On Biases

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Over the past few years in the USA, hardly a day goes by that we don’t hear cries and screams of “fake news” in a variety of ways. Although that phrase is primary associated to a shameful bloviator, it’s merely a substitute for another term that has been around not only my entire life of 66+ years, but long before. After all, it’s entomological roots are in the 16th century – and that word is bias.

During today’s tribalism, hyper-partisanship, and strong outward expressions of opinions, the biased person watching a biased news broadcast, reading a biased article/book, or listening to a biased radio pundit does not negate bias – but rather enhances it.

Often grounded in assumptions based on one’s culture, parents, peers, education, religion, geography, and personal experiences, biases are that filter leading one to predetermined outcomes. Biases are the neme, slant, lean, and tendency leading one to change what one observes into what they want. That is, the biased person makes the information fit for themselves. Biases unquestionably lead to misinformation and misconceptions; plus stronger biases enhance prejudice and bigotry.

Misconceptions are incorrect ideas grounded in a personal belief system serving as the foundation of incorrect knowledge. Misconceptions get in the way of learning by blocking new information. In order to justify their position, the learner will do whatever is necessary to fight against accepting the new information.

Here’s a simple example. All human blood is red, but the shade varies depending on the amount of oxygen present. Blood rich in oxygen is bright red, but blood low in oxygen is very dark red. In short, there is no blue blood.

A person believing the existence of blue blood will do whatever necessary to keep their belief. They point to the blue veins below the skin – drawings in textbooks showing showing red and blue blood vessels. They explain the skin turns blue after one dies because blood is not moving and getting oxygen. They believe in the immediacy (faster than eyes can detect) of blood changing from blue to red when bleeding from a cut vein. Years ago, an eighth grade classmate of mine even brought paper tissues (with blue food coloring) to class showing she had a nosebleed the night before. She went out of her way to argue her bias with the teacher.

Now expand this simple idea into more complex topics as evolution, vaccines, climate change – let alone complicated issues as health care, foreign policy, and the economy. The more complex the topic, a basic understanding requires more information than obtained from the first click on a single Google search. Now cloud the issue/topic with politically-driven partisan ideas that people blindly accept through a party-driven mantra.

Fighting bias challenges what one believes, so overcoming biases requires a conscious effort and can be personally humbling – even for those thinking they are unbiased. No matter how simple or complex the topic or issue, and no matter the age of the person involved, not only does everyone have misconceptions, only that person (the one holding the misconception) can remove that misconception and replace it with new information. In order to replace the misinformation, that person must either accept the new information from a person they recognize as knowledgeable or they must experience a learning event that alters their view.

Besides preventing learning and becoming knowledgeable and informed, misconceptions can humiliate a person. After all, nobody likes being wrong. Some bring it upon themselves by boasting incorrectly about a topic as if they know. After all, it’s the speed and conviction of the statement that validates the statement. Speak with confidence so others think you know.

On the other hand, misconceptions about a person can humiliate them – but in a different way because they are fightly personal misconceptions about their character, knowledge, and/or abilities. I keep thinking about a manager who told me that what others think of me is more important than who I actually am.

I’ve stated this before and here it comes again – The news media is biased by its very nature.

1) Media people are human, therefore have a filter (whether personal, corporate, or both).

2) Secondly, reports reduce the news event to an abstract. For instance, the media may reduce a one-hour speech into a 90-second report. This condensation is a natural bias; plus, generalizations are naturally less accurate and are not the complete story. Generalizations lead one away from the truth and generalizing generalizations can lead to falsehoods – therefore, misconceptions.

3) Thirdly, the selection of the soundbyte is an natural bias, as are the follow-up questions – but the media must do these actions. That’s part of reporting.

The listener’s bias also plays into the situation. Whether informed or not, the one holding deep convictions about a topic is not only biased against those with an opposing view, they are also vulnerable to getting sucked into generalizations based on misinformation and overgeneralizations that lacks details.

However, if the listener does not agree with the selected edits, abstract report, or the question asked does not mean the reporter or news organization was blatantly biased to favor a point of view – but it could.

On the listener’s side is the fact that if they work traditional morning-afternoon hours, they have limited opportunity to view national evening news by a major network. After that point in time, the 24/7 news channels offer shows featuring and promoting a particular point of view – for instance, Rachel Maddow, Sean Hannity, and others. However, television isn’t the only news source.

