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Overview Book Club for Middle School

Employing a delicate blend of theory and practical advice, this book shows how to engage adolescent learners with literature and help them assume increased responsibility for their own learning. Quality literature forms the foundation of the program. Students receive strategy instruction, write in response to the literature, and learn to participate in meaningful peer discussions. Carefully modeled on classroom research, the program provides specific examples and detailed lesson plans. Produced by Small Planet Communications

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Overview Book Club for Middle School

Employing a delicate blend of theory and practical advice, this book shows how to engage adolescent learners with literature and help them assume increased responsibility for their own learning. Quality literature forms the foundation of the program. Students receive strategy instruction, write in response to the literature, and learn to participate in meaningful peer discussions. Carefully modeled on classroom research, the program provides specific examples and detailed lesson plans. Produced by Small Planet Communications

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Apoorva Shah asks?

The question is not whether there should be more innovators and entrepreneurs in Africa, but how? What concrete steps must be taken in order to develop the business sector?

He believes that part of the answer lies in building managerial expertise:

The importance of governance, financial institutions, and the overall "enabling environment" has already been proven by the widely referenced World Bank Doing Business Reports. By measuring the difficulty of starting and sustaining business, the report allows for governments to know where to direct and manage reforms. However, an assessment of business know-how and expertise is less frequently discussed, and some over-enthused optimists, especially those on the microfinance bandwagon, insinuate that skills like balancing a checkbook or managing organizational structure are inherent in all entrepreneurs, even budding ones in Africa and South Asia.
Yet studies show that many times it is not the availability of funding or even government reforms that hold back business development, but simply business expertise. Management skills are especially important when entrepreneurs look to scale their businesses and employ more workers

via more business schools

The Association of African Business Schools (AABS), organized by the International Finance Corporation's Global Business School Network, is a quiet but crucial voice in a sector where passions thrive on shirtsleeves and megaphones. The AABS member schools collaborate to improve the standards and increase accreditation of business schools in Africa. Right now, only one school, the University of Cape Town in South Africa, ranks within the Top 100 Business Schools on the 2007 Financial Times Global MBA Index.
But more entrepreneurial Africans in the middle and lower-middle classes should also have the opportunity to attend decent business schools close to home, preventing brain drain and catalyzing larger-scale local business development. As the AABS addresses the quality of business schools, private donors can look to increase the quantity of these schools

Hart middle school in S.E. Washington is being reconstituted and as many of you know has been in the news throughout this school year with stories about DC teachers being assaulted, teachers teaching outside of their certification area, substitutes covering classes, overcrowded classes, unruly students, possession of handguns, violence and a lack of supports promised by Rhee's office. The Washington Teacher covered what was happening at Hart back in November 2008. Hart is a school which merged with P.R. Harris Educational Center this school year against the advice of parents and community activists. Hart's problems have been complicated by not having adequate funding to run the school. When these complaints surfaced in the news, Hart's principal was fired by Chancellor Rhee instead of being given the supports the school desperately needed. It should also be noted that Hart was not given the financial support that it was entitled and this was revealed after the Levy report documented that approximately 31 schools did not receive the funding they were entitled based on their student enrollment. How does one run a school without adequate funding is beyond me ?

I am posting a copy of an email that I received from a teacher at Hart middle school so that you can see based on this insider's experiences that Chancellor Rhee is following through with her promises to rid our school system of a significant core of our DC teaching force as revealed in her 5 year educational plan. No credible school system seeks to rid a significant majority of its workforce. Who really cares about our students and the chaos Rhee's actions and 5 year plan of mass terminations and buyouts will create? Certainly not Rhee and company.

I also have my doubts that certain elected teacher members of our Washington Teachers' Union (WTU) Executive Board care about what's happening on our educational landscape either. One such board member who ironically happens to teach at Hart middle school along with a group of board members fails to 'adequately represent' the teachers they are elected to serve. In some board meetings, certain board members read cook books and magazines while others consistently nod off to sleep. Some do not attend board meetings regularly and one board member makes it a point to prematurely motion to adjourn most board meetings in the midst of our trying to conduct business because she would rather go home than address hard core issues.

At last week's Thursday's executive board meeting, a core group of board members ignored the pleas of teacher colleagues' complaints from the trenches. Even in the face of allegations of discriminatory practices by the Rhee administration which surfaced, our union members' cries went unheard and this motley crew of disengaged board members refused to take any action on these complaints. This same group of board members failed to insist that our union president hear the questions/comments raised from a teacher visitor about the 90 day plan. They also are usually on the DL (down low) and don't vocalize any concerns to WTU President Parker on most issues of merit. In the matter involving our WTU General Vice President, Nathan A. Saunders' leave of absence - this group of board members were missing in action (MIA) even while community activists, parents, teachers and the media expressed their outrage at Parker for taking his blessed time to resolve this matter expeditiously.

I hope you, like me take these violations of due process more seriously than some of our lackadaisical executive board members, union president and Chancellor Rhee. Here's the email from my teacher colleague working in the trenches. Even though some members of our union, are falling asleep on the job, The Washington Teacher is listening . Keep sending me your emails c/o saveourcounselors@gmail.com The teacher's name has been removed in order to protect confidentiality.

A DC Teacher Speaks Out ....
"Hey Candi, I am a teacher at Hart middle school, and I read your blog. As you know, we were told at Hart that we had to either reapply for our jobs or become excess employees. I was placed on the excess list as well as many of my colleagues who either didn't reapply or opted out. The majority of teachers from the old regime at Hart (with the exception of two) are not coming back.

