Tag Archives: kids

Why Kids Misbehave in School

Five years into retirement and I still read school related articles from time to time.  Although there have been changes since I retired after 37 years as a teacher, coach, and school administrator, the articles I read prove some things never change.  Student behavior or misbehavior is one of those things that remains relatively the same year after year after year.   As long as there are schools, there will be kids who, for whatever reason, choose to be rebellious, defiant, disrespectful, and obnoxious.  Why?  Every year countless articles and books explore that question, but to date, no one has come up with a better answer than kids are human, and humans are impulsive, unpredictable, and make dumb choices.   Education discipline jargon changes yearly, and new enlightened gurus appear on the scene proposing the newest and greatest solutions ever conceived, but like the gurus before them, their solutions often prove ineffective and useless for dealing with negative student behavior.  The number of books published annually on this topic is a clear indicator there is not an easy answer or cure-all solution.  Education authors lay the blame for school discipline problems on bad apples, the teacher, poor parenting, peer influence, bullying, stupid choices, and academic difficulties, but the truth is school discipline problems are caused by all of the above laced with a healthy dose of animalism, humanism, and hormones.

If you follow Facebook, you will most likely be led to believe kids misbehave because they are mutinous little hellions, they come from bad stock, or they are simply BAD APPLES.  Fortunately, such reasons are rarely the case.  In my experience as a teacher and school administrator, I seldom faced a disobedient or rebellious student who was a pure evil BAD APPLE.  As a good friend often reminds me, “God don’t make no junk,” and tongue in cheek bad grammar aside, he is right.  All children have worth; it sometimes takes extra patience and prayer to find it in some, but they all have worth.  In my 37 years as an educator, I would say less than 1% of the students I dealt with for behavior problems were just plain bad, and even that handful usually went on to become responsible citizens as they grew into adulthood.

“It’s the teacher’s fault!” is the number one cry of too many parents when confronted by reports their child is misbehaving at school.  Many parents like to point at the teacher as the problem because they are frustrated themselves with junior’s behavior, or they are not adult or savvy enough to understand most teachers will do backflips or whatever it takes to avoid having a parent conference due to a child’s behavior.  Teachers want to be left alone to do their jobs, and there is maybe a 1% chance they will hold a grudge against a child, take revenge against a child, or intentionally do anything to a child that will ultimately result in a hostile parent conference.  Teachers have degrees for good reason; they are smart, and it is not smart for an adult, especially a professional, to create circumstances that result in extra work and stress.  However, teachers are not perfect, so it could be the teacher’s fault if a child misbehaves, but not likely.

Likewise, the number one reason teachers give for student discipline issues in the classroom is “poor parenting.”  Although, they rarely know for sure, teachers are often quick to blame mom and dad for the child’s disruptions in the classroom.  They see disrespect, rudeness, and defiance as traits of poor upbringing, and although there is some merit to such perceptions, there are often other influences or factors that are the real cause.  Parents, like teachers, are not perfect, but most of them do the best they know how to do when raising their children.  Like teachers, they despise parent/teacher conferences and would as soon get a root canal as attend one.  Both teachers and parents need to understand, student misbehavior in the classroom is the student’s fault; there is no one else to blame!  The student made the choice to be disruptive or lash out, and the student should be held responsible for his/her disruptive behavior!  It is important to understand why they chose to act out, but it is just as important, if not more so, to hold them accountable for their actions.  Consequences for poor choices is the only way to teach children to be responsible, caring human beings.

Although schools are much more aware of bullying today than a few years ago, it still happens.  In cases where a child is bullied by another child, we often think of the bullied child as one who withdraws within himself, isolates himself, or becomes depressed and even suicidal; we think of a helpless victim.  However, a bullied child can sometimes lash out.  As a defense mechanism, such a child can take on the role of the bully with his peers or even become a disruptive force in the classroom.  Such a child is not a bad apple, mistreated by teachers, or the product of parental malpractice; the bullied child takes refuge in the only protection he sees available to him – “if you can’t beat them, join them.”  By becoming part of the problem, the bullied child builds a wall of protection that shields him from further torment and provides some semblance of sanctuary.

A more likely reason for unruly behavior at school is peer influence.  When growing up, did your parents ever say, “If Susie jumped off a cliff would you also jump off the cliff?”  Mine did, and quite often!  If you are 13, 14, 15, 16, 17, or 18 the answer is “YES! You would follow Susie off that cliff!”  Middle and high school students are likely to try anything, regardless how stupid, if they think it might be fun, make them more popular, or get them noticed favorably by their friends.  Peer influence is more of an inducement for disruptive behavior than all the bad apples, vengeful teachers, poor parents, and bullying combined.

