No Toilet No Bride (Classic Repost)

13 Oct

October 13, 2011
Originally published
December 13th, 2009

Things have changed quite a bit at Mr. BTR since this first appeared almost two years ago. This was one of the most popular blogs (in terms of views) for a long time, and still ranks high in views every month. While that might just be a search engine fluke, the fact remains that I like it and a lot of new readers may never have read it before, so enjoy this Classic Repost.

 

Who doesn’t trust The Washington Post? For journalistic integrity they are right at the top of the list. Are they? I don’t know, I never read that paper. I prefer to peruse the British press where I can catch a glimpse of a Page Three girl. But this article comes from one of my favorite American News Sources, News of the Weird (Their motto: “For journalistic integrity we are second only to the Washington Post, we think.”).

It is from the November 22nd edition, and credited to the Washington Post of November 12th. So if this was first reported in the Washington Post and then picked up by the News of the Weird, you can be sure this will be high on the agenda at the next session of the UN General Council.

An unprecedented toilet-building spree has taken hold in India over the last two years, spurred by a government campaign embraced by young women: “No Toilet, No Bride”

Now I am nothing if not a credible journalist, so I did a bit of research and found this bit of info on CNN.com, squeezed between a picture of Tucker Carlson’s bow tie and a sidebar about how highly polished Obama’s Nobel Prize is:

“No toilet, no bride,” has become a rallying cry for women raising a stink about the lack of a basic amenity. (Ha ha! Who says the news industry can’t be funny?)

They see it as a human rights issue, especially in villages where plumbing can be nonexistent.

It was that way in Sunariyan Kalan in the northern state of Haryana. Sumitra Rathi said village women had no choice but to relieve themselves without privacy. They would go before sunrise or hold it in until darkness fell once again to avoid being seen. Or they would walk out to the fields and endure embarrassment. They don’t want their daughters to face the same indignity.

“Many of them do make serious inquiries from the families of grooms about latrines,” she said.

Personally, Mr. Blog stands with his sisters on this one. “Places of poop” (as a friend once called them) are vital to the general well-being of every man woman and child. At least in my neighborhood. But I’m not sure everyone agrees with me. About five years ago, I was parked in the local Toys “R” Us parking lot waiting for someone to come out when I saw a woman and her son, who was no more than four, exit the store. I was parked very close to the exit, as it was quiet and I didn’t have to steal a handicapped spot, so I saw the whole sordid scene. The woman held the boy by the hand and marched him to the nearest lamppost where she pulled his pants and underwear down around his ankles, pointed to the pole, and yelled “pee!”

Yes this is true and yes I watched it and no I am not a pedophile.

The kid, without batting an eye, peed, and in quite an arc I must say.

I was appalled. The store they just exited had a bathroom!

So now the kid finished peeing and is standing there, full frontal nudity, in a puddle, in full view of all the perverted trash in the parking lot, and me, when the mother, who had turned her back on this, turned around and asked the kid if he was finished. He said he was. So she reached around, grabbed the kid’s gear, and gave it a few vigorous shakes to get the last drops out. Yes, she gave the kid a reach around in the parking lot.

This kid has a great future as a foster child ahead of him.

She pulled up the kid’s pants and they walked back into the store.

Did I mention there was a bathroom in the store? In fact, two. The kid could have gone himself into the men’s room or, he’s still young enough, with his mother in the ladies room.

So I wonder if that woman came from a non-toilet country, like India? Perhaps she was not yet acclimated to all the wonderful plumbing our great culture has to offer? It could be that, as yet, she was not yet used to the American way of defecation? From youth, I have been privileged to live in houses, and have relatives who live in houses, and shop in stores that have, and work in buildings with, TOILETS. They may not have always been clean or had toilet paper, and they may have looked like an elk was eviscerated in them, but they were good old American toilets and I was proud to pee in them, even in winter when, quoting my friend once again, “heated toilet seats are like a gift from the gods. I really wish that they were the norm in all places of poop.” (She is quite the philosopher. I only hope she’ll speak to me again.) [NOTE: She did not.]

“No Toilet No Bride.” I can only hope that this wonderful slogan takes root in America.

The Blog That Was A Decade In The Making! Part Five

12 Oct

October 12, 2011

Part One can be found here,
Part Two is here,
you can find Part Three here,
and Part Four is here.

One thing that was true then, is true now, and is universally true wherever you go is that the newer you are, the more jobs you get stuck with after everyone else turns them down. That’s how I was given the job of newspaper advisor.

It didn’t seem like that at the time. My boss very casually asked me “how would you like to make some extra money?” and I naively said “I’d love to.” In reality it wasn’t that bad a job, once I realized I had to do most of it myself. My school never had a lot of enthusiasm for things like school newspapers and while I did get the students to write a couple of articles the layout and design was all up to me.

The previous newspaper advisor was still using the out-of-date methods of laying out the articles by hand on tabletop, the way newspapers were laid out in the old west. I used the very simple Microsoft Publisher program. The last few years our school newspapers were printed in-house on copy machines. I had mine professionally printed on newspaper from an outside vendor. Even though eight years later I was in charge of school’s best yearbook in history, this little two sheet newspaper has better memories for me.

But it was still a lot of work and not much money and it was a bit of a watershed moment when I finally had the seniority to pass it on to a rookie teacher. And for the record, after I left it was almost always printed in-house on copy paper.

