[Metro Man’s ship lands in a mansion, while Megamind’s ship lands in a prison]
I just read a rather lengthy article describing the faults of No Child Left Behind (NCLB). NCLB
Of course, my response, “no duh” isn’t appropriate for graduate school. But, “no duh” nonetheless.
Basically, it outlines the reasons that one academic program for every student in the country isn’t feasible. The notion that all children can learn has morphed into all children can learn the same skills, in the same way. This, of course, is regardless of academic proclivities, social experiences, and cultural norms. I remember when the NCLB posters wallpapered the cinderblock walls (back in the day). I was a paraprofessional at the time. I hadn’t even started school to become a highly qualified educator. I felt the pressure then, about all children reading-at the same exact moment in time.
I know I reflect quite a bit on movies and their unintended associations with education. But, this is how I make complicated issues reasonably applicable to our schema.
However, Megamind is clearly a movie about education. Even if no one knows it.
At the beginning of the movie, there are two babies randomly rocketed into the atmosphere. They are different ethnicities. Their final destinations are contingent on pure luck and destiny. Metro Baby lands in suburbia, and Megamind Baby lands in a prison. Megamind Baby is raised by the inmates, whereas Metrobaby has all he needs to be successful in life. Yes, they are the extremes, but this is a kids’ movie. Right?
Flash forward to elementary school. We see both Metroman and Megamind in the same school. NCLB-all children can learn.
Metroman boy dazzles everyone with his honed skills and super powers. Then we see Megamind boy trying to do the right thing until he is bullied and shunned. Eventually, he resumes his life of crime, because that is what he “knows”. He pronounces school as shool. I take this as a literacy issue since he didn’t have the same academic opportunities as Metroman. The inmates shooled him the best way they knew.
These two children landed haphazardly into their lives. They had nothing to do with it. We cannot say that we don’t “see” their differences. Megamind is inherently good. Metroman just can’t keep up the persona that he has developed. But, these revelations aren’t discovered until they are adults.
What if all students walked into the classroom baskets of life experiences on their heads? Each basket is filled with different items that represent the things they know and the things they understand. None of the baskets look alike, or contain the exact same contents. We ask them to place their “baskets” to the side. As the year progresses, some of their items become dusty or lost. Other items are overused and worn out. Then the missing items are seldom replenished. The metaphor is obvious. But by testing time, all baskets are emptied and filled with identical items. Do we perpetuate individualism, or do we encourage Stepford-like education?
I think one of the most valuable lessons I have learned as an educator is that the life experiences of a child affect the delivery of my instruction. The curriculum is not a snow covering of equity in all US schools. Picture a random classroom anywhere in the United States. That classroom will have some who speak another language at home. Others have struggled to read since they started attending school. Then there are the gifted and high achieving children. Don’t forget about the kids who have learning disabilities. But, at the end of the day, thanks to NCLB, all of these children are assessed with the same test. That test score is branded on their records for the rest of their academic careers. A child is deemed successful (or not) based on a set of scores.
I believe data is essential for educators. We need to comprehend academic strengths and weaknesses in order to improve instruction. However, how can we know what they know, without giving assessments that meet learning styles? WHOA! What? Differentiated assessments?
Yah, I know, this would mean that each child would have a different test. It would mean that they wouldn’t be standardized. It would mean that we were giving kids a chance to succeed. Maybe, those who “fail” portions of a test could be re-tested within their learning style? None of these ideas are viable in the hermetically sealed testing environment. I wonder how many students failed a portion of a written test, but could answer the questions in a different way?
What did we do before this type of standardized testing? Do you remember? I don’t.
I do remember getting kicked out of the gifted program because I talked too much. I remember the strawberry crunch ice cream bars. Track. Cross Country. Learning to type. Marine Biology. I remember walking around the halls before school started with my Flashdance sweatshirt, Nikes, Levis, comb in pocket, and perfectly coiffed ‘wings’. Standardized testing? I’m sure I took some type of test that required the infamous bubbling. But, it wasn’t on my radar.
Would Megamind had changed his ways with some acknowledgement of his experiences? And with guidance and re-direction, would he use his powers for good and not evil when he was younger?
I spent my last reading class discussing the issues of the National Reading Panel Report and NCLB. I had to discuss the positive aspects of the NCLB. Of course, I was reminded that there were some sound philosophies in the planning and intentions of the program. Just like in a character analysis, it is very rare for a villain to be pure evil, without a hint here and there of normalcy, or a history of a bad childhood.
Drop the phrase, “standardized testing” in a room of teachers, and you will find that the kind, politically correct, docile natures slough off, and dragon wings sprout violently from their backs. This isn’t just one or two people. This is everyone. So that might mean something.
I truly believe that in every school, or even classroom, there is a Megamind and Metroman story.
I can honestly say that the few children I felt unable to reach had a history that devastated me, and I was ashamed for not delving more. They are the children with the cumbersome files that take two hands to carry. They have had such horrible experiences that they couldn’t begin to trust a new person. They can be the ones who disrupt the class, making our days challenging. But it really just take a few minutes to attempt to see what they see, and to spend time acknowledging their importance in the world. This means we have to shut off the ‘auto-pilot’ of the day, and work with the humanity in our classrooms. I didn’t see that part in NCLB.
Perspectives change when we understand people. I worry that the children left behind may not have had a chance at all, depending on how they landed in the world.