking on a new year. Another 365 1/4 days around our sun. It’s time for a new Age of Enlightenment, a new Renaissance. It’s time to look outside our comfort zones, outside our communities, and outside our countries to see the value of all humankind.

A new year with new choices and a new hope.

Happy 2021

Yes, the incoming First Lady is Dr. Jill Biden

All of the idiotic brewhaha over Dr. Jill Biden using the title “Dr.” has me rather upset and retrospective feeling. I admire anyone who spent the time and money to earn a PhD. You deserve to use the title “Dr.” as you’ve earned it.

A PhD was once a goal of mine. I’d been fortunate in my young childhood to meet a college professor, Dr. Lillabelle Holt, who made a great impression on me. She was one of my sister’s college professors. I was fortunate enough to be able to stay in contact with her through my high school years. I admired her wisdom, wit, and passion for teaching. I wanted to be like her. Yet, life often has other plans.

I did manage to earn a BA and 2 MA degrees; however, I’ll likely never earn the PhD that was my goal due to putting my own daughters through their undergraduate degrees and setting them off to conquer the world. (Worth it).

Besides, I’m 53 and there’s simply not a place for a 53-year old English PhD student nor a job to pay the mountain of debt I still owe or would accrue in my getting a PhD or EdD.

If you earned a PhD or EdD, use the title “Dr.” It’s been earned by you through the sacrifices you made to accomplish it. Certainly, do not allow anyone to diminish that, especially if you are a woman because you overcame a heck of a lot more crap to earn it than a man.

I’ve tried to instil upon my daughters the love of lifelong education and the chutzpah to be strong in the face of adversity and ignorance. If either one ever earns a PhD or EdD, I’ll sure as heck tell them to use the title “Dr.” and tell anyone who tries to say they can’t to shove their opinion deep into where the sun doesn’t shine.

Thank you for reading.

Peace-Salaam-Shalom-Namaste-Blessed Be

High Time for Common Sense and Embracing Intelligence—Pandemic edition

As we are still in the midst of a pandemic which is showing few signs of dissipating, we need to heed the advice of experts and not the ravings of a narcissistic sociopath. Yet, there are so many people who refuse to heed the calls for caution and preventative measures. This is upsetting and makes me wonder why this nation has gone from one where scientists and experts are heeded to one where anti-intellectualism is lauded.

It would be far too easy to blame all of this on the current administration, although that is certainly a reason for some of the resurgence of anti-intellectualism. There has to be more than that though. I recall growing up in a country where scientists and doctors were heeded when they called for certain things to occur in order for people or the environment to be healthier. This country saw the end of leaded gasoline, the end of vast pollution of our water and air, and movement toward cleaner energy. All of these were due to scientific research and solutions that arose from that research. We even went from disposable rockets being used to travel into outer space to the reusable Space Shuttle program.

Yet, now we are in what is now the 7th month of a pandemic and while science is saying we need to wear masks, social distance, and wash our hands, there are still people who do not. Instead, we have people demanding to live life as it was before the pandemic with a nonchalance that is terrifying at times. The current administration feels that the economy is more important than human life, except for the life of a fetus, that is. Heaven forbid abortions remain legal and safe and/or contraceptives be available to prevent unwanted pregnancies or the spread of sexually transmitted diseases. I digress.

Now, we have the current administration demanding that public schools reopen even as the rate of spread of the Covid-19 is increasing in almost half of the country. While I agree that face-to-face education is important both for learning and the development of social skills, the cost in lives is not worth the risk. Many of our schools lack the space for social distancing that is effective as well as lacking the ventilation systems that are proven to reduce the chance of spreading the virus. Add to this a workforce of older teachers or even younger ones who live in extended family situations with parents who are immune compromised, plus the families of students themselves who may have individuals who are immune compromised or at risk, it is a recipe for disaster. We must heed the advice of the experts, not the whims of an administration that has no expertise in matters of health.

There’s also the argument about the economy and how the pandemic has harmed the economy. Yes, it is true that the economy is suffering. There are people out of work due to the pandemic. There are businesses that have needed to close, either for the duration of the pandemic or for good because of the pandemic shutdowns. Yet, why isn’t this also being seen as a call to change the way our economy operates so that it can become viable in the event of a pandemic? We have seen some changes already from an increase in grocery shopping and food delivery services. These are good even when there is not a pandemic, especially for people who are unable to leave their homes or be around groups of people for health reasons. We have seen companies re-tool their production lines to create needed personal protection and medical equipment. We have proven that some industries can still be viable allowing their employees to work from home.

Perhaps what is needed is an investment in other technologies to make it even more possible. Improving access to high speed, reliable, and secured internet would be one thing. Better programs for distance meetings are another. Seeing the pandemic as an opportunity to affect real change rather than something that stymies our productivity would be great, wouldn’t it?

