Episode 301 has Skyler giving his commentary on the following topics: walking in on a teenager in her own bedroom; an older teenager acting disrespectful toward their parent; knowing when you’re ready for fatherhood; the role of fathers in their children’s lives; and more.Open This Content
More than one billion students around the world are currently missing school due to the COVID-19 pandemic. Several US states have already canceled school for the remainder of the academic year, turning to online learning when possible, and other states are likely to extend their school closures soon. Some educationists panic about learning loss while children are at home with their families, and headlines abound about how “homeschooling during the coronavirus will set back a generation of children.”
Learning Outside of a Classroom
Rather than focusing on the alarmist narrative of what is lost during this time away from school, it is worth emphasizing what is gained. There is so much learning that can happen this spring, within families and outside of a conventional classroom.
In many school districts across the country, any assigned coursework has been deemed optional, compulsory attendance laws have been relaxed, and annual testing mandates have been removed. This regulatory respite can provide an opportunity for parents to regain control of their children’s education and expand knowledge using the abundant online learning resources now at our fingertips. Free from state and federal curriculum and testing directives, parents can nurture their children’s education and development, helping them to explore new interests, dive into self-directed projects, and reveal passions and talents.
Whether it’s taking a virtual tour of one of 2,500 museums around the world, listening to a live concert, learning in-demand technology and coding skills for free, engaging in livestream story or art time with renowned authors and artists, or just enjoying special, slower moments together as a family, this is a once-in-a-lifetime chance to disconnect from standard schooling and discover how much learning can really happen.
Some worry about children’s learning slipping away during this time at home. Writing recently for The Washington Post, former Tennessee education commissioner Kevin Huffman notes the alleged “summer slide” phenomenon when students purportedly lose during summertime much of what they learned during the academic year. He suggests several strategies for combating the learning loss that he says will occur during the pandemic, including adding “more instructional days next year and beyond,” and “opening schools in the middle of the summer, lengthening the school day and the school year, or potentially eliminating summer vacation for the next couple of years.”
Does Learning Loss Occur?
But as I’ve written previously for NPR, we should be skeptical about the overall idea of “summer slide,” or learning loss when children are away from school. If learning is so easily lost when a child’s school routine is disrupted, did they ever really learn at all? They may have been effectively schooled—that is, trained and tested on certain material—but they likely never learned.
Now, children and their parents have an unprecedented opportunity to learn without school. While this is a stressful time for all of us, as our routines are altered and we are mostly stuck inside, distanced from our larger community, it can also be a time to use the enormous, and mostly free, digital resources that are sprouting daily to support learning and discovery. It can be a time to nurture and rekindle our children’s natural curiosity and creativity, qualities that are so often dulled within a mass compulsory schooling system focused on compliance and conformity. It can be a time to get to know our children in ways that might have been difficult during our previously packed, always-on-the-go days.
Most parents will eagerly send their children back to school when this is all over, but some parents will be surprised by what they discover during this break from ordinary life. They may see how much calmer their children are and how school-related ailments such as ADHD are less problematic at home. They may see that their children’s mental health has improved, particularly for teenagers who report the most unhappiness at school.
Parents may see their children’s love of reading and writing reappear, when they are allowed to read books and write stories that are meaningful to them and not tied to an arbitrary school assignment or grammar lesson. They may see a strong interest in science and technology emerge, as their children want to know more about how viruses work and what inventions are being created to help fight the pandemic. Parents may see real learning happen and decide not to send their children back to school.
Fortunately, there are now so many more ways to facilitate education without schooling, including hybrid homeschooling models, virtual learning, microschools, self-directed learning centers, and co-learning spaces. With more demand from parents for innovative, out-of-school learning options, more entrepreneurs will build experimental K-12 education models that will expand choices for parents and learners. Opting out of conventional schooling has never been easier or more worthwhile.