Anyway, I was just wondering if you had heard the news about all the other teachers being excessed. This week, the teachers at Kramer middle school , Kelly Miller Junior High, and Johnson Junior High were all excessed! These schools were not even on the list to be reconstituted. Then, Rhee allegedly went to Kelly Miller and told the teachers that, if the City Council did not get her 27.5 million back, then all the excessed teachers would be fired! I wonder why more people are not talking about this, because it is absolutely ridiculous!

When we go to these teacher fairs and tell them we are from Hart middle school, they look right past us as if we are invisible. A colleague of mine even told me that a school told him they were primarily only interested in teachers who were from "outside of DCPS". At Hart, the principal is walking around interviewing prospective teachers right in front of us for jobs for next year. The funny thing is, every single person he's interviewed (at least the ones that I know of) are from OUTSIDE of DCPS.

It is almost as if Michelle Rhee is purposely excessing all the teachers from restructured schools, replacing them with teachers from outside of the system, making it next to impossible for them to get jobs within the system, and then trying to use the 27.5 million as an excuse to terminate them. Meanwhile, students from at least 10 schools next year (and probably more that we don't even know about next year) will have to come back next year to buildings where they practically won't know a single adult working there! It will be absolute chaos!

Anyway, you are probably already aware of most of this, but I just wanted to give you a point of view from someone who works in one of the schools that's being reconstituted. I really hope that whatever scheme Rhee is pulling (as well as all of her other schemes) becomes exposed because this is absolute insanity!" (Posted by The Washington Teacher).

Last week, as part of our 'professional development', a group of teachers were given a tour of the new Model High School in our district. Model High Schools are a new movement, and are based on the philosophy that each child as a unique learner and thus should create their own educational experiences. These schools develop personalized education programs that focus on being fun and creative. They also try to surround students with nurturing adults who support and enable students in their learning. Students do not focus on learning abstract concepts or knowledge, and instead build a curriculum around whatever they are interested in. And they are assessed on standards they themselves set. Subjects that students focus on are 'Urban Culture,' 'Contemporary Art,' and 'Multicultural Literature.' These schools are supposed to be an alternative school for students who do not do well in traditional schools. Oh yes, Model High School is the vision of liberal education.

So we get to the Model High School, and are walking around the building listening to this new sounding language given by three African-American women who run the school. We were told to ask any questions if we had any, so I raised my hand.

"Why do you teach students those subjects- rather than learning about how to sell drugs, reading rap, and admiring a bunch of trash turned into 'art', wouldn't students benefit more by a deeper student of reading, math, and science?" While I was led to believe that no question was stupid (in fact, that was said with breathy belief at the beginning of the question and answer period, as if every question really is equal), you should have seen the glares that were leveled on me after asking that question. It was almost as if I had said that the emperor was wearing no clothes!

They answered with some sort of mumbo-jumbo about how all knowledge is equal and that there are no real truths in the world, instead students focus on the process of learning and discovery.

Oh yeah, my eyes rolled at this one, and even though the tour continued and we started to look at wonderful 'interpretive' art projects (random colors thrown at the paper) that students spent weeks on (rather than learning geometry or US history), I couldn't let that last answer go. So at the next pause in the tour, I asked "What do you mean when you say that students are assessed by standards that they themselves set? Do you really teach them that wrong answers are right?"

The group I was with went dead still with shock. I guess in schools that teach diversity and equality, there is only one view that is better than others, and you are not to question it. I did, and oh man, was the answer I got frosty indeed- "Good grades should come from good ideas," one of the directors told me.

I replied "even if the ideas lack any basis in science or rationality?"

Another director replied- "It is not really about science or rationality- it is about effort- the only thing that really matters in this world is effort anyways."

"Whoa," I said, "Do you mean to suggest that your school rewards effort more so than actual achievement? Do you really believe that if someone works really hard doing something that has little use, or works really hard doing something that could easily be done another way, or works really hard doing something that does not work, or works really hard doing the wrong thing, we should reward that person with a good grade just because of the effort? What about productivity? Efficiency? Correctness? Rightness? Do those things not matter" Apparently, in the liberal world of the Model High School, they don't.

The tour continued on, now with a certain edge in it, as the believes now sensed they had an unbeliever in their midst. I looked around the school with renewed interest, and was surprised by some of the work that was on the walls of the school. Whereas in my classroom, the walls are functionally decorated and convey a business-like approach to learning, the walls of this school were filled with meaningless and empty slogans. "Change," "Hope," "Togetherness," "Effort," "Equality," "Diversity," and "Save the Environment" the walls shouted to students. This Model High School looked less like a place of 'learning' and more like a 're-education camp.'

Once more, I tried to question the directors. At this point, I should have realized that I was now being watched more so than listened to- but I demonstrated the same stupidity here that I did when I questioned Earth Day last month (Earth Day: A Communist Plot?). Since I was no longer being recognized to speak, I simply voiced my question. "The students in this school are here because they were not disciplined- they failed their classes by not handing in work, they didn't study, they didn't try to understand the concepts, and many were insubordinate and disrespectful for teachers. And now your plan to help these students is to enable them, to give in to their demands, to surround them with 'nurturing' adults who put no discipline on them, and who appease them at every turn?"

"Yes, exactly," the directors replied, happy now that I understood their philosophy, that I finally got what they were doing in this school. Oh, and I did- now I understood that this school was meant to create a permanent underclass of slaves to serve the tyrants who ran it. The Model High School really was a vision of liberal education.

One of the other school districts that I worked in has a gifted and talented program that I thought would interest some of my readers because it shows how possible and how extensive the liberal agenda can stretch into the government-run schools in our country.