While we are on the subject of the economy, I’d like to add that it is imperative that the cost of a vaccine for Covid-19 must be affordable, even free, once one is found to work. This is not a time for profit-making, but for healing. The same can be said for all medicines for every chronic condition. We, as a nation, must demand that people’s health come before profits. If people are not healthy, they can never have the financial resources to help drive the economy.

Will we see an end to the pandemic? I believe we will, but not without people taking more responsibility for themselves and those around them. That responsibility must become the new normal. The responsibility includes wearing a mask when in public, washing hands, and social distancing when possible.

Wearing a mask when in public should be seen as a badge of honor or even commonplace, rather than an infringement upon one’s rights. It’s a bunch of bullshit that wearing a mask is somehow an impediment to a person’s rights. Right to what? Spread a possibly fatal disease to someone else? That’s not a right, it’s second degree murder. Hell, some of the people complaining about wearing a mask are the same folks who cover themselves in camouflage and deer urine and sit for hours in a tree stand. To think they cannot manage to wear a mask for a 30-minute trip to the grocery is egregious.

Handwashing should be a habit anyhow even without a pandemic. It protects both the individual from getting an illness as well as spreading an illness. Nothing is quite as disgusting as watching someone leave the washroom without their washing their hands with soap. It doesn’t matter whether they needed to evacuate fluids or feces from their bodies, they still need to wash their hands.

Social distancing is not really that difficult. Yes, there are occasions where it is not feasible, such as grocery shopping or other routines that involve human interaction, but when someone is ill, then they should not be around others anyhow. This, of course, brings up the need for paid sick leave so that people can afford to take time off when they or a loved one is ill. There is no reason why someone should have to work when he or she is sick, especially if they are contagious. That simply spreads the illness as well as putting yet another burden on the healthcare system in the event more people become ill from the person who is sick. If the person who is ill can still do his or her job from home, then so be it. If not, the person should not be penalized for being sick. That’s simply being humane toward one another.

All in all, my message is that we need to listen to science over stupidity in this. Our country needs to stop with all the anti-intellectualism and believing that the rights of an individual are somehow more important than the rights of the whole of society when it comes to health.

Science is real. Wear a mask. Wash your hands. Social distance when possible.

It’s Time to Desegregate English Classrooms

“I am not tragically colored. There is no great sorrow dammed up in my soul, nor lurking behind my eyes. I do not mind at all. I do not belong to the sobbing school of Negrohood who hold that nature somehow has given them a lowdown dirty deal and whose feelings are all hurt about it…. No, I do not weep at world—I am too busy sharpening my oyster knife.”—Zora Neale Hurston, “How It Feels to be Colored Me,” World Tomorrow, 1928.

Can you feel the strength and soul of the author in this quote? I hope so, because Zora Neale Hurston, along with her contemporaries of the Harlem Renaissance and her modern contemporaries of today are exactly what is needed in the reading curriculum of our schools. Yet, Zora Neale Hurston is often overlooked at best. When, or rather if, the Harlem Renaissance is taught, it is but a blip on the radar in most English classes in this country. The same rings true for most authors who are not white. They may appear in brief cameos in our English classrooms, but that’s about it. Instead, our students read primarily dead white writers from the supposed “canon” of English literature. Talk about a travesty of an education. It is nothing more than academic white privilege when writers of color are ignored or minimized rather than taught.

Now, before anyone misunderstands me, I feel it is important to read the classics. There are lessons to be learned from the great writers of the “canon” of literature. I am not advocating the abolition of reading Chaucer, Shakespeare, the Bronte sisters, Dickens, Twain, Steinbeck, Hemingway, Fitzgerald, or the like. They need to be read and the historical context of when they write must be taught alongside of their works of literature for they are inter-related and a piece of our collective history as a human race.
However, the works of Zora Neale Hurston, Maya Angelou, Sojourner Truth, Langston Hughes, Malcolm X, Rev. Dr. Martin Luther King, Jr., Frederick Douglass, Alice Walker, Amy Tan, Maxine Hong Kingston, Sherman Alexie, N. Scott Momaday, James Weldon Johnson, Toni Morrison, Sandra Cisneros, Gabriel Garcia Marquez, and countless others need to be taught as well. Not glanced over, but actually taught to our students. Yes, this list includes writers who are Black, Hispanic, Latino, Native American, and Asian. That’s the point.