Sometimes students misbehave at school because something is out-of-whack at home.  Students from good homes with the best parents are not immune to behavior problems in school.  There are times when things go wrong in the best of homes with the most loving and caring parents.  In a world of shrinking commitment, children are often the unintentional victims of family quarrels over finances, infidelity, and divorce.   Such potentially life altering events in a family cannot help but ride to school on the shoulders of children who out of hurt, frustration, and feelings of betrayal and abandonment act out contrary to their norm.  In my experience as a school administrator, roughly ten percent of student behavior issues were the result of problems at home – not issues of bad parenting, but issues that threatened to tear the family unit apart.  Under such conditions, even the most even keeled child can break and lash out.

The number two reason for student misbehavior in school is stupid choices.  As smart and sophisticated as kids are today, they still make stupid choices.  It is no secret that teen elevators do not always go all the way to the top floor.  They are not only at the mercy of peer influence and pressure, but all too often, they are impulsive and empty minded.  Little thought is given to consequences for their actions.  For example, I still recall the stench of deer urine a student poured in a friend’s locker as a practical joke.  The books in the friend’s locker as well as the books in adjoining lockers were saturated and ruined with the stink.  The smell was so bad the whole locker section, approximately thirty lockers, had to be closed off and two classes had to be evacuated and reassigned elsewhere in the building.  On top of that, the student had to make restitution for a couple hundred dollars in damaged textbooks.  Was the student who committed the foul deed a BAD APPLE?  No, but he caused a major disruption of the school day just the same!

Finally, the number one reason for student misbehavior in school is by far the saddest – academic deficiencies.  When I was a high school principal, my assistant principals and I studied discipline data religiously.  We especially focused on students with habitual discipline problems.  We combed the data and reviewed cumulative folders looking for clues that might show how to best intervene with the student.  What we found was over fifty percent of students with habitual discipline issues were a grade to two grades behind, struggled academically in two or more core subjects, and could not read on grade level.  Academically, they had little hope for passing to the next subject or grade.  They could not keep up, so they disrupted class out of frustration and to cover up their academic difficulties – primarily, their inability to read.  If a child cannot read when he reaches high school, he is lost, and there is little that can be done to get him/her back on track.  Therefore, what else can a child do but act out and become a discipline problem?

During a school year, school administrators, especially at middle schools and high schools, will be confronted by discipline issues ranging from mean spirited to ridiculously stupid.  Except for a very few kids, they will find BAD APPLES are rare, and misbehavior is a human reaction to the cards life deals, or the result of stupid human choices.  Over time and with help, 90% of kids learn to deal with life’s ups and downs as well as learn from the stupid choices they make.  These kids move on to bigger and better things in life.  The other 10% is why principals, assistant principals, and guidance counselors earn their paychecks.  If they don’t give up on that 10%, ninety-nine percent of the time, those horrible little hellions are also likely to turn out all right and become productive citizens.  When that happens, teachers and administrators should write their own book!  They did something right, and it should be celebrated and shared with the world.

JL

 

©Jack Linton, April 18, 2018

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Lessons We Learned from Our Kids

Parents teach their children valuable lessons to take with them through life.  Lessons about family and building relationships usually top the list, and countless hours are spent teaching, modelling, and reinforcing those lessons until they become embedded in the child.  Many parents turn to articles and books to guide them through the parenting maze, but even then, raising children is trial and error at best.  Teaching lessons that will carry children to success throughout their lives is not an easy task, but with perseverance, most parents succeed in giving their children the foundation and confidence they need to be successful in life.

However, life lessons are not just for kids.  Kids are quite adept at teaching their parents a few lessons of their own.  The first lesson, which parents are often oblivious to until too late, is kids are always in control.  Parents may think otherwise, but they are only deceiving themselves.  They are under the thumb of their children, and they remain there for a lifetime.  From an early age, kids sell the idea that “kids come first,” and “the world revolves around them.”  Since parents are more eager to please their children than their children are to please them, they buy into the “kids first” mentality hook, line, and sinker.  As a result, they are defenseless against being brainwashed.  They are at the mercy of master manipulators – their children.

My wife and I are no different; we were thoroughly brainwashed, manipulated, and trained by our three children.  They made us unwavering disciples of “our kids come first” and “our world revolves around our kids.”  In our home, there has never been any doubt who “ruled the roost” – the kids!   Our two sons and daughter taught us how to run errands for them at the drop of a hat and cater to their every need.  Their dear old mom slaved over a stove and oven eight hours a day to cook their favorite meals, and what did she get?  Turned up noses and squeals of “Ewww, there’s an onion in my potato salad;” “Gross there’s tomato pieces in the spaghetti sauce;” and “I’m not eating anything green.”  How that poor woman made it through the child bearing years only to be bushwhacked by kids with the palate of a McDonald’s junky, I will never know!  Nevertheless, like most parents, we were and are bound within a system of labor (service to our kids) for a fixed period of time (from birth to forever) in which our lives are exclusively the property of our children.  In fact, we have been named “Indentured Servants” of the year more than once since the births of our children.  However, if you ask my wife, she will tell you we would not have it any other way, especially now that our children are parents.