In some schools, gifted and talented programs for students may offer increased enrichment opportunities, ask students to take more leadership on important issues, hold seminars to improve critical thinking skills, or include visits to local museums. But in other schools, just the the program that I observed in a local middle school, the gifted and talented programs instead are serving as laboratories for molding future communist-left-leaning Democrats.

In this government school, gifted and talented students are usually identified in elementary and middle schools and then put into a program apart from other students, where they learn and work on an additional or alternative curriculum. They are told over and over that they are not different from other students, just unique- separate, but equal. Myself, I'd just tell these students the truth- 'hey, you're farther along and advancing more rapidly, so let's put you in a different class or give you additional projects and challenge you.' But the liberals who run the education system instead say to these students 'we're all equal, but we're going to put you in a special class to mold your unique skills.'

And the scary part is what they are trying to mold the best and brightest into. Apparently what this school is trying to mod its most gifted and talented students into is government planners, communists, bureaucrats, and solid liberal Democrats. They do this molding in several ways.

These gifted and talented students have to create and run United Nations type projects. That is, the United Nations projects that are funded with other people's money, unaccountable, full of corruption, and tend to make the situation they are supposed to 'fix' worse. Students work on projects that have to deal with environmentalism (how to force businesses through government power to do certain things, or propose laws to do this, etc.), global appeasement policies (peace on earth, how to stop the war, stop the war in Iraq, how to make friends with France, etc.), tax and spend schemes (pretend money comes from air and isn't stolen from hard working people's pockets, and think up ways to spend it, etc.), wealth-redistribution schemes (collect for charities, can drives, etc.), and focus on human rights abuses (especially caused by the US).

The gifted and talented programs that some government-run school districts are setting up for their impressionable youth steer clear and never mention anything related to individualism, morality, or personal rights. In fact, not a single project touched on those issues. The goal apparently with these programs is to emphasis themes of government control and elitism, but steer clear of morality, individual rights, and individual responsibility.

The students get the time to put together these projects by being pulled out of classes that are deemed 'unimportant' by the liberal elites who run the school- they are pulled out of business or economics classes, they are pulled out of shop, home economics, or auto mechanics classes, and they are pulled out of gym and physical education classes. According to the liberals who run the school, these are 'dumb' classes for the 'dumber students', and the gifted and talented students should instead be learning how to rule us, make decisions for us, and control our behaviors.

Where gifted and talented students could take on more real life examples and challenges, and begin to train to be our future business leaders, and improve their discipline and teamwork skills, and be part of the tradition that made our nation great once- skilled mechanics, dedicated farmers, good shop keepers, smart accountants, and hard-working factory workers- these students instead spend vastly more time talking and learning about government intervention in business and society in the belief that if our country had more lawyers, bureaucrats, and communist leftist pinko's, it would be a better country.

It is a scary thought- in schools all around the nation, our future leaders- our most gifted and talented- are being put into government re-education programs designed to make students into liberal Democrats. Scary indeed.

My local teacher union is pretty good at making sure that school resources are not used to lobby legislators- we are frequently reminded by our local union president that we are not to use school computers for union business and are not to in any way use school resources to lobby legislators.

But many other locals are run differently and our state organization seems to encourage us to act differently, and so it is quite common in the education world that teachers use their work time, their students, and their taxpayer-provided resources to engage in lobbying government officials. This is wrong and needs to be stopped, and I'm happy to say that there is a legislator trying to do just this.

Via MLive:

Facing an onslaught of emails, faxes, letters student-signed petitions and phone calls during a recent school funding debate, a state lawmaker hopes to restrict school districts that use taxpayers dollars to lobby legislators.

Rep. Kenneth B. Horn, R-Frankenmuth, introduced the bill last week that would prevent school districts or their employees from using tax-funded school supplies, equipment, vehicles or school time to lobby or become involved in political activities. He said he wants the same restrictions nonprofits face imposed on school districts and their employees.

One of the biggest signs of our corrupt our modern day government is that government employees frequently use government resources to encourage government officials to give said employees more personal benefits. Teachers are as guilty of doing this as other groups (although the SEIU is probably the most guilty)- they use resources that are given to them for the purposes of being a better teacher- computers, pencils, pens, paper, students, time, copiers, etc- in order to put pressure on government decision makers to give them more money, better benefits, a bigger pension, shorter working hours, less supervision, more job security, etc.

Teachers and union members can still lobby on their own personal time using their own resources- this bill does nothing to restrict that kind of speech. It just reinforces that employees of school districts are public servants and should follow the same sort of rules that other nonprofits face when involved in lobbying. This is exactly the sort of bill that the MEA should be backing and supporting, if it were honest about caring about children and using resources properly and not being unethical with the use of resources.

When I learned that four WTU Executive Board members were laid off during the latest reduction in force I was devastated. They included Willie Brewer, Agnes Dyson, Sheila Gill and Robert Willis. Three of these board members were some of our teachers and related school personnel most ardent advocates. Could it be coincidence that the most vocal of them were hardest hit ? I don't think so. Having our WTU Executive Board wiped out like this in an instant will have an adverse impact on conducting business at the Washington Teachers' Union (WTU). So far we have lost two other board members to retirement, one board member is no longer a teacher and therefore no longer eligible to be a board member while another has vowed not to return. Getting rid of our advocates in this way ensures that no one is sitting at the helm to represent the interests of city-wide teachers and related school personnel. This is the real tragedy as who will speak for you ? Firing our strongest representatives ensures that Rhee will have a greater likelihood of getting a teacher contract ratified that is unfair to teachers and bad for students.