Technology has made more information is available to everyone than ever before. Unfortunately, that also means more misinformation is available today more than any other time in history.

Social media complicates and exacerbates personal bias by increasing misinformation, justifying false claims/conclusion, and promoting conspiracy theories. Social media, biased reporting, and talk show echo chambers disengage citizens from the truth while promoting a political agenda.

There is no question that bias plays an important role in the news – and there is plenty of blame to go around. People also carry their share of the blame – actually, in my opinion, people may be the greater problem. People must take responsibility for themselves to challenge and verify the information they receive. However, instead of being proactive citizens, too many people favor reinforcing their bias over being accurately informed.

Valuing factual information is an important aspect of being human – as is the ability to learn – as is the ability to communicate. Too bad there isn’t an anti-bias vaccine. Then again, self-imposed biases would prevent someone from taking that vaccine.

 

PS: This classic scene fits.

On a Career of Two Halves

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Everyone evolves in their job or career. It’s different for everyone; however, not only do each of us change, different reasons initiate each bit of change. Do you have a single moment that changed your career life? If so, do remember the key components as place, date, time, and situation?

I can’t imagine a teacher getting it right on Day 1 of their career. After all, one enters their classroom from the protective confines of observations, experiences, and student teaching – but now that new teacher is all alone with the elements.

To me, my teaching career involved two halves. Content and discipline dominated the first half. After all, two of my strengths were organizing and explaining information.

I recall a story of student who came to my defense when a peer complained that I was so hard. She explained that I was easy because I presented the information well, laid it out in front them, but the content was hard – not me. Oh my, is biology ever heavy in terminology. On the other hand, I later determined that didn’t mean I was a good teacher.

The labs were OK, but not my strength. Like most science teachers, labs were done to support/verify the already-presented content.

I don’t know how it happened, but professional development was very important to me. State, regional, and national conferences were always on my radar. I tried to attend those within a reasonable distance, plus I didn’t mind providing some of my own expenses because (the way I saw it) that’s what professionals do. These conferences were learning experiences – although a side of me (like most teachers) was looking for ideas to fit into my system – after all, I (like most teachers) know what is best for my students.

Toward the end of my career’s first half, the school district hired a math-science curriculum coordinator. Although primarily a math person, I processed her thoughts because she was good at stimulating my thinking. Besides – I had already heard this information before at the conferences; but I didn’t put my knowledge into action.

I wish I would have recorded the date, time, exact setting, and circumstances of the next event. I recall being in a session at a National Science Teachers Association regional conference in Louisville, Kentucky when the light bulb became bright – causing me to proclaimed, “I’ve done a great job of doing it wrong all these years.”

Reflections can be powerful, and I wonder how many people would admit what I did – especially one with 13 or so years of experience. From that moment in Louisville, I committed myself to change. During the rest of the school year, our coordinator encouraged me to try some things – similar to test driving a car – which I did. I also identified areas where I needed training – plus where to get it – and I eagerly attended several intense classes and workshops for 6 months.

As the next school year started, my teaching approach and philosophy changed 180 degrees. I shifted from a lecture-based to activity-based – from teacher centered to student centered – from content driven to application based – from textbook driven to the textbook being an aid – from the sage on the stage to the guide on the side – from dispensing informing to students to having students learn for themselves – from me telling what they needed to know to me guiding their learning as they figure it out – from me tweaking prepared activities to me designing my own lessons that had a clearly defined instructional strategy.

There is no question that the last half of my career was more rewarding than the first half. I loved the challenge of developing and implementing a lesson. My most rewarding moments would be standing and looking at a classroom of every student engaged without me. I wrote my own lessons and was very good at it. My first-half strengths of organizing information and controlling the classroom helped immensely. After all, I had been there and done that.

The last half of my career taught me how to teach. It taught me how people learn. It taught me that change can occur – especially when driven from within. Yes, it made me stubborn with teachers I encountered who held onto the past of teaching how they were taught.

I later had some years in training development for businesses. I cringed when hearing someone say, “Anyone can teach” – well, in business it’s “anyone can train!” I knew I had arrived in my new endeavor when I was disagreeing with the majority of others in the field around me. After all, I had the advantage of knowing that telling isn’t teaching, and telling isn’t training.

On a Day of a Teacher

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I stopped at the grocery store on the way home where the clerk said to me that I looked tired and must have had a tough day. After I smiled and affirmed her observations, she encouraged me to relax this evening. While nodding, I said to myself, “Who is she kidding?”