We are having the time of our lives watching our grandkids wrap our daughter and sons around their sticky little fingers.  Like us, our kids have become “Indentured Servants” to their children – baseball, softball, football, golf, cheerleading, band, show choir, church youth events, sleepovers, cooking their meals with special attention to personal diets and preferences, washing their clothes, money for movies, keys to the car, and waiting to 11:00 a.m. to cut the grass on Saturday morning so as not to interrupt the little darlings’ sleep are just a few of the concessions they along with countless other parents make for their children!  It’s all fun though, and when their children are thirty, our kids will most likely agree as well.  Our kids keep us smiling and young, and my wife and I would not change any of it for any treasure in this world. The good news is we are confident the lessons are not over.  With six grandchildren, we still have a lot to learn, but the grandkids will have to work hard if they expect to top the following list of lessons their parents taught us.

 Lessons We Learned from Our Three Kids

  • It is not wise to jump out of a swing backwards;
  • Dancing can break bones;
  • You really don’t want to know what the odor in your sons’ bedroom is;
  • Towel capes cannot make you fly, but they are good for cleaning up the blood before mom gets home;
  • One daughter is more than a match for two sons;
  • Sharpies will write on anything including floors, walls, and ceilings as well as act as the perfect touch-up paint for everything that does not need painting;
  • A clothes dryer does not make a good hamster’s wheel – RIP Herman;
  • Lost underpants during potty training means ransacking the house to find those underpants;
  • Boiled Easter eggs will spoil if kept under the bed until the following Easter;
  • Parents should be extra suspicious when their children are quite;
  • Do not drink after your kids;
  • “Uh oh” after the toilet flushes means “watch out,” but it is probably too late.

JL

©Jack Linton, April 20, 2017

Twenty Tips for New Teachers (or Veteran Teachers)

Over the years, I have been asked numerous times for advice or tips I would offer new teachers or veteran teachers.  I always respond by saying the little I know is the result of professional reading (at least thirty minutes daily) and mistakes I made as a teacher and a school administrator.  I think the biggest mistake most teachers make is looking for perfection.  This mistake can cost them their joy as a teacher.  It causes them to lose sight of what teaching is about and why they signed on to teach in the first place.  Sometimes teachers become so blinded by the pursuit of perfection, they lose sight of the good they do, and as a consequence they drum themselves out of the profession.  No matter how badly they want it, there is no such thing as the perfect student, the perfect parent, or the perfect teacher, so my advice to teachers is to STOP looking for perfection, and replace it with an expectation of always “putting forth the best you can do.”  That is the highest expectation, teachers can ever hope to achieve from their students; it is the highest expectation they can ever expect of themselves.  Next, I would advise teachers to MAKE TEACHING A COMMITMENT:  commitment to the teaching journey, commitment to learning from mistakes, commitment to professional learning, and commitment to NEVER giving up on students or themselves.  After that, I would offer the following advice and tips:

  1. You WILL make mistakes – learn not to repeat them – learn to apologize and move on! Making a mistake is not a sign of weakness, it is a sign you are not sitting still;
  2. It’s okay to have fun! Good teachers figure out how to make learning fun!
  3. Use handouts as a teaching tool, not a “keep them busy” tool. Remember, teachers teach and subs give handouts!   Which are you?
  4. Use pre-test to assess your student’s existing knowledge. Pre-assessments will help you make your teaching more relevant and their learning more meaningful;
  5. Communicate with parents often! Nothing can be more unsettling to a teacher’s day than a surprised or angry parent who has been kept in the dark about their child’s progress;
  6. Greet students at the door like you are happy to see them – not like they are the plague;
  7. Be on time for duty! The safety of students and your career is on the line.  Monitoring duty in the cafeteria, in the hall between classes, before school, or after school is a necessity!  It is not a useless punishment your uncaring principal has placed on you;
  8. Make note of teachers who always complain and are unhappy – be nice to them, but stay away, unless you want to be like them;
  9. Be proud to be a teacher! You have the most important job in the world.  You influence young lives every day, so decide every morning if it will be a positive influence or a negative influence;
  10. Assign seats! Especially until you get to know your students.  Assigning seats also makes it easier and faster to take roll;
  11. If you do not plan to discuss and review homework in class the next day, DO NOT assign homework! Homework is only effective if it is used as a formative tool with timely feedback to students;
  12. DO NOT assign work in class that will not be discussed, reviewed, or graded. Like the teacher, students DO NOT need busy work;
  13. Never make an online assignment without first checking the websites, including links to other websites. Ask these questions – Is it active?  Like most everything, websites do not last forever.  Is it blocked by the school filter?  If blocked, seek help from the school technology person to unblock it.  Is it appropriate?  Make sure the content is appropriate for the student age level you teach as well as for the community the school serves;
  14. Always, always, always preview movies to be shown in class. Movies should be used sparingly in class and then only in small clips to support discussion of the lesson.  Showing a movie that takes up one to three days of class time is poor practice and a waste of instructional time.  Showing a movie in its entirety is lazy teaching;
  15. If you assign a book or website that may be controversial to students, their families, or the community do the following: (1) meet with the principal and seek his/her support by explaining why you have chosen the material and its value to the learning process; (2) Send home a notice to parents/guardians that some content may be offensive and explain why you believe it is necessary to use the material in class; (3) offer an alternative assignment for students and/or parents who object to the content (use of offensive language, use of graphic sex, etc.);
  16. Never argue with a student in class! You are the authority in the classroom!  If a student wants to challenge authority let him/her challenge the authority of the assistant principal or the principal;
  17. Teaching for student success:
    1. Pre-assess (pre-test) knowledge;
    2. Provide students learning targets based on pre-assessment needs;
    3. Teach what you want them to know;
    4. Use on-going assessment (formative) throughout the lesson. Check frequently for understanding;
    5. STOP and re-teach if and when necessary;
    6. Assess what you want them to know (summative);
    7. Use summative assessment as a formative tool (feedback) for student learning; and
    8. Re-teach if and when necessary.
  18. Being a TEACHER is NOT about teaching; it is about LEARNING! You may be the greatest presenter of content of all time, but if your students don’t learn, you have failed as a teacher;
  19. Remember, it’s okay to breathe! Teaching is a monstrous responsibility, but if you teach with the same passion and compassion you expect from your children’s teachers, you will be okay; and
  20. Enjoy the teaching journey! You are a part of an awesome group of people.  You are a teacher because you care.