What is most troubling to me is that our WTU President, George Parker did nothing to stop this DCPS train wreck even though he saw it coming. As some of you may be unaware there are mandatory reporting laws that require agency heads like Rhee to inform unions in anticipation of a layoff as well as apprise the union of the names of workers who were laid off. Consistently Rhee fails to apprise our union of anything with no push back from Parker. The WTU under the helm of Parker has been accused by our members of being Rhee-active versus Pro-active. As our union president, Parker has not filed any unfair labor practices as suggested by our labor attorney. What a pity for our members.

I supported the recent WTU Rally For Respect which was co-sponsored by our national organization, American Federation of Teachers (AFT). However, as one of our union members stated in a special meeting -it was day late and a dollar short. I am still waiting to hear what are Parker's next steps for relief to fight what he calls arbitrary and capricious termination by Rhee and company ? In our union meeting on Tuesday, members learned that while our union filed an injunction against layoffs- the bar for this legal maneuver is quite high. What happens next if we don't win ?

According to an October 2, 2009 report by Mary Levy who has analyzed the DCPS budget for many years : " Reconstitution of school staff took place in June 2008 and June 2009. If there were excess teachers, the problem was known then and a RIF (reduction in force), if needed could have been done in June, without disrupting instruction. " The million dollar question is why then did Rhee hire 900 new teachers when for the last seven years the city has averaged 294 new teacher hires annually . Hiring 934 new teachers in inconsistent with annual hiring practices according to Levy.As noted in today's WaPo, our WTU attorney states : "DCPS' attempt to disguise this mass discharge as a 'RIF' [reduction in force] caused by a 'budget shortfall' is clearly a pretextual attempt to sidestep the [Washington Teachers' Union] contract and to discharge a substantial number of veteran teachers." 

The letter (below) was written on behalf of Dr. Reginald Elliott and Ms. Gloria Tisdale by the Luke C. Moore Academy Board of Directors to reinstate Dr. Elliott and Ms. Tisdale. It is all too familiar story in Washington, DC in which education and other city services are being dismantled with Mayor Fenty at the helm. Not only have the DC police officers been offered a 7 year contract with no raises but their health care retirement benefits may soon be cut forcing many to retire earlier than planned . As many as 300 are predicted to flee DC. Other services have been cut such as mental health services, civil legal services and day care for poor families just to name a few. Due to changes made to the taxi cab system, drivers income has declined by 35 %. Not to mention many DC government employees including lawyers, child and family services workers and teachers have been terminated without due process . Some have been re-instated but many await administrative, EEOC and court hearings to determine their fate. Principals and vice principals have been let go in exchange for lesser qualified administrators without regard to their accomplishments.

Please feel free to amend this letter any way you like or draft your own letter. Whether you write about Luke C. Moore Academy or your own personal experiences - it is important that you write.You may duplicate this letter but should include your name and address. You do not have to be a District resident to make an appeal to this decision and others like it. You may fax letters to The White House correspondence staff c/o: 202 456 2461.

Sample Letter to President Obama (Composed by Moore Academy Board of Directors)

August 5, 2009

President Barack Obama
President, United States of America
1600 Pennsylvania Avenue, NW
Washington, DC

Dear Mr. President:

I join the community of supporters, patrons, friends, partners, parents, staff and students who stand up in honor of Dr. Reginald B. Elliott. He is a black District of Columbia native who has dedicated over 30 years of his life to educate the most challenging youth of the city. He is a leader who galvanized the metropolitan Washington community in renovating a 130-year old dilapidated schoolhouse into a modern state-of-the-art edifice worthy of competing with any secondary school institution in the nation.

I join the many numbers of people who can speak emphatically of the fervor, love and commitment the Dr. Elliott generates for the students for whom his life has impacted---not just toward their academic goals, but towards developing their social, economic, virtuous well-being. I join the citizens who applaud the school’s national accreditation spearheaded by this stalwart leader.

I join with the Washington community to petition the nation’s commander in chief and the Council of the District of Columbia to stand and act against the injustice perpetrated on this leader by Washington’s Chancellor Michelle Rhee. I join with them to reverse her edict of not reappointing Dr. Elliott as the principal of Luke C. Moore Academy.

It is unconscionable that the Council entrusted by the citizens of the nation’s capital would allow this injustice to be forced upon this dedicated school’s administrator and ultimately the precious youth of Luke C. Moore Academy Senior High School. In is incomprehensible that the Chancellor, appointed by the mayor and sanctioned by the council, is allowed to run slipshod with no semblance of oversight or objective evaluation over her administration.

The knowledgeable citizenry have called, sent e-mails while the Council idly sits, not addressing this issue. What a Shame after years of dedication, passion, giving, creating, developing, struggling and accomplishing. Now Dr. Elliott has been replaced in exchange for a neophyte educator/administrator. If Dr. Elliot had acted like a “lame duck” incumbent, his ouster would be understandable. If he were a principal/leader who’d simply retired on the job and was idly biding his time away, his departure would be welcomed. But Dr. Elliott led this alternative school this year to its 3rd national accreditation. He introduced robotics to students, staff and volunteers, inspiring their participation in the DC FIRST/NASA competition. He forged the Architectural Program sponsored for the math students. He brought local leaders to lunch and shared wisdom and knowledge with his Principal Round table students on Fridays. He developed an aggressive incentive program where students could earn everything from fare cards and Smart trip passes for transportation to saving boards to laptop computers and flat screen TVs. Dr. Elliott improved academics, attendance and citizenship. He also fostered internships, partnerships and mentorships for the Academy students.

The above list does not include his personally mentoring students----and sometimes parents---working and counseling with them hours at a time. How can anyone ignore the accomplishments of this man…accomplishments which do not include his gathering leaders, churches, businesses, fraternities, sororities, and other experts to join in serving our youth to forward the mission of the school.

