First, I want to Thank William Pinar for simply standing up for teachers and saying exactly what he thinks. I really enjoyed reading his thoughts about how economists and financial advisors should be held accountable for the financial crisis of 2008, just as teachers should be held accountable for how their students perform on tests (19). Yes, I understand that it is our job to teach students, but it is not our job to take the test for the student. Similarly, it is the financial advisors job to assist someone in making smart, financial decisions. But, the advisor has no control of the economy and should not be held accountable if he/she did not predict the 2008 drop.
Second, I completely agree with both William Pinar’s and Michael Apple’s opinions about teachers being paid based on their student’s test scores. Apple states, “Indeed, this is one of those times when the opposite will probably be the result: even more uncreative curricula and teaching, ever more testing and more emphasis on it, and increasingly alienated students and teachers” (27). I teach a senior College Algebra course, and I know that if the students had to take and pass a test at the end of the year, my job would be on the line. This course is the lowest math course a senior can take before graduation, and this course is one of the lowest courses taken at a college level for credit. These students do not enjoy math class, and forcing them to take a standardized test at the end of the year would not make them study any more.
Furthermore, I do not simply grade the correct answers like a standardized test, but for correct concepts. A student may calculate the wrong answer because he/she forgot a negative sign, but I do not take off full credit for this mistake. The mistake would only count as one point off. On a standardized test, the student would lose all credit for a simple mistake. What I care about when grading is if the student understands the concepts. Yes, he/she may have calculated the wrong answer because of a dropped negative sign, but I am not grading for dropping negative sign, I am grading the understanding of a specific computational process.
The previous example coincides with Pinar’s quote, “Linking learning to test scores encourages drop-outs who can’t take the pressure or simply can’t be bothered” (18). I believe my students would simply give up if I graded simply for correct answers rather than the correct process. I want to give my students confidence before leaving for college, which is why I teach my seniors a chapter of Calculus before they graduate. I keep it a secret that I am teaching them Calculus, because they would only focus on the word ‘Calculus” not the simple concepts being taught in class. I call the concepts different terms so that the students do not become intimidated by the word ‘Calculus.’ Once all of my students are prepared for a test, I tell them that they are taking a Calculus test. A look of shock but confidence appears on their faces. They are so proud of themselves and finally confident in their math skills because they accomplished more than they could have ever anticipated. If I had to give a standardized test at the end of the year, I would not be able to give my students the confidence they need to do well in a college math course.
Finally, my favorite quote from both of the readings was from Pinar when he stated, “Teachers offer opportunities; it is the students’ responsibility to take advantage of them” (20). I almost used this quote in an e-mail earlier this week. I believe that it perfectly articulates what teachers do each day, and what students are ‘supposed’ to do with what is given to them. This quote is very similar to the metaphor: A horse can be led to water, but no one can make the horse drink the water.
I really enjoyed reading both pieces by Pinar and Apple. It definitely makes me excited for this class because the issues discussed are controversial but very relevant to the everyday life of a teacher.