The 6:30 AM-to- PM part of the day at the high school was interesting.

  • I arrive at 6:30 AM for the final preparations of the day.
  • 7:25 AM – Homeroom starts and it’s too short to do scheduling justice.
  • Three classes (85 minutes each) had lab activities, which had various issues.
  • The fourth class had a Performance Objective Assessment (POA), a required district assessment.
  • During my conference period I had a parent conference on the phone, then went to the Special Ed. room to work with students.
  • After the last class, I knew 16 students would be retaking a different POA, but little did I know there was still more to come.

It’s 2:30 PM.

  • Most students arrived for the retakes – so getting them started is the priority.
  • Another student wanted to discuss grades. She saw the time wasn’t right and was willing to talk some other time – I was thankful.
  • A second student graciously waited as we had to shift from one make-up item to another, and then I finally started 20 minutes of tutoring.

It’s 3:00 PM. As the tutored student left, a Special Ed student entered to retake a POA. I decided to test him orally; and I determined he was deficient. Learning is very difficult for him and I would like to continue oral evaluations with him. I tried remediation and found some helpful websites for him to do in the classroom for about fifteen minutes while I continued multi-tasking.

It’s 3:15 PM. Another struggling student appears – the one who appeared earlier then left. She was very patient with the hectic after-school period. I’m sure school isn’t easy for her, but her academic laziness compounds the problem.

It’s 3:25 PM. A parent appears at the door for a surprise meeting. I excused myself from the student to meet with the parent. I addressed her questions, and she kept it short because she saw I was working with a student.

It’s 4:30 PM. The tutoring session is over; and I think it went well. I’m alone in the room, so I prepare to finish a few tasks before leaving for home.

It’s 4:35 PM. A student who made-up a POA earlier (and the son of the walk-up parent) wanted to go over the POA to see how he did. Good news – he did well. He’s been improving yet doesn’t yet “show” the grades to please his parents. We talked as I tried to give him some insight in school success.

It’s 4:45 PM. Has the last student finally gone? I think so … but it’s time to check the phone messages to see who called. I imagine some parents because it is “Interim Reports Day.” Yep … two parents. I returned the first message as it seemed to be more pressing. Fortunately, it was a positive conversation.

It’s 4:55 PM – Time to check my email. Yikes! – an unpleasant note from Special Ed. Good timing! … and to think that working with them and their students has been a source of personal pride on all counts. I’ve even received commendations for that work.

It’s 5:00 PM. I’m tired … time to go home – but I have to stop at the grocery store for a few items. I recorded the after-school events.

It’s almost 8:00 PM (but I’m home). I had dinner and did the dishes. I haven’t read the paper nor watch the news. Fortunately through dinner, I did get a chance to talk to my wife.

I still have those 16 papers to grade so those student can get their updates tomorrow in order to cushion the mid-term report damage. Who knows how many other papers are overdue. Plus, I wonder what I will be doing in class tomorrow – and classroom readiness is another personal pride. I don’t feel ready … all along I keep thinking about the Kroger clerk’s suggestion.

This account was a real day – maybe not a typical day – but very real – actually a modified account of a reflection that I wrote (and kept) as one of the assignments required by our building administration.

Teacher is a difficult but rewarding career. It’s the joys of movies as October Sky and Mr. Holland’s Opus. It’s the wide-range of emotions from Dead Poets Society and Stand & Deliver. Teaching is also similar to a Rocky movie of being resilient from being a punching bag and getting knocked day.

Yes – this was 18 years ago – and to think the pressure on teachers today is much greater than then. I wonder – How many teachers today will reach full retirement?

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On Anybody Can What?

“Anyone can teach.”

I’ve heard that statement many times from people outside of the profession – along with this one: Those who can, do – those who can’t, teach.

Everybody is an educational expert – after all, everyone has sat in a classroom. Yep – everyone who has owned a car is also a qualified mechanic. Everyone who has eaten at a restaurant is qualified to run one. Because I’ve owned GE appliances, I’m qualified to be on the GE Board of Directors. Oh, yes!!!

As a group, teachers are very defensive of themselves and their professional. Then again, unless you’ve done it or are/have been married to a teacher, people are clueless about the time, demands, and effort involved – let alone the knowledge behind instruction and the subject matter. But back to my initial statement – Anyone can teach.