Rather than dwelling on the schoolwork that isn’t getting done this spring, let’s celebrate the immense learning that is occurring, in our homes and with our families, as we experience this historic event together. Let’s focus on what we gain, not on what we lost.Open This Content
Most high school students are not happy at school. A new study by Yale researchers finds that nearly three-quarters of high schoolers report negative feelings toward school. The study surveyed more than 20,000 high school students in all 50 US states and found widespread dissatisfaction at school across all demographic groups, with girls reporting slightly more negative emotions than boys. According to Yale co-author Zorana Ivcevic,
It was higher than we expected. We know from talking to students that they are feeling tired, stressed, and bored, but were surprised by how overwhelming it was.
The Yale findings, which were published in the most recent edition of the academic journal Learning and Instruction, echo previous conclusions about young people’s attitudes toward school. According to a 2016 Gallup student poll of nearly one million children from approximately three thousand different schools, enthusiasm for school dropped dramatically between fifth grade and twelfth grade.
In another large-scale 2003 study, psychologists tracked several hundred elementary and secondary school students over the course of a week. The students wore watches that signaled them several times a day to record, at that moment, what the students were doing and how they were feeling. The results revealed that children were unhappiest while they were at school, and happiest when out of school.
Is There a Better Way?
Perhaps these results are not surprising. School isn’t supposed to be fun, right? Kids have to deal with the drudgery of school, buckle down, and do the work because that’s life. Or so the thinking goes. What a horrible message to send to children, and to internalize ourselves: Life is drudgery, work is drudgery, and the sooner people learn this in school, the better off they will be.
It doesn’t have to be this way. For young people who are educated outside of forced schooling environments, learning can be engaging, rewarding, and yes, fun. Free to pursue passions, explore talents, and set individual goals, young people who learn without schooling or who are educated in other non-coercive learning environments, retain and expand their curiosity and autonomy.
It’s the lack of freedom and personal agency that leads to negative emotions toward school or life. When individuals are empowered to take charge of their living and learning, negativity diminishes.
Parents should take seriously these negative emotions in their adolescents, particularly as youth anxiety, depression, and suicide continue to soar. Researchers at Vanderbilt University found a correlation between adolescent suicidal thoughts and actions and school attendance, reporting that these tendencies decline during the summer months and spike at back-to-school time. This is an opposite pattern to that of adults, who experience the highest rates of suicide during the summertime.
In sharing the results of their latest survey on high schoolers’ negative feelings toward school, the Yale researchers suggest that later school start times might help by allowing young people more time for sleep; but this merely puts a Band-Aid on a much deeper wound. Teenagers don’t like school because their freedom is tightly controlled, they are micro-managed by adults, and they have no or little input in what, how, where, or with whom they learn. On the brink of adulthood, teenagers are increasingly treated like toddlers.
Not only is it dangerous to dismiss adolescents’ antipathy toward school as normal and expected, it avoids an honest look at the impact of coercion on human flourishing. When people are free, they thrive; with force, they flounder.Open This Content
It’s a dangerous thing to have too many convictions and too few actions to support those convictions.
It’s dangerous for all the obvious reasons: you tend to become a hypocrite, you tend not to actually help, etc. But it’s also dangerous for your ability to form new convictions. I’ve noticed it in myself: a growing feeling of being jaded at the problems I hear about in the news.
I could certainly be “aware” or “raise awareness” about the new issues of the day in community relations, environment, education, government, etc. But what would I really be adding? There are millions of people who make “awareness” their job.
And so I’ve tended in the past few years to focus my efforts on a few localized initiatives (church and community) and a handful of bigger ones (clean water, monetary freedom, education alternatives) while ignoring most of the “hot issues.”
But then there are things like the protests in Hong Kong.
From when I first heard about the large-scale resistance happening there in reaction against overreaching Chinese surveillance, it had been on the edge of my mind. I was opposed to the Chinese state, I was supportive of the cause of a free Hong Kong, but I was afraid to form much of an opinion partly for fear of becoming another “awareness raiser.” How could I really help that situation? The feeling of helplessness made me feel less like learning about the plight of the city, and I admit I buried my head in the sand about it.