These tips are basic, but if followed, they can serve the new teacher or the veteran teacher well.  Teachers must always maintain high expectations, accept nothing but the best from their students, and never give up on the least of them or themselves.  A tall order, no doubt, but kids will tell you – GOOD TEACHERS CAN DO ANYTHING!

JL

©Jack Linton, August 24, 2016

It’s The First Day of School, Teachers Don’t Worry

It’s the first day of school, teachers don’t worry

            About low pay – they can’t afford what you are worth;

It’s the first day of school, teachers don’t worry

            About long hours – artists never see the clock;

It’s the first day of school, teachers don’t worry

            About politicians – they’ve never had your back;

It’s the first day of school, teachers don’t worry

            About public opinion – they haven’t a clue what you do;

It’s the first day of school, teachers don’t worry

            About evaluations – they need you more than you need them;

It’s the first day of school, teachers don’t worry

            About teaching – make compassion your passion;

It’s the first day of school, teachers don’t worry

            About state tests – teach their content with your heart;

It’s the first day of school, teachers don’t worry

            About personal breaks – teachers have big hearts and bladders;

It’s the first day of school, teachers don’t worry

            About not being good enough – your best is all anyone can ask;

It’s the first day of school, teachers don’t worry

            That America’s kids are behind the world – you know that’s B.S.;

It’s the first day of school, teachers don’t worry

            That parents don’t like you – sometimes they don’t like themselves;

It’s the first day of school, teachers don’t worry –

            Smile – Feed a young soul with your light;

It’s the first day of school, teachers don’t worry –

            Pray – Stay humbled by the lives you help shape;

It’s the first day of school, teachers don’t worry –

            Play – Laugh, dance, and celebrate the day;

It’s the first day of school, teachers don’t worry –

            Stand tall – Not many have the courage to do what you do;

It’s the first day of school, teachers don’t worry –

            Seize the moment – Be ready to make a difference;

It’s the first day of school, teachers don’t worry –

            Give – Your best gift is that you care;

It’s the first day of school, teachers don’t worry –

            Love – You teach because you love kids;

It’s the first day of school, teachers don’t worry –

            You have the most important job in the world;

It’s the first day of school, teachers don’t worry –

            Take a deep breath and enjoy the ride!

 

Remember the three most important influences in a child’s life are  . . .

  1. God
  2. Family
  3. Teachers

Everyone else is gravy or sour milk.

 

JL

©Jack Linton,  August 3, 2016

Warning Shot Fired at State Educators by Mississippi Legislature

After House Bill (HB) 449 in 2015 and HB 49 in 2016 failed to become law and silence state educators, the Mississippi Legislature may have delivered a coup de gras with the recent passage of HB 1643, Section 44.  Section 44 reads . . .

“None of the funds provided herein may be expended to make payments or transfers to the Mississippi Association of School Superintendents. Furthermore, none of the funds provided herein may be expended if any local school district expends any public funds to make payments or transfers to the Association.”