The Chancellor presents her non-reappointment decision as a “personnel issue.” She tells Dr. Elliott (through her deputy) that his dismissal reflects on student attendance. Attendance is a cover story however, for Michelle Rhee has yet to resolve the attendance problems throughout the city! The chancellor is well aware that Luke Moore Academy is a second chance school for students who have had problems in their previous schools. One such problem includes attendance, a problem that is not easily resolved without true support. In regards to students’ attendance rates at Luke Moore, Ms. Rhee and the central administration are not exempt from culpability. The chancellor promised that the school’s daycare would receive added renovations to adjust to current building mandates. Those changes would allow some students to help resolve their childcare issues, thus improving attendance. The chancellor’s staff promised additional staffing aides to free counselors to address student personal issues and timely clerical work. The school system additionally sent the school a business manager to serve as an “attendance officer;” the challenges to this person proved overwhelming. In these and other matters, the chancellor along with her deputy have not been held accountable. At Luke Moore Academy, Michelle Rhee promised support, but reneged. Her cover story reveals her dishonesty.

Michelle Rhee not only dismissed Dr. Elliott, but the assistant principal Gloria Tisdale. Ms. Tisdale’s non-reappointment occurred days after Ms. Rhee’s deputy superintendent assured the Luke Moore staff that only the principal would be removed. The deputy superintendent continued Michelle Rhee’s pattern of dishonesty.

The non-reappointment of the principal and assistant principal is a judgment call by a person not qualified to even hold her post. She has overlooked Dr. Elliott’s and the school’s accomplishments this including receiving national accreditation when Chancellor Michelle Rhee herself has not stood the scrutiny of evaluation to maintain her position of Chancellor of the school system in the Nation’s capital. Principal Dr. Reginald Elliott and assistant Gloria Tisdale deserve to remain in their posts at Luke Moore Academy after faithfully and steadfastly serving the youth there.

Sincerely,

Concerned Citizens

cc: Mayor Adrian Fenty
D. C. Council members

Posted by The Washington Teacher

Della Bradshaw at the FT reports on the aspirations of African Business Schools:

"Economically we are the lost continent," says Juan Elegido, dean of the Lagos Business School in Nigeria. But he and others like him are planning to change that. Like many of his peers in African business schools he sees it as part of his mission to bring economic stability and growth to the country he represents.
Mike Ward, director of the graduate school of management at the University of Pretoria clearly speaks for many of his peers when he says: "There are 800m people on a continent that really needs uplifting and we are being looked to for help."

When putting together a list of the best Presidents in the history of our nation, that list would likely include Thomas Jefferson, Andrew Jackson, James Madison, Grover Cleveland, and Ronald Reagan. To that list I would like to also include Calvin Coolidge.

Most polls rank Coolidge somewhere in the middle, but this is because most people rank greatness by the number of actions that Presidents make and the number of policies that they as executives force on the nation that are usually contrary to our Constitution. For example, most lists put FDR at the top of the list, but he pushed through unconstitutional policies, dropped our nation into another Great Depression, didn't respond early enough to the rising fascism in the world, and then did the only thing I'll give him great credit for and won WWII. Oh, some great Presidents had to respond to crisis forced on them by others (like Lincoln), but most other so-called 'great' Presidents simply used the office of the President to jam policies on people that moved power and freedom away from them to the government and supervised a nation in crisis.

The best Presidents are those who did very little, ran the executive office smoothly and without problems or corruption, and conformed to the Constitution as closely as possible. Jefferson was President for two terms, and other then the Louisiana Purchase, his administration happily has little to note other than peace and prosperity. James Madison had to respond to the War of 1812, yes- but other than that, peace and prosperity. Calvin Coolidge was like this too- nothing to note during his time in office other than nothing to note- peoples lives were protected, the nation was prosperous, and property was well protected.

Here are some of the reasons that Calvin Coolidge should make the list of one of our greatest Presidents:

1. Coolidge was (for the most part) an opponent of government regulations. “I am in favor of reducing, rather than expanding, government bureaus which seek to regulate and control the business activities of the people,” he explained in the same State of the Union address. During his time in office, he attempted to allow private development of Muscle Shoals, made conservative appointments to federal offices over the objections of liberal Democrats and Progressive Republicans, was opposed to a veterans' bonus, and blocked and to the proposed McNary-Haugen farm legislation.
2. Coolidge criticized the left for its money-spending habits, stating, “Nothing is easier than spending the public money. It doesn’t appear to belong to anyone.” His policies led to a booming economy and increased tax revenues, but Coolidge knew that these additional 'revenues' wasn't the government's money- it was the peoples. So instead of bowing to progressives and liberals and using the surplus funds to create new programs, he put in place tax cuts. His tax cuts targeted largely the wealthy (he believed that the rich would invest their extra funds in ways that would increase production and therefore jobs and wealth at home, and also that American trade would expand abroad which would benefit the domestic economy and help stabilize the world economically and politically), but taxes were also cut on all taxpayers as well, the gift tax was repealed, and the death tax cut in half. These tax cuts led to increasing economic growth in America (and more tax revenues).
3. Coolidge believed that the role of the government was to step out of the way and allow the market and business to prosper. “The business of America is business,” Coolidge famously declared. But unlike many Republicans and almost all liberals, he did not believe the business of government was to control and direct and subsidize business- he believed in the free market and that removing regulations would encourage business more so than subsidies and targeted tax code help.