Then I realized it was actually fairly easy to start putting my money where my heart was. There have been multiple GoFundMe’s started to fund supplies for the protestors (many of whom are just teenagers). Someone on Reddit put together a whole list of ways to support the city and its protestors.
I’ve started with just a small donation to the Hong Kong Free Press. I mean to do more. It will be small, but it will be something. And because I know how to help now, I expect I’ll be following these developments with a clearer eye now.
Aligning action with convictions has that clarifying effect. And the actions don’t have to be great.Open This Content
On a recent weekday morning, the first floor of Tiffany Pierce’s home in Queens, New York, was abuzz with activity. Six children, ranging in age from five to 12, were making art, learning about mathematical asymmetry and digging deep into topics ranging from geography to science. Pierce runs an art-inspired, micro-learning homeschool co-op, bringing together local families who want a more personalized approach to education for their children. Together, the families hired a teacher four days a week to craft an inviting and intellectually-engaging learning environment, while Pierce volunteers her space and support.
Challenging the Status Quo
An artist with a master’s degree in teaching and prior classroom experience, Pierce was thoughtful about her son, Liam’s, education. He went to a small, private preschool nearby,Artists have historically played a crucial role in challenging dominant systems and inspiring change. but when Pierce sent Liam to a public school for kindergarten, she realized it wasn’t a good fit for him. “It was a high-performing school,” Pierce recalls, “but when I visited I saw his back turned and him just looking out the window. His affect was so low, his confidence was shot, he didn’t want to play. I knew it wasn’t just kindergarten blues. This wasn’t his fit. Then he said: ‘Mommy, will you teach me at home?’”
The timing was right, as Pierce happened to be between jobs and she and Liam’s dad thought they would give homeschooling a try. “We like the freedom of choices and options,” says Pierce. “We like to have a say in how our child operates. This person is so precious to us.” In the beginning, says Pierce, she simply replicated school at home and it became a power struggle between getting her son to do things and him resisting. She was also busy running art classes and doing graphic design work for various clients.
Pierce knew she needed a different model and began posting to neighborhood Facebook groups about launching a co-op out of her home. The response was positive, with many parents expressing interest in alternative learning options for their children. Today, eight-year-old Liam learns with other children in the co-op, along with his mother and their teacher, Mary-Lynn Galindo, who provide structure while emphasizing self-directed learning and ample outside time. According to Pierce:
Homeschooling, micro-learning and co-teaching as a small neighborhood-based co-op allows for us to be fully involved with our kids’ learning experience and we weave it through our neighborhood, community, borough and city.
Pierce sees hybrid homeschooling models and the larger micro-school movement as a harbinger of education innovation: “I see us moving towards education that is self-directed,” she says. “Education does not have to be seen as coming from four walls in a conventional, traditional way.” To that end, she launched a mobile arts studio and is working on purchasing an art bus, to help others to view art and education differently. Inspired by the Harlem Renaissance, and in particular the Harlem Community Arts Center that sprouted from it and nurtured African American artistic talent during the late-1930s and early 1940s, Pierce envisions her mobile studio as a modern off-shoot of the center.
It is my mission for the mobile arts studio to serve as a 21st century version of a neighborhood-based arts studio where art is mobile and meets children and adults where they are to create, express and connect,
she says. In art, education and the intersection of the two, Pierce is looking to challenge longstanding conventional settings and practices and design something new.
An Art Apprenticeship Model
Designing something new is also what drives Gabriel Valles, a professional artist and entrepreneur in Austin, Texas who runs an art apprenticeship studio. Like Pierce, Valles homeschools his children and works closely with other local homeschoolers, while building an innovative art education model. He also began his homeschooling journey by trying to replicate school-at-home and witnessing how coercion had a detrimental effect on his children’s learning and their family relationships. By granting his children more autonomy and opportunity for self-direction, their learning flourished. His older son, now 15, has a passion for stop motion animation and has a successful YouTube channel with over 50,000 subscribers and almost 32 million views.