Over the years, the Mississippi Association of School Superintendents (MASS) has been a major education liaison between educators and the Mississippi Legislature.  After July 1, 2016, Section 44 may put an end to that relationship, but as grave as the loss of an association devoted to promoting and improving education may be, the gravest consequence of Section 44 may well be the silencing of educator voices across Mississippi.  By prohibiting payments from public funds to MASS and threatening to withhold state funds to any local district violating Section 44, the legislature fired a warning shot aimed at all state educators.  They sent a strong message that if any educator dares side or speak against them, as some superintendents did during the controversial and heated Initiative 42 campaign in the fall of 2015, there will be consequences to pay.

Bill author, House Appropriations Committee Chairman Herb Frierson, R–Poplarville, made it clear Section 44 of the bill is retaliation for what he called personal attacks against state officials by state school district superintendents during the Initiative 42 campaign.  He said, “When they attack people like that, they’re biting the hand that feeds them, and maybe the next time they need to think about that.”  However, the record supports the problem goes much deeper than Initiative 42.  Prior to the Initiative, House Education Chairman, John L. Moore introduced HB 449 in the 2015 legislative session that threatened to penalize educators $10,000 dollars for exercising their freedom of speech on school related issues.  He renewed his effort to silence educators in the 2016 legislative session when he introduced HB 49, which was basically a repeat of his failed 2015 bill.  The objective of both bills was to silence the voice of educators across the state who spoke in protest against state legislators who refused to honor the law and fully fund education.

Frierson said, “There’s very little trust between the leadership and school administrators and most of it goes back to the 42 campaign.”  He is right; little trust exists between state leadership and educators in general, and the vindictiveness of HB 1643, Section 44 will do nothing to build trust between the two factions.  The distrust between the two, which began long before Initiative 42, will only grow deeper as a result of such pettiness.  This rift began when state legislators repeatedly went back on their word to fully fund MAEP (Mississippi Adequate Education Program), and refused to work and listen to state educators on education issues.  This divide escalated with Initiative 42 when legislators placed an alternative measure on the ballot, which confused the issue and made it difficult at best for the Initiative to pass.  Trust between the two deteriorated further when legislators misled state voters with threats of budget cuts to other agencies if the Initiative passed – cuts that nevertheless became a reality after the Initiative was defeated.

HB 1643, Section 44 was a stroke of political genius.  By taking a less direct route than Moore and embedding the retaliatory action against school superintendents in the appropriations bill, Frierson kept his intentions under the radar as a part of the greater bill.  However, the impact on educators will be everything Moore hoped for, if not more.  Section 44 is most likely a death blow to MASS, and due to fear of reprisals against them, it may likely usher the end of educators speaking out for fairness, integrity, and common sense on education issues.  As Frierson would say, “If it does, it does.”  After all, why should free speech stand in the way of the greater power of the state legislature?

It is ironic some of the exact things the Mississippi leadership detests most about the federal government are forced on Mississippi citizens by the state leadership.  They detest the federal government usurping the power of local government, yet Section 44 tells local school districts how to spend local dollars.  They openly despise Common Core Standards because they argue the federal government bullied schools into using the standards or risk losing federal funds.  Doesn’t Section 44 do the same when it threatens to withhold state funds from local school districts that fail to take part in the legislature’s vendetta against the superintendent’s association?  It appears the Mississippi Legislature may be as power hungry if not more so than the federal government they rail so vehemently against.

Isn’t it also ironic America’s most basic right, free speech, is the right many Mississippi legislators want to strip from state educators?  In the United States of America (Mississippi is a part of the United States), instead of reprisals against free speech, shouldn’t there be reprisals against those who advocate such?  However, retaliation against either side will not resolve this issue.  As Frierson said the issues boil down to trust, and at this time neither the legislature nor state educators trust the other to do their jobs effectively.

After the defeat of Initiative 42, Lieutenant Governor Tate Reeves spoke about pulling both sides together as a family.  That has not happened.  All anyone needs to do is examine such bills as HB 49 and Section 44 of HB 1643 to see educators are not regarded as family by the state legislature.  If they were family, legislators would be more inclined to listen to them, and not try to silence them.  However, maybe Mr. Reeves’ words were for show only, and what Frierson, Moore and many others in the legislature really want is for educators to prostrate themselves before them.  If so, who is next – small business owners?  Ministers?   Simply put, Section 44 is nothing less than heavy handed tyranny that should scare all Mississippians into waking up!

JL

©Jack Linton, June 4, 2016

“The Not So Secret, Secret” Revisited: ALEC’s Dismantling of Public Education

In March 2014, I published an article, “The Not So Secret, Secret,” concerning the American Legislative Exchange Council’s (ALEC) shadowy presence in Mississippi politics.  A few people took notice, but for the most part, the article was ignored.  Two years ago, such an article brought about visions of conspiracies and backroom cloak and dagger meetings that most people felt were more likely to happen in the movies or in some non-democratic third world country, but surely not in Mississippi.  In March 2014, most educators could not imagine in their wildest dreams the extent they would be betrayed by their elected officials in the following months.  After all, this was Mississippi, the state of hospitality, integrity, and a sense of fairness unparalleled anywhere in the nation.  Most Mississippians believed their legislators stood firm against outside interference; they believed there was no way Mississippi state representatives and senators could fall under the spell of an outside organization such as ALEC.  However, by now, Mississippians should know better!