President Reagan’s National Commission on Excellence in Education (1983) stated that one way to improve teaching quality was to make it easier for non-teaching professional to enter and lead a classroom.. Although the commission’s report was over 30 years ago and teacher certification and licensing has changed since then, the saying and mindset still exists.

A body of knowledge exists with any occupation. Plumbers specialize in plumbing’s body of knowledge. They can get stumped because each plumber doesn’t know everything. The same can be said for all professions and occupations.

It’s obvious that Anyone can teach decreases the importance of the body of knowledge associated with teaching and learning. How else can one justify bringing in an outside professional who lacks teaching experience and teacher education training? Because the auto mechanic fixes cars, shouldn’t he/she be able to fix my air conditioner and furnace problem?

Interestingly, business has a similar and related mantra inside their own organizations – Anyone can train. For example, management promotes a top salesperson into a training position with hopes of the salesperson’s knowledge and experience will help the rest of the sales staff. After all, Anyone can train. Yet, leadership in the business ignores training’s body of knowledge because what are the odds this new trainer has any knowledge about training, training development, and learning?

A body of knowledge associated with effective training is significant – just like teaching. And just as Anyone can teach, Anyone can train is an illusion. To many people, training and teaching is getting up in front of others to disseminate knowledge – also known as the sage on the stage delivering death by PowerPoint. However, like the book title says – Telling Ain’t Training (Harold Stolovitch & Erica J. Keeps) – and telling ain’t teaching either.

TellingAin'tTraining

On View of Education: Vol. 5 – Curriculum

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As a member of a teaching staff, I marched to my own beat as a believer in need for reform across many aspects of education. In discussions, I was often the contrarian in the group. One person described me as, the best devil’s advocate she had ever been around. Of course, I countered her comment that I wasn’t being the devil’s advocate, thus being myself.

In the world of educational conformity, I was often the voice in the wilderness. I spoke my mind, and a few of my past colleagues who read these pages will think – Yep, he said that.

Packing to move provides an opportunity to sort, discard, and organize. I kept some of my writings from my teaching days, thus recently gathered some of the quotes, most of which were written between 1987-2001.

Some will cheer while others jeer. Some will detect a passion, others will think Oh no, he’s one of those. You may disagree with some, all, or possibly none … and that’s OK – after all, I’ve handled dialogue on sensitive subjects before. But keep in mind, because we may disagree, it doesn’t mean I’m wrong – thus it just means we disagree.

Below is a collection of quotes with each standing on its own so I’ve numbered them only for reference.

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Today’s Topic: Curriculum
1) Educational curriculum is trapped in the dogma of traditional segregation and academic topics based on times past. Conceptualized applied learning seeks to prepare students for the workplace and life in a global society. Education must selectively abandon topics for the sake of conceptual, applicable knowledge.

2) Educators hiding behind the “they need it for college” banner is nothing more than an excuse to not change, thus continuing to promote the status quo.

3) Only in education do disciplines remain in isolation of one another, whereas in life whereas subjects are integrated. This isolation is like an hour walk in the woods divided into 15 minutes of plants, 15 minutes of animals, 15 minutes of earth materials, and 15 minutes of atmosphere. No wonder students define math (or any given subject) as 3rd Period.

4) Our school’s curriculum needs to be integrated to promote useful information in the world of life; not academia. The educational institution fails to realize that people trained in applicable conceptual frameworks of subject matter and higher order thinking skills will be able to learn the necessary content of the future.

5) Integrated curriculum is an important vehicle for problem-solving, life-based application of content. Life is not divided into specialized time slots as no subject in life is limited to third period. Integration increases student effectiveness and leads to increased use of quality performance-based assessments involving practical situations. Continual use of individual department curricular development support the status quo and the industrial-based educational setting that we proclaim to change.

6) We biology teachers stress the stages of a cell’s live, especially those of cell division (prophase, metaphase, anaphase, telophase). On the other hand, I haven’t heard any of those terms on the evening news or anywhere outside of my classroom other than a conference of biology teachers. Therefore, which is more important: to teach the details of cell division, its phases, and all the parts and activities or to teach the basic essentials of cell division, then followed by focusing on cancer? If given a choice, what would students select?

7) Innovative textbooks/programs exist – the ones that incorporate content standards, teaching standards, assessment standards, and research about teaching and learning. So, why do teachers and school districts avoid them like the plague?

Previous posts in the series

Reform

Change

Administrators

Teaching and Learning