Coolidge’s tax cuts and deregulations resulted in a budget surplus and the economically booming “Roaring Twenties,” which came to an end during the progressive regulatory administration of his successor President Herbert Hoover. Coolidge said after leaving the White House, "Perhaps one of the most important accomplishments of my administration has been minding my own business"- but this is the very thing that I love about Coolidge, that as President he minded his own business, operated the machinery of the White House with cool and competent handling, and minded his own business as President. No crisis, no television appearances, no major policy changes, no crazy plans, no wild new ideas- simply doing his job, doing it well, and leaving when he was done with the nation in a better place than it was before.

President Calvin Coolidge may be the first U.S. president appeared to also appear in a "talkie" -- a movie with sound.In this four-minute clip (viewable on YouTube), Coolidge says that he wants to

"cut down public expense. I want the people of America to be able to work less for the government and more for themselves. I want them to have the rewards of their own industry. This is the chief meaning of freedom. Until we can re-establish a condition under which the earnings of the people can be kept by the people, we are bound to suffer a very severe and distinct curtailment of our liberty."

Before we go to the polls in 2012 to pick nominees for political parties and for President, I just want everyone to re-examine Calvin Coolidge and his Presidency and decide for themselves what exactly makes a President great.

UPDATE: The Calvin Coolidge Memorial Foundation contacted and reminded me of another reason why Coolidge is possibly one of the better Presidents that we've ever had- his views on education. Coolidge believed strongly in education and he often commented on the subject throughout the course of his political career, believing in the importance of having an educated citizenry and impressing on young people the importance of lifelong learning. Here is one of his quotes from a newspaper column in 1930:

"While it is easy to waste money on education, it is the one thing which we cannot afford to curtail. The true ideal would seem to be a system that supplies those in the lower grades with certain basic information and those in the upper grades with the power to think… The school is not the end but only the beginning of an education. Yet its place cannot be filled in any other way. The best thing the millions of our youth can do to assure their future success is to work faithfully at their studies. That opportunity for improvement and discipline will never return.”

For your next vacation, take a trip to Plymouth Notch, VT to see the President Calvin Coolidge State Historic Site for yourself and experience the world in which President Coolidge was born and raised.

For good books about President Calvin Coolidge, check out Silent Cal's Almanack: The Homespun Wit and Wisdom of Vermont's Calvin Coolidge, The Forgotten Man: A New History of the Great Depression, or Autobiography of Calvin Coolidge, The.

In her foreword to Penn's sugary tale about Chester, a young raccoon who would rather stay at home than go to school, Jean Kennedy Smith notes that the story is "for any child who confronts a difficult situation, and for the child within each of us who sometimes needs reassurance." Its obvious message is delivered by Mrs. Raccoon, who tells her son that "I know a wonderful secret that will make your nights at school seem as warm and cozy as your days at home." She then kisses his palm, and Chester feels the kiss "rush from his hand, up his arm, and into his heart." Whenever he gets lonely, she advises, he is to press his hand to his cheek and "that very kiss will jump to your face and fill you with toasty warm thoughts." As it may for youngsters in comparable situations, this "secret" works for Chester, who in turn kisses his mother's palm so that she, too, will be reassured. Sprinkled with hearts and flowers, Harper and Leak's paintings of the raccoons and their woodland habitat are pleasant if sentimental. Ages 3-8.

Copyright 1994 Reed Business Information, Inc.

Product Details

• Reading level: Ages 4-8
  
• Paperback: 24 pages
• Publisher: Tanglewood Press; Book & CD edition (August 15, 2007)
• Language: English
• 
  

Chester Racoon and his mother prepare for Chester's first "night" at school. He is a little apprehensive, and, of course, he wants to stay home with his mom. Mrs. Racoon shares a secret with Chester called the Kissing Hand. She kisses Chester's palm and tells him to put it to his cheek when he begins to feel lonely at school. This book makes a great gift for a child entering school or going to camp for the first time, or for any occasion where a child will be temporarily separated from home and loved ones. It can also be used to help a child through the death of a parent or special loved one, and for children placed in foster families and residential facilities. For teachers, this book would be super to read the first day of school. It could also lead up to wonderful science, social studies, and reading/writing activities.

I read this book to my oldest sons the days they left for college. They were "too cool" as they listened, but after I finished, the younger one reached up and kissed my hand. I can tell you, there wasn't a dry eye in the house. A memory I will always cherish. I am ordering the book for my sister who is sending her first child to Kindergarten next week. I highly recommend this to be added to your family traditions.

I will ever be grateful to my son's kindergarten teacher for reading this book to her class. My son was having a hard time being away from home for the first time, as with most children. He came home one day with his scholastic book order in hand and asked me to buy him The Kissing Hand. That was it he wanted nothing else. After we read the book together and I started giving him his own kissing hand he felt better about going out on his own. Still to this day even though he is in second grade now I sometimes give him a kiss on the hand as he get out of the car, especially on those days when I am having a hard time going to school myself. This book is, in short, a perfect picture of a mother's love.

Facebook has added an incredible complexity to our lives and relationships for one simple reason: it is in writing. The courts have always put things "in writing" in higher esteem above word of mouth. Now that we are inundated with video, text, and photographs and a set of complex relationships - we end up with things "in writing" that are distributed far beyond our true "friends" into  places that get us in trouble.

I don't have all the answers but am wrestling with this problem and want to lay out the facts so you and I can become co-travelers on this journey. I speak from experience, however, having two significant experiences under my belt with the school in this arena, know that there are things that I cannot say about situations that come in out what I share. It can happen because it DOES. This isn't theory.

Defining "Friend"
Anyone who has seen The Social Network finds Mark Zuckerberg's use of the word "friend" ironic as through the course of the movie we see him lose the few friends he has in order to gain the millions that are online. I've heard it is a mischaracterization (come on what billionare 20-something year old doesn't havea  lot of friends ;-) but nevertheless friend doesn't mean what you think.