In the past few months, Mississippi educators have witnessed an escalated assault on public education in the state.  This assault has been directly influenced by the ALEC agenda and carried out by ALEC members such as Mississippi Speaker of the House, Phillip Gun.  These assaults will most likely continue until all that is left of Mississippi public schools are holding pens for children discarded by the newly privatized system.  ALEC is not about the good of Mississippi!  It is about power and the men and women who embrace that power.  It is about keeping people in their place, especially if those people do not conform to the same beliefs and attributes as those in power.

Therefore, I am republishing the 2014 article in hopes the message may, this time, be clearer to educators and the Mississippi public.   I hope readers will pause to look at what has happened since March 2014.  I hope they recall the underhanded way the Initiative 42 issue was handled by the state leadership in Jackson!  I hope they will look at the quantity of frivolous and frightening education bills that have been proposed over the past two years.  When they read about the model bills ALEC provides to its members as legislative templates, I hope they will associate those templates with bills that are more interested in silencing public school educators and getting them under the absolute control of the state legislature than improving education.   Finally, this time, before the reader says this is not happening or can’t happen in Mississippi, I hope readers will take a long hard look at what has happened in just the past twenty-four months.

This article is no longer a warning!  ALEC is here, and if left unchallenged, its agenda will eventually destroy public education in Mississippi.  We cannot afford to continue to ignore that possibility or ignore ALEC’s presence and influence in our state.

JL

©Jack Linton   March 25, 2016

The Not So Secret, Secret

[First published March 2014]

Have you ever wondered what is truly behind the anti-teacher and anti-education rhetoric continually flowing out of Jackson?  Have you ever wondered why it seems the state leadership in Jackson has declared war against teachers and education in general across the state?  Have you ever wondered what is truly behind the push to privatize public education?  The answer to these questions is probably one of the best kept non-secrets in Mississippi, but every Mississippian needs to know about this not so secret, secret.  They need to understand that the crusade to link parent choice to privatizing Mississippi public education has not happened by chance nor did it happen overnight.  It is actually a part of an agenda that was put into place a little over forty years ago aimed at privatizing education across the United States; an agenda that has been called radical, dangerous, and a threat to American democracy.  Some people may not believe what I am saying, but if you are an educator, you need to heed what I am about to disclose and understand whether you like it or not, you are at war.  The war I am talking about is a long burning ember that has erupted into a full-scale blaze that threatens the very existence of public school education not only in Mississippi but across the nation.

First, I must admit I was in the dark as much as anyone else until about three years ago.  I was talking to a friend who was a high school principal in Louisiana at the time, and as usual we were discussing the good and bad about education in our states.  We were rocking along nicely exchanging stories when my friend asked me what I thought about ALEC, the American Legislative Exchange Council.  My response was an unknowing, “Who?”  He laughed and said, “Get ready.  They already have a strong foothold in your legislature, so you need to pay attention.  This group is probably the greatest threat to public education in history.”  Despite my friend’s on-the-money warning, I did not pay much attention even when he told me a central theme to ALEC’s education agenda was privatizing public schools.  I just did not believe at the time that privatizing public education in Mississippi held any merit or even if it did, that such a notion had a “snowball’s chance in hades” of taking root here.  I still believe I was right about the lack of merit, but boy, was I ever more wrong about that snowball.

That snowball’s chance has exploded in the face of Mississippi’s public school educators.  ALEC and its Mississippi legislator members are running roughshod over the public schools by ramrodding charter schools, vouchers, tax deductions for private school tuition and home schooling expenses, and special education vouchers down the throats of local school districts by declaring public schools in Mississippi are “educationally bankrupt.”  Claiming their actions are in the best interest of Mississippi children, they are in effect funneling public tax dollars into private schools (vouchers) and into private for profit ventures (charter schools).  To bring this about, ALEC has brought state legislators and corporations together to form an education task force that drafts model bills that are intended to be introduced at the state level.  At the state level, ALEC members or those affiliated with the organization in the house and senate insert applicable state language into the model bill that in effect makes the bill look like original legislation introduced by local politicians.  This is not only happening in Mississippi, but it is happening in state after state across the nation.  A common strategy is to introduce education bills in mass to prevent opponents of the bills from blocking all of them at one time.  If you look back at the number of education bills that have been introduced in Jackson over the past two or three years, it is easy to see that this strategy has been in play in Mississippi for quite some time.  The bottom line is that this organization is undermining public education by draining public education dollars from the public school system to subsidize private schools and private tutoring as well as lining the pockets of for-profit corporate-run charter schools.