Of these authors of color, I want to single out the authors who are Black, especially in light of the Black Lives Matter movement and the necessity of our schools helping to give our Black students, and indeed reminding the Black community as well of their vital heritage and culture, role models from the Black community instead of making them read only white authors all of the time.
I cannot count the number of times I have spoken with students who are Black and they have never heard of Maya Angelou, Alice Walker, Toni Morrison, or Zora Neale Hurston. It is appalling, but not surprising. I taught middle and high school English in Florida for about 12 years. I literally taught about 35 miles from Zora Neale Hurston’s hometown of Eatonville and there were students, and a few teachers, who had never heard of her. That is egregious!

It is imperative that students see and read authors who look like them in order for them to see the richness of their cultural heritage instead of only the cultural heritage of white authors of European descent. I propose that all school districts come up with a curriculum that requires the reading and study of authors of color alongside the traditional canon of literature. While it will not solve the racial issues we have as a country, it will help to desegregate the literature read and foster communication and understanding through literature by having students read authors from across cultural and ethnic lines.

Additionally, when students read authors who look like them and share similar cultural experiences as they do, it encourages reading, boosts self-esteem/self-image, and provides positive role models for them. All of those, in turn, help students achieve better in school and in life. In addition, when students who are not normally exposed to other cultures read authors from differing cultures, it enhances understanding and empathy, promotes tolerance, and helps society as a whole.

I know this because I witnessed it on a small scale when I taught middle and high school English in schools that varied from having a homogeneous student body to ones having a more diverse student body. While it did not eliminate racial or cultural issues, it did alleviate them. I also saw the faces of students who read, for the first time, a book by an author from their cultural/racial background. It was like a light appeared for them. They saw how an author who looked like them could write and tell a story that mattered. In many cases, I would deliberately take books from authors of varying cultures and present them to students based on common themes. The discussions my classes had were amazing as they made connections between the books, their lives, and the lives of their classmates. Students learned so much about one another as well as themselves, and the literature. That is real learning. That is what we need to be doing in our schools.

Yet One More: A poem for Parkland et al

Yet One More

Yet one more shooting
Followed by more thoughts and prayers
To be followed by more rhetoric
With no action anywhere.

Blame guns
Blame the politicians
Blame the NRA
Blame the parents
Blame the system
Blame and blame away.

Refuse to speak of it
Refuse to see the cause
Refuse to take an action
Refuse to take a pause.

Say we need more God
Say we need more guns
Say we need more safety
Say we need more done.

Our words, they hold no meaning
Our words fall empty at our feet
Our words are simply worthless
Our words, they have no meat.

More lives lost through inaction
More lives lost whilst we debate
More lives lost through no reaction
How many more must meet that fate?

We must awaken once again
When tomorrow’s sun breaks the plane
We must rise up and do something now
Or be forced to mourn again.