In "the South" we are taught to be friendly from the moment our Mom's tell us as a drooling tot to "say hello because he just said hello to you." Be friendly. So, we think we have to "friend" everyone who "friends" us - it is good manners, right?

Wrong.

Let's get this straight. We are talking about Facebook Friends (I call them FF's in class) and a Facebook friend has access to everything you put on your wall (unless you "list" them - more on that later.) It means that if you "friend" someone who hates you that they will be crawling your page and your life looking for something bad about you. It also means that if you "friend" your students and you skip school one day and post "I took a sick day to go to the mall." that you've just ratted yourself out -- in writing. Everyone will know, that sort of word travels fast.

I use my Facebook for my professional life.  I don't friend students. I only friended my husband and I definitely don't friend my kids. Let's look at why.

Basic Friend and Publication Structure

How "Friending" Distributes Your Work

You are on Facebook. Your settings determine how people view your content. Check them thoroughly and every month or so to make sure you know what is in there and UNDERSTAND them.

Friends (FF)
Your friends have access to everything you publish unless you override the settings. If you friend someone - they are in your inner circle or your FF's. Do you trust them?

Facebook has allowed "listing" which lets you specify "friends" "coworkers" "high school friends" etc. and specify what content goes to which. I'm not smart enough to keep up with the complexity myself  I started eagerly using lists the day they were released, however, have found that they didn't work as stated and and my primary interface for Facebook (my itouch) doesn't give me access to lists when I accept a friend request there - so it has been pretty useless. It has been difficult in implementation for me.

Update: 3/29/2011 My friend Suzie Nestico (see her amazing new blog Coal Cracker Classroom) uses this feature and has graciously given me some screenshots to show how to hide lists from one another. I'm still not sure how to hide both ways. (i.e. hide students from friends - but I also want to hide friends from students - I guess there is a way to do this.) Also, it is vital that every person you friend get put on a LIST for this to work. And some interfaces (like handheld Facebook apps) don't give the option to list the friend as of the writing of this post. Finally, this is just how to hide specific updates from specific people and the primary concern is still having the two way avenue opened between students and my adult friends.

This is how to make a status update that is hidden from certain people.

Hiding updates from specific people. How many jobs would this have saved? Not sure if you can get at this feature in a handheld app.

Obviously, Facebook realizes this as a New York Times article this week reveals that part of Facebook's strategy is "friend clusters" but that is yet to be determined. The article claims that this will return us to "Facebook intimacy" which is nonexistent in the behemoth we have on our computers today.

If you are "friends only" then only your friends can see your content. Simple enough. It has nothing to do with whether they can see each other's content.

UPDATE 3/28/2011: I have been told there is a setting in the comments below that will allow friends not to see each other. At this point, I've been through privacy settings (as I did before I wrote the post Friday) and cannot find this. If this feature is hidden or possible, please let me know but as of now it is not something available in my Facebook privacy settings.

Friends of Friends (FOF)
This is where we get in trouble. When a person has their settings as "friends of friends" then the friends of their friends can see their pages. In my work with students and adults - most people haven't gone in and edited the new, improved privacy features that Facebook announced last year that give you control over these three areas. Most people around here are publishing to FOF's.

Studies show the average number of FF's we have is 120-130 (New York Times Dec 2010). So, if you have 120 friends and those friends have 120 friends, your page is potentially being viewed by 14,400 people who probably have some loose relationship with you -- If you have your settings to be Friends of Friends.

But here is the trick. YOU may have your page set to "Friends only," however, you have no control over your FF's pages. If your students or the adults you have friended have their pages set to FOF or Public then your FF can go through your list of Facebook friends and see each other's pages.  

You are a living hyperlink between all of your Facebook Friends (FF's).

Public
This is what everyone can see. According to Facebook (May 2010) you

"can't hide your name, profile picture, network and gender (if you provide this info)." 

Be careful on your profile picture, many get tripped up just by posting an innappropriate profile photo. Everyone sees it.

Also, your " facebook network" means  the college, school, or other group you are part of. You are linked to your colleges, schools, etc. and so are your students. Everyone sees this. So, basically someone can pull up your school network and see the profile pics and gender and names of everyone at your school. (Does this bother anyone but me?)

You CAN set your page to public, which means that all of Facebook's users and everyone on the web can see your page. Kids can set it to public as well and many have.

How does this impact Teachers?

Teachers become "human hyperlinks" between groups of people.

 When a teacher uses ONE account to friend students - the teacher becomes a living hyperlink between students, adults, families, etc. This is where we get in trouble.

• Do we want everyone to know the names of our students? 
• If our students have their privacy set to public - do we want to accept responsibility that everyone in our friend's network is on the up and up and not a "creeper?" 

We all know and have probably FF'd someone who is strange. You have just accepted responsibility for all of your FF's and are a living hyperlink.

This is why teachers who really want to be on Facebook often set up a "school account" and just friend students with it. But now, remember, you are a link between students. (I'm not saying don't do it, I just want you to understand what this MEANs.)

A true-er picture of the world

 But as most teachers say,

"I want to be part of their lives and all of these other adults are friends with students - why shouldn't I be. Aren't you just talking "theory" here - the real world is that students and adults are friends all over the place!!"

Yes, this is true. The reality is that in the mess of privacy settings and indiscriminate uneducating friending that we do have a mass mess.

Say, an adult with a mental disorder has an argument with another adult and flames on Facebook posting profanity and horrible pictures. Their settings are "friend of friend" - anyone connected to that adult as a friend can see the page. They can be exposed by human hyperlink to trash. It happens and has happened.