What I am about to say may offend some, and cause others to scream party partisanship on my part.  However, I can assure you that I have little regard for the failed political platforms of either the Republican or Democrat parties.  However, be that as it may, simply stated, ALEC is a marriage between large corporations and conservative Republicans in the house and the senate (ALEC membership is overwhelmingly Republican).  These large corporations buy seats on the education task force where they receive tax breaks for donations, privately vote on model legislation, and influence the task force with their corporate agendas.  On the other hand, the conservative Republicans get to flaunt their brilliance for policy innovation without disclosing their bills were first crafted by the corporate world for the purpose of expanding their profit margins at the expense of Mississippi taxpayers (I have listed resources at the conclusion of this blog that provide lists of Mississippi legislators who are or have been affiliated with ALEC).  Renowned education historian, Diane Ravitch, clearly sums up the role ALEC has in the current crusade against public education when she says,

“This outburst of anti-public school, anti-teacher legislation is no accident. It is the  work of a shadowy group called the American Legislative Exchange Council, or ALEC.  Founded in 1973, ALEC is an organization of nearly 2,000 conservative state legislators.  Its hallmark is promotion of privatization and corporate interests in every sphere, not only education, but healthcare, the environment, the economy, voting laws, public safety, etc. It drafts model legislation that conservative legislators take back to their states and introduce as their own “reform” ideas. ALEC is the guiding force behind state-level efforts to privatize public education and to turn teachers into at-will employees who may be fired for any reason. The ALEC agenda is today the “reform” agenda for education.”

But why would anyone or any organization want to destroy public education?  What is their motivation?  In February 2012, Julie Underwood and Julie F. Mead wrote about the dismantling of the public school system in Phi Delta Kappan.  In that article, they said,

“The motivation for dismantling the public education system—creating a system where schools do not provide for everyone—is ideological, and it is motivated by profit. The corporate members on ALEC’s education task force include representatives from the Friedman Foundation, Goldwater Institute, Evergreen Education Group, Washington Policy Center, and corporations providing education services such as Sylvan Learning and K- 12, Inc.  All stand to benefit from public funding sent in their direction.”

If this is indeed true, and current legislation in the Mississippi legislature certainly seems to support that it is, then we can only assume that if corporations stand to profit from privatizing public education, maybe some of their membership stands to profit as well.

When it comes to politics very little ever happens by chance, and the current state of affairs with education politics in Jackson is no different.  The only “chance” in play in Mississippi is the chance that Mississippians are taking by not paying attention to what is happening in the Mississippi senate and house chambers.  I have always been a believer in capitalism, but I never thought I would live to see the day that some in our state legislature would be transformed from serving children to serving private for profit greed.  It is time Mississippians started paying attention and responding with their votes before it is too late.

JL

©Jack Linton, March 2014

 

Resources you may be interested in reviewing:

 

http://www.sourcewatch.org/index.php/Mississippi_ALEC_Politicians

 

This is a partial list of Mississippi politicians that are known to be involved in, or             previously involved in, the American Legislative Exchange Council (ALEC). It is a             partial list.  You may wish to call your state legislator and ask about ALEC.

 

http://www.alec.org/

 

American Legislative Exchange Council – website.  You may want to look at some of their model education bills.  You might be surprised  see some of the same bills that have been introduced in Mississippi recently.

http://www.alternet.org/story/155257/what_you_need_to_know_about_alec

What You Need To Know About ALEC.  The now embattled organization has been working to destroy public ed for the past forty    years. Here’s   what you need to know about how they’re doing it.

By Diane Ravitch

 

http://www.edweek.org/ew/articles/2012/03/01/kappan_underwood.html

 

A Smart ALEC Threatens Public Education:  Coordinated efforts to introduce model             legislation aimed at defunding and dismantling public schools is the signature work of         this conservative organization.

 

By Julie Underwood and Julie F. Mead, Phi Delta Kappan

 

http://alecexposed.org/w/images/7/7b/ALEC_on_Education_2.pdf

Mississippi’s Next Best Chance to Adequately Fund Public Schools

The defeat of Initiative 42, Mississippi’s best hope to adequately fund K-12 public school education, was devastating to Mississippi public school educators and their many supporters. Since the defeat, the question has been, “What do we do next?” Like so many others, I questioned if there was any need to even try to fight the system any longer. However, after a lot of thought and soul searching, I am convinced that it is now more important than ever before to continue the fight. In fact, I have a plan of action that may sound far-fetched on the surface, but it just might work. The plan is at least a step to rekindle the flame that educators and parents must keep burning on this issue.