As Valles observed how his children’s creativity and competence grew when they were allowed to drive their own learning while being supported by adults, he decided to launch an art studio, MentorWings, that would run on a self-directed apprenticeship model for aspiring young artists. “Our program is principle-based and self-directed,” says Valles.
Students come in with their particular interest, such as superheroes, anime, fantasy art or cartooning, and we meet them where they are. There is no curriculum. Instead we focus on building upon foundational art principles, such as shape, form, design and color.
Valles sees how young people quickly build their skills, and become highly competent, doing college or professional-level work as teenagers. “We need to give kids more credit than we’re giving them and acknowledge that they can be doing real-world work before or instead of college,” says Valles. He says that art school is too expensive and often doesn’t lead to the kind of career in-roads that can result in fulfilling work.
This work is increasingly in-demand, says Valles, as digital content development and marketing become ubiquitous and new mediums emerge. “I am trying to make it less expensive to attain professional-level competence and also build bridges into the industry,” says Valles. He has established an endorsement system for young artists based on their portfolios that can provide an alternative signaling mechanism for employers.
That endorsement versus a general degree really means a lot. It doesn’t guarantee a job, but it shows confidence in a particular student and becomes a much more powerful signal to the people who are hiring,
Artists have historically played a crucial role in challenging dominant systems and inspiring change. It’s not surprising that today some of them are building unconventional education models and imagining new possibilities for learning. As Valles says:
My passion is experimenting and inventing things. Art is just the medium that I do that through. Creating educational structures that are a little more just for kids is the problem I am really trying to address.
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Annie Karni, Maggie Haberman, and Sheila Kaplan of the New York Times describe US president Donald Trump’s proposed ban on flavored e-cigarette products as “a swift and bold reaction to a growing public health crisis affecting teenagers” that Trump backed away from “under pressure from his political advisers and lobbyists to factor in the potential pushback from his supporters.”
Maybe they’re right about Trump’s motivations, but they’re wrong about pretty much everything else.
E-cigarettes are not a “public health crisis.” That supposed crisis is not “growing.” And to the extent that teenagers are negatively affected by e-cigarettes, the very “bold reactions” the three writers seem to favor are far more culpable than e-cigarettes themselves.
E-cigarettes are, according to all credible evidence, safer than burning sticks of tobacco — sorry, FDA, you don’t get to tell me I can’t say so.
A few cases of lung injury from black market “street vapes” have been reported, the cause (use of vitamin E in the “juice”) seems to have been identified, and that problem is already disappearing in the rear-view mirror.
Who buys “street vapes?” People who can’t buy the e-cigarette products they want legally, either because of content (cannabis) or age (the teenagers the Times authors imply they care about so much).
Banning flavored e-cigarette products wouldn’t stop teenagers, or anyone else, from getting flavored e-cigarette products. It would just send even more of them to the “street vape” market for those products.
If Trump reconsidered his proposed ban due to political pressure and the desire to be re-elected, so what? A good decision is a good decision.
President Franklin Delano Roosevelt once told a group of lobbyists, who were pushing a policy change at him, “Okay, you’ve convinced me. Now go out and bring pressure on me.”
That’s how politics works. Politicians appease voters and activist groups who can help or harm their careers. Sometimes that works out well for the public, sometimes it works out badly.
In this case it works out well — certainly for the public, and possibly for Trump. Much of the “I Vape and I Vote” demographic presumably falls outside his existing electoral “base,” and for at least some the issue matters enough to swing their votes.
Now Trump’s Democratic opponents need to decide which they value more: Their desire to run everyone’s lives at the expense of actual public health, or that public health and those votes.Open This Content