In a previous entry I mentioned the Getaway program. Despite putting a lot of effort into it I wasn’t in it for long. Part of the trouble was that it was focused on math and science and I was an English teacher. While they did well in those subjects they didn’t do well enough in English to create a dedicated Getaway English class. There weren’t enough of them with high enough grades. While their other classes were Getaway only, the English class was half Getaway and half honors English. The honors kids were on too high a level (or the Getaway kids were too low) so I was in effect running two concurrent classes. That was OK, but the Getaway kids were often not in my class because they were participating in Getaway events, events which I should have been a part of as a Getaway teacher but I could not be involved in because of the other kids I was responsible for. I had to be in the classroom. Because I could not be included in most events I never really fit in with the Getaway staff.

The worst moment came when the Getaway kids had a pizza party on the football field and the other half of my class sat in my room and watched the party from the windows.

To be fair, on days when the Getaway kids were gone I gave the honors kids a free period. It was unfair any other way. How could they sit in a class and work when half of the same class got to go on trips and have parties?

I wasn’t long for the program and I didn’t miss it, the Mr. Anderson the AP, or the other teachers. However, I knew I would miss the cd players and other things I ordered so even after I was no longer in the program I held on to the things I used. Selfish? Maybe. But they stayed in the school and were used for the students and I shared them with the other teachers. At least those who knew I had them.

Things changed on a regular basis at the DOE. It all depended on who was in charge/ what was in vogue/ whichever article had just been published/ who was running the meeting/ whatever some other school district had done/ what new book someone discovered/ what the Chancellor ate for breakfast. Take the Aim, for example.

The Aim is the point of each lesson. It was always written on the board at the start of every lesson. Don’t confuse that with the Objective, which sounds the same but was not. This was a common type of Aim when I started teaching:

AIM: To discover metaphors in Tom Sawyer.

Clear, isn’t it?

At some point it was decided that all Aims had to be written in the form of a question.

AIM: What are the metaphors in Tom Sawyer?

The reason was that the Aim should be answerable, so that if you asked the aim at the end of the lesson the answer would show that the students learned. If they could answer the Aim the lesson was successful.

But that was not considered a good Aim. It was a closed question. Even if you give the metaphors it shows only that the students can parrot the answer, not that they can think and discover the answer.

AIM: How can we discover the metaphors in Tom Sawyer?

That’s good. But it didn’t stop there.

Eventually it was decided that the Aim should be elicited. In other words, in a reversal of decades of educational policy, it was decided that the Aim would be left blank.

AIM:

At first this freaked out the students. The intent was that after the lesson the teacher would ask the class “so what was the aim of this lesson?” and if they could answer it correctly you did your job.

That idea didn’t last long and soon Aims were back on the board. But that wasn’t good enough. Not only did Aims need to be on the board, so did such stuff as Do Now, Objective, Motivation, Agenda, Rubric, and of course Homework. This goal was to outline the entire lesson on the board for the students to follow. It was ridiculous. In effect it put your lesson plan on the board and it was pointless. The students did not need a step by step, question by question guide to the lesson. That was for the teacher to follow. It also made lessons less dynamic and more rigid. It took out flexibility and creativity. It also took away the spontaneous “A-ha!” moments that students love. There is nothing better than when a student has everything click in their heads. This was akin to a magician standing in front of an audience saying “I am going to make this rabbit disappear and here is how I am going to do it,” then proceeding to explain every movement and sleight of hand, and showing the trick compartments and phony rabbit. It made everything clinical and uninteresting. But that didn’t last long either.

Rubrics weren’t bad in theory but as with everything the DOE touched, awful in execution.

They are standards for grading. For example, if the class did a skit, what would be a 100, what would be a 90, what content would be looked for, etc. Not only did it make it easy for the students to understand what was expected of them, it made it easy for the teacher to grade.

The problem was that by this point the DOE decided that the students needed to be in every step of the process. The class had to develop the rubrics. They decided what passing or failing meant, they decided all aspects of grading. Now in reality a good teacher could guide the outcome so no class had a standard like “45 is a passing grade” but it was a lot of wasted class time and effort.

Yes it helped the students take ownership of the learning process, but I was always of the opinion that my students could take ownership of it simply by showing up prepared with a pen and paper, which they rarely did. You see, the DOE was in love with high-concept ideas that might have worked in high performing schools with high level kids but that is not the reality of the majority of NYC schools. Most students don’t have stable homes, most students are not motivated by school. And with the low-level kids I usually worked with, attendance rates often hovered around 70%. When they showed up they might not have their textbooks, and homework? The homework rate was ridiculously low. And I was being judged based on those students.

I do believe that students will rise to the level they are treated, but I also believe that students do have to meet a minimal level of effort. And while I agree that school should be interesting, we are not there to put on a show. At some point it is up the student to realize the value of school and, at least to an extent, motivate themselves.

I can accept a lot of things, but when a failing student is held against me by lowering my passing rate, and the student missed 2/3 of the class, how is that my fault? I can’t teach a student who isn’t there.

I also can’t teach a student who is wearing headphones, talking on a cell phone, throwing books out the window or walking out the room whenever they want. Yet the DOE felt that eliciting the Aim was the answer.

TO BE CONTINUED

Part One can be found here,
Part Two is here,
you can find Part Three here,
and Part Four is here.