Media, et al

Americans generally know about the world past their door exclusively from the media. Global warming, the economic crisis, even tennis matches. I’m always fascinated when an active tennis player goes on the show w/ MacEnroe & company. It becomes very clear that the regular commentators are rehashing platitudes largely in a vacuum. The player from the locker room knows that the guy on the court has a sore knee they’re concealing or hates playing lefties or whatever. So much of what we hear is speculation or opinion or hope masquerading as fact.

As regards the economy, they say a person with one hand in boiling water and another in freezing water is on average comfortable. National statistics are like that. One place make be totally bombed out, but another is booming. The aggregate number means little to folks in either place, though I suppose it is of some use to policy makers who do manage the aggregate…

Standards Again

Interesting post! I think you’re right. No legal business is free from standards of some kind. Further, those standards are imposed with the intent of protecting the public from the fallibility, neglect and/or malfeasance of the industry. As a society, we are responsible for the trade-offs involved in regulation. One cost is the higher inefficiency or cost of the process. The medical area is one where government intervention has created a substantial burden to efficiency and expense. The second is wisdom or intelligence. The government regulation of the financial industry didn’t prevent the financial collapse we experienced last year. Arguably, it facilitated it in important ways. Finally, regulation creates an expectation of safety which is not possible where humans are involved. Humans are universally fallible and so are their institutions. This is in no way to say that the government or industry associations shouldn’t move to create regulations or standards. It is to say we need to understand the trade-offs and costs.

Likewise, I find your story of attempting to control the ‘professionalism’ of sports fascinating. I am all for amateur athletics. I think it is athletics at its best. But the corrupting forces are overwhelming. I’m sure every team in your league that cares in the slightest pushes the rules to the maximum and often finds loopholes to push beyond. Likewise, we see it in professional athletics. Even golfers are taking performance enhancing supplements now, it seems! And what of sports where they deliberately create a system to keep dominance from happening? Does it serve the sport that the championship rotates yearly? At what point will fans understand that they are watching a nearly random walk?

More on Standards

I have been considering your post for several days, wondering if I should post the questions it raises for me. Marvin’s post on military standards snapped the issue into focus for me. This is also an extension of the discussion from earlier this week.

My learning style is independent and I am a global thinker. I jump conceptually rather than following a string of facts. This does not make me an ideal candidate for operating in a tightly standardized environment, at least in terms of tight adherence to standards. As I said to Scot, my natural inclination is to follow the intent of the standards rather than the letter.

Even if I try to force myself to tightly adhere to standards, it doesn’t work for me. One example that comes to mind: I was nearly killed skydiving when I had a particular malfunction and decided to adhere to the letter of my training rather than the common sense of the situation. Because I didn’t fully understand the ‘why’ of the instruction, I didn’t have the ability to understand that in that particular situation, following my training was acutely dangerous.

Myers-Briggs would have it that there are four groups of four specific personality types. At least one of those four groups is particularly suited to standards-based environments. People in that group are frequently found in teaching, the military, law enforcement, emergency services and a host of other, similar, professions. They are the backbone of society. My best friend took the test and discovered that he was of this group and it made perfect sense to him. He fights wildfires in Alaska.

I am most definitely not. My personality is great at expanding on something, finding new ways to do old things and finding the shortest distance between two points (figuratively). Routine is torture for me. Even in tennis, I will be happily cruising along in a match and then out of the blue I ‘try something different’ and the wheels fall off. My need for stimulation exceeds my need to win, apparently.

We are all wired the way we are wired and recognizing this can allow me to find ways to harness the strengths of this style while being alert to the pitfalls. I too expect that my classroom will operate under clear standards. One of those standards will be “Sometimes we don’t follow the standards”. As I said to Scot, that’s a trickier road to follow. But I take heart in several factors. One, I’m not the only person who is wired this way. Some of my kids will need the flexibility just as much as I do. Two, I am acutely aware of my difference from the norm and the peril of straying from the defined path. Three, this is the way I’m designed to operate.

This is not to say I am a loose cannon. I operated successfully in organizational environments for the full 20 years of my previous career. I will cleave to the standards where necessary and self-correct along the way. But it is critical that I understand this tension and continue to explore it as my education progresses. I feel strongly that this will be an ongoing challenge for me but it will also be the very heart of who I will be as a teacher, the very heart of whatever success I am lucky enough to have.

Human Standardization

I hadn’t thought of it before your post but you are so right! The military is the ultimate in standards based living. From the first second of boot camp, the recruit is exposed to a broad and specific set of expectations of behavior and performance. There are manuals for everything, from the way to clean a rifle to the way to wear a particular uniform. Nearly everything is standardized. I can’t think of any institution remotely matching the rigor of military standards.

It makes perfect sense that this would be the case. The military is the ultimate collective entity. Every aspect needs to be standardized so that it performs in the manner expected by the leaders. This performance must take place consistently, even under mortal stress. And the members of the organization are intensely diverse, in background, in ability, in self-discipline, in initiative. Only a powerful set of standards allows the military to perform as an effective collective.