Speech/Letter To A School Board about Abstinence-Only Education

I come to you this evening as a former teacher, parent, and concerned community member to speak against the present sex education curriculum that emphasizes abstinence only. To put it simply, it does not work. While there is nothing wrong with abstinence, it needs to be seen as a tool for preventing the spread of STDs and unwanted pregnancies and not as the only tool we give to our children. You wouldn’t try to build a house with only a screwdriver, so why would you teach a student that the only way to prevent unwanted pregnancy and STDs is only through abstinence? It makes no sense.
I am a former teacher of both English and health in the states of Florida and South Carolina. I taught at both the middle school and high school levels. In both of those states, abstinence only education is the norm. I personally taught students, 7th and 8th graders in particular, who already had one or two children of their own by the time they reached my classroom. At the high school level, I witnessed the same pattern. Part of this was due to the educational system failing them by only offering abstinence as a way of avoiding getting pregnant. While abstinence is the only way to absolutely guarantee not getting pregnant, it is not the only way. When I saw groups such as the one that comes into our schools come into schools where I taught, it was cringeworthy to say the least.
For one, they painted the girls as the cause for abstinence failure while leaving the boys off the hook. Much like the recent gum demonstration by the group within our schools, female students were painted as promiscuous seductresses who lead boys into having sex as they had sex with one boy, but saw no reason why they should not have sex with another. The males are somehow always seen as the victims. This is not only misogyny, but also mixes in fundamentalist Old Testament blame for the fall of man due to women. Last I checked, it takes both genders to have sex that can possibly result in pregnancy.
Second, as mammals and primates, we humans are naturally curious about our bodies and those of others around us. Teenagers have been experimenting with their sexuality most likely since the dawn of the human race. Many times, it starts as self-exploration, but it can evolve into exploring it with someone else. When and if that occurs, we owe it to our children to give them the tools aside from abstinence to practice safe sex. This means to tell them about contraceptive methods and, if possible, make them easily available for them to obtain. If we do not, they will not know about them or, if they do happen to learn about them, will be too scared to obtain them. In doing so, they will place themselves at risk for an unplanned pregnancy and possibly STDs.
Third, one of the most ludicrous things that the program presently being used suggests is the idea of “reclaimed virginity”. Hate to break it to you, but that is not possible. Once an individual has sexual intercourse, he or she is no longer a virgin. He or she cannot become a virgin again. Maybe celibate, but not a virgin. A girl’s hymen does not miraculously regrown nor does the semen somehow re-enter the boy. An amusing anecdote to this is a conversation I overheard two of my 7th graders having one day. It was shortly after the group there had performed their “education” for the students. One girl told her friend that she was no longer a virgin. The other asked who she had sex with. The first girl responded that she hadn’t had sex, but simply used a tampon, so she was no longer a virgin. They looked up and saw that I was standing behind them. Having built a rapport with my students, I asked them to remain after class. I called in a female teacher from an adjoining room and we explained to them that virginity could only be lost through having sexual intercourse. While I haven’t heard the claim made by the local group, it is made by some. That type of misinformation, aside from being misinformation, can also cause harm to a student psychologically and possibly even socially. Can you imagine if it had gone around a school of 1500 that someone was no longer a virgin when that was not the case?
Fourth, that brings me to the whole shaming that the abstinence only education produces. Making students sign a pledge to remain abstinent and even going as far as encouraging purity rings sets many students up for failure and ridicule from their peers. Well, at least the female students. Male students still get away with breaking them under the whole “boys will be boys” excuse malarkey. Girls face the brunt of the shaming when it comes to this area between self-talk if she should engage in sex to the social gossip that goes on within our schools. The teenage years are painful enough without adding shame to them. An article in Psychology Today from September 2017 brings up the practice of “slut shaming” that is prevalent in these abstinence only programs. One example they gave was one that I personally witnessed as a teacher where the group presenting had each student write whether or not she or he were a virgin. No names were given. The presenter made a similar comment made in the article by saying that “all the students who were not virgins likely had STDs and wouldn’t finish high school”. Seriously?!? The students I mentioned at the beginning of my talk all graduated or earned their GEDs, by the way.
Fifth, these abstinence only programs ignore that there may be some students who are sexually active already and, thus, in doing so, do not give them access to contraceptive methods or ways to prevent STDs. That was also backed up by the article from Psychology Today.
Many students cannot rely on their parent(s)/guardian(s) to educate them about sex or contraception. It is up to the schools to do this. Abstinence only education fails to do this and, by failing to do this, it fails our children. We cannot have groups like the one being used to teach our children. It would be much better to have the local health department send someone to do this or even reach out to the Education, Biology or Medical programs in local universities like Syracuse, LeMoyne, or SUNY Upstate to send in professionals to teach our youth. Theology and religious based programs do not belong in the public schools. If parents want them, then the parents should either have their children in private religious schools or arrange for their faith leaders to teach them and exempt them from science-based sex education. That is what this all boils down to after all. Yes, abstinence is the only sure fire way to prevent pregnancy and reduce the chances of students developing and STD or STI. However, it is not the only way and our students deserve all the tools they may need rather than just a screwdriver.
Thank you.

Works Cited

Mintz, Laurie. “Abstinence-Only Sex Ed: Harmful? Unethical?”. Psychology Today. September 5, 2017. .

Book Promotion

*****Update: I am in the process of revising and renaming my book in order to improve sales and visibility, hopefully. The new title will be “The High School Student’s Guide to life AFTER High School–College and Post-High School. It is still available on Kindle and through Amazon at the reasonable prices of the first edition since I really believe that all students need an affordable book to help them, their parents, and teachers as they navigate their way to college or other post-high school education******

I am not the best at self-promotion, but I am posting this blog entry to promote my first book. It is titled, Professor Otter’s High School Student’s Guide to Life AFTER High School–College and Post-High School. I wrote this book based on my professional experiences as a high school and community college English teacher. I had many students who were the first in their families to attend or even think about attending college. They would talk to their guidance counselors, who were helpful, but were burdened by having to handle all the testing, scheduling, and emotional assistance issues students had.

I wrote this guide in a simple and direct manner to make facilitate clarity. Most chapters have questions at the end to assist potential college/technical college students in their search for colleges/technical colleges as well as ways to succeed once they get to their school. There is an additional chapter written for non-traditional students who are returning to school. As someone who earned his degrees while having to work full time, I understand the challenges of balancing work and school both as an undergraduate and as a graduate students with a job and a family.

I have set the price as affordable as possible so that students can purchase it easily regardless of family financial situation. It is available on Kindle ($2.99) through Amazon as well as a paperback book through Amazon ($5.99). The ISBN numbers for the book are: ISBN-13: 978-1491242971 and ISBN-10: 1491242973. It can be ordered by going to Amazon.com in either Kindle or paperback format.

I am also available to speak with groups of parents and students about the path from high school to college or technical college.