This week, the Powerball lottery is estimated to be at least 1.3 billion dollars! Since Governor Bryant seems adamant in his quest to reduce or completely eliminate state taxes, why not swap state taxes for a two dollar lottery tax? Such a tax would assess every family in the state an additional two dollars per family member to buy lottery tickets. (Okay, so the lottery plan is not exactly new, but I believe buying lottery tickets with state money rather than implementing a state lottery may be new, so please continue reading.) By buying over 2.94 million tickets and mathematically picking 2.94 million different number combinations, the chances of winning a Powerball lottery would increase dramatically.

Of course, there are people who might take issue with this plan as gambling, but isn’t any state funding a gamble lately? Governor Phil Bryant and House Speaker Phillip Gunn advocate reducing or eliminating state income taxes because apparently the state does not need the money, so it’s not like the money collected for lottery tickets would be needed elsewhere. The lottery ticket money would be an investment in K-12 public school education, and any money won through the lottery would be earmarked for education. Of course, earmarking anything in Mississippi might be considered a gamble, but heck, it’s only money, and if we listen to Bryant and Gunn, Mississippi has plenty of that, so why sweat spending a couple of dollars for each state citizen to play the lottery?  When it comes to funding education, it’s all fun and games in Mississippi anyway.

Everyone knows funding K-12 education is a game the state leadership in Jackson has played for years, so why not play the lottery game as well? Year after year they gamble with the future of our children, so why not play the lottery and give public schools at least a mathematical chance for adequate funding? The odds of winning the lottery if a lottery ticket is bought on behalf of every Mississippi citizen would be equal to or better than the odds to adequately fund K-12 education through the state legislature. When it comes to adequately funding education, Mississippi Republican leaders have shown where they stand on the issue. They not only stand on the issue; they stomp on it with both feet. Their campaign of misinformation and outright deceit during the Initiative 42 debate and vote showed their lack of concern for education and integrity, as well as their willingness to dupe the people. Initiative 42 should have made it clear that a Republican led state legislature is not about to support anything short of privatization of K-12 education. So, since money spent on a lottery would essentially be filling the pockets of someone in the private sector, state legislators should readily accept the lottery plan.

The only practical solution to the education funding issue in Mississippi is to participate in some way in a lottery. It is the only education funding game that state public school educators and their students have a chance of winning. The plan to assess a two dollar education investment tax on every man, woman, and child in the state to be used by the state to buy lottery tickets, may at first appear to be frivolous and pie-in-the-sky dreaming, but is it really? Mississippi educators have put their dreams and trust for a better tomorrow for the state’s children in the hands of the Mississippi Legislature for years with little to show for it. With a lottery ticket, although the odds would still be stacked against adequate funding, at least there would be a “snowball’s chance in hell” for adequate education funding in the future. Putting our trust and dreams in the state legislature has failed us miserably, so why not buy a ticket for the lottery where there is actually a mathematical chance for Mississippi’s teachers and children to win?

It is still early in the 2016 legislative session, so there is always hope for improved education funding, but past experiences tell us not to get our hopes up. With hair brain schemes to eliminate state taxes and make more public school dollars available to private schools, anything close to adequate funding is not looking good for public schools. The only hope and prayer for K-12 education is for an outlier Republican legislator (not sure if such a creature exists) or a Democrat legislator who has yet to give up the ghost (such a creature is definitely mythical in Mississippi) embraces the wisdom behind the state purchasing massive blocks of Powerball tickets from Louisiana to bolster education funding. However, even if enough support could be garnered for such a plan, and the legislature designated lottery winnings go to K-12 public school education, everybody knows there is no guarantee the state Legislature would stand by such a commitment.

Commitments to education funding are arbitrary in Mississippi. As long as state legislators are not bound by the commitments of preceding legislatures or by their own laws, it will remain so. Presently, any device or action orchestrated by legislative action to boost education funding can be argued in subsequent years as nonbinding. Legislators can and have successfully argued that the current legislature cannot be fiscally bound to the fiscal commitment of a previous legislature (i.e. MAEP funding). In the case of a lottery, that would mean if a Mississippi ticket won the lottery, state legislators would most likely rescind all or part of their commitment to education and place 50% of the winnings in the state rainy day fund, give 35% of the winnings to the corporate world, keep 10% of the winnings for legislative expenses to organize and implement the lottery plan, and send the remaining 5% of the winnings to the public school districts. Afterwards legislators would brag about the financial windfall they had engineered for the good of Mississippi’s children and teachers. Sadly, the public would buy it. Educators would meekly take their windfall and continue to do the best they could with what they have. However, on the positive, Mississippi might jump from 50th in per student education expenditure to 48th in the nation, so bring on the lottery! After the defeat of Initiative 42, at least a lottery might once again give Mississippi educators and their supporters some hope for a better future for Mississippi’s children. Under our present leadership, a lottery is by far our greatest mathematical chance for adequately funding education in Mississippi.

JL

©Jack Linton, PhD  January 12, 2016