I fully understand the logic and value of such profound standardization, but operating with this level of standardization is beyond me. I have no objection, moral or otherwise. It’s not that my life wouldn’t be simpler if I was more capable of simply adhering to standards. But based on my life experience and the self-testing I’ve done (including the learning styles in this course and Myers-Briggs), I am just not designed to operate in such a fashion.

Control

I always remember Crichton’s discussion of chaos theory in Jurassic Park. In essence he says that nature is simply too complex to be controlled by humans. Any such attempts simply set of a long chain of unintended consequences. Quite frequently, the unintended consequences dwarf the risk that was the target of the intervention.

Market regulation has some of this aspect. Regulations very clearly set the rules on what can and cannot be done and how much risk is to be associated with what activity. That’s all well and good if the regulators are acting with perfect clarity. If they aren’t, they are channeling a whole lot of activity into a space that isn’t as it is understood to be. I don’t think we need any examples of what this might look like.

The medical field as you describe it seems to have a similar issue. No doubt HIPPA is a valuable and important protection. Our own information is deemed by our society to be private and personally owned. Yet we interact with a network of independent doctors, all working on slightly (or very) different problems independently. There is no transparency on what other doctors observe, let alone anything as life and death as drug interactions. How much better and safer medical care would be if there was a national database of patients records containing prescription records as well as all other diagnostic records. But nevermind the complexity of the endeavor to create that system, HIPPA stands obliquely but solidly in the path.

And this reminds me of 9/11 and the whole ‘Chinese Wall’ wall discussion. Efforts to protect our privacy (directly or indirectly through perceived Constitutional constraints) effectively prevented the free flow of information through the hands of those charged with keeping us safe.

My final example is nature preservation. Our efforts to prevent wildfires lead to dangerous cascades when the tipping point is reached. Likewise, ‘preserving’ on species independently throws nature out of balance and harms many species.

I do not mean to suggest that we do nothing but there is no simple answer. In a way, that is part of the answer. If we remember that there is no simple answer for any major conversation, perhaps we will tread more lightly and humbly when we go to design interventions to ‘protect’ ourselves.

More on Portfolios

Both of our daughter’s teachers (K & 1) have kept portfolios of her work. They used them in parent-teacher conferences to demonstrate her capabilities and her growth. In addition, we got the portfolio at the end of kindergarten and expect the 1st grade portfolio at the end of this year. They are great tools in this regard. It makes the connection of parents-teacher-child very tangible and softens the conversations. I’d imagine in the event that there were issues to be discussed having tangible examples of those issues would be helpful as well. And they make great keepsakes when they finally come home!

The one thing I have observed as a parent that might need some scrutiny is the possibility that the Childrens’ portfolios become more about the teacher’s ego. This hasn’t happened to us, but I have seen and heard of times where the Childrens’ work becomes a validation of the teacher rather than the children. This can take a number of forms. One might be an over-emphasis of creating work to ‘show off’ as opposed to work to experiment and learn from. Connected to this might be setting too narrow a band of allowable creativity or quality. If the child is simply expected to replicate an example piece of art, much of the joy and learning depart. That’s not to say duplicating and following instructions doesn’t have its place, but only in exercises intended to be that way. Otherwise, I believe there should be a lot more room for kids to experiment and discover their own limits. Then there is the density of work product. Even eating ice cream can get tedious in excess. Finally, it may be that children can sense the teacher’s motivation and might come to associate certain projects or endeavors with gratifying another person rather than something to be done for the joy or learning of it. I’m not suggesting this happens often, but we all try to find satisfaction where we can. My plan when I teach is to make sure the kids are the stars!

More on Standards

I really don’t know the answer. In the past, I have acted the maverick, doing what I thought best. I acted in harmony with what I understood the spirit of the standards to be but frequently not in harmony with the letter. Obviously, I didn’t do that in areas of regulatory or legal constraint. But in areas where I wasn’t actually bound to follow a particular path, I generally made my own way to the goal. One of my teaching heroes is Rafe Esquith of Hobart Shakespeareans fame. He too is a maverick, to the point where I frequently wince on his behalf reading of his interactions with other teachers, administrators and the curriculum. As I recall, he teaches the curriculum as quickly as he can and spends the balance of his time on what he wants to do. Of course, he starts school an hour early and keeps class open until late in the afternoon so he creates more time in which to do more.

I’m pretty clear that I don’t want to carry the weight of being such a maverick as I go forward. On the other hand, i didn’t sign up for this career to be a factory worker on the educational assembly line. I think for me, the challenge is finding something other than zero or ten on the spectrum. I think it is possible to respect the curriculum and even expect that it contains wisdom that is invisible me, but at the same time innovate and create around it’s core (and around its weaker points).