If that "human hyperlink" happens to be a school or a teacher - parents can blame the teacher or school for their role in exposing students to that content. I don't like this but even if a child is friend with 100 adults and could get there to that content 100 ways, the school is one of those links and they expect us to be responsible. They blame us. I've taken the phone call, readers, I'm not making this up.

Parents are a Big Part of the Problem

Parents often don't realize that they are causing safety concerns when they friend their own children.

 I believe that if a parent wants to friend their child that they should create ONE facebook account just for friending their child. They should have just as many friends as they have children. Period. If they want to monitor their child's account that is set to "friends only" they should do this.

Otherwise, when a parent friends their child - they can also see everything for their children's friends who are set to "FOF" or "public" but also their child can see everything for the adults in Mom's or Dad's network. Likewise, when the friends of parents can see the child - that is too much information for me as a parent. My job is to protect my children and since I use Facebook more as a professional than personal, it is an overlap I cannot allow. 

I know of parent "creepers" that get into everything going on in a school. These are the ones that friend their children and then proceed to look at all of their friends on an ongoing basis. They know everything to the point that I think it is unhealthy. 

I've also seen kids who are defriended because of creeper parents. Parents have a responsible role to play here. Kids shouldn't be the Jersey-Shore entertainment for adults who don't have anything better to do. But, they should also understand about posting innappropriate content.

Why does sharing matter? A Real-Life Case Study.


I'm going to give a live example with names changed. 

Let's say that we have a large project with kids from multiple schools and one child has a funny name- let's call him "Zipper" and posts a really strange picture of himself as his profile. Kids from another school find this hilarious and start making fun of "Zipper" both in the chat and on the project.

Teachers intervene and put a stop to the behavior to which the student's who are picking on Zipper say "we're just going to take it to Facebook" to which the teacher says "If you take this to Facebook, there will be consequences." Of course, the kids laugh it off -- my school on Facebook, not going to happen.

Zipper now knows what is up and refuses the friend request from these students. (How many "Zipper"s are there on Facebook.) So the kids making fun of Zipper look at Zipper's network and see his school. They go through the school and friend Zipper's friends and ONE girl who has TMF's (too many friends) friends them. She friends everyone including Zipper and these kids making fun of Zipper. She has become a human hyperlink.

Zipper has not realized that his updates are set to Friend of Friend and gets a new cell phone number. He goes in and updates his cell phone number which is posted to his wall. The kids making fun of him and his name are watching Zipper's wall and see his phone number. They start texting him. One bold student calls him three times and leaves a message. 

This happens all in a 24 hour period. Now, how did this turn out?

Zipper's friends took screenshots and brought them to Zipper's teacher. Zipper brought his cell phone and in let the teacher hear the messages (he deleted the first two.) Zipper's teacher takes the documentation and sends it to the school of the students who are cyberbullying Zipper - because that is what has happened in this case. Fortunately, the school which housed the students conducting themselves in this way was a visionary school - the vice principal was involved and put the kids on suspension with notification if they contacted Zipper in any way they would be expelled.   The students were removed from the project and given an alternate assignment while the rest of the project continued.

Zipper's teacher helped him set his Facebook privacy settings, delete his cell phone, and spent time with the whole class using this as a powerful teachable moment on Friends of Friends AND sharing too much information. Everyone in the class set their page to FF only except for two who just didn't want to.

Zipper's teacher notified the principal and his parents and let them know what was happening.

36 hours - issue resolved.

Recommendations
This real-life case scares the dickens out of administrators but it happens. To be ready for this, I think that schools should:

• Consider the policy for friending and educate teachers and staff. (If some are actually TELLING kids to friend them based upon their role at the school - you have HUGE issues and they need to consider having a separate account.)  Tell them HOW they can friend students not that they CAN'T in any cases. You're not living in reality if you think you can stop it altogether, particularly if faculty have their own children at the school.
  
• EDUCATE EDUCATE EDUCATE. It is not an option to ignore facebook. Educate parents, staff, students. Have Facebook Fridays and help kids review their privacy settings (with permission from parents.) You can't talk about this issue enough.
  
• Consider multiple accounts for yourself and staff. Thus far, Facebook's efforts in this area have been lip service, in my opinion. They admit the problem is messy.Educators should listen. You don't want to risk being the human hyperlink in the equation of the problems that WILL not MIGHT but WILL happen between students, adults, etc. Faculty can also have pages to communicate with kids and NOT friend students. This is a great middle ground I recommend.
  
•  You should get on Facebook. yes, I said it. How can you understand it unless you use it yourself. Decide the purpose for your Facebook account and stick to it. Administrators and teachers not using it at all don't understand it. It is like people telling me how to raise my kids who don't have any of their own.
  
• Have a Facebook Page for your school. This is a safe way to get your information about your school from YOU - otherwise the grapevine on Facebook will do it for you. (I'll share how to do this in the next week or two.)
  
• Consider a digital citizenship education program like the Digiteen program, a nonprofit that I run, or Common Sense media or Microsoft's excellent Family Safety Resource or the many other resources out there. If you have driver's ed you should have digital citizenship education. Period.
  
• Teach kids how to Screenshot. "Stop Block and Tell" sounds nice but it is WRONG!! It is Stop, Screenshot, Block, Tell, and SHARE! (See my free downloadble 5 Steps to Internet Safety (for non commercial use) - you may also buy these posters at my Café Press Store or contact me for bulk printing discounts.) They need to be ready for WHEN not IF issues happen.
  
• Partner with those in global collaboration who have an active role in handling projects and the interface between schools so that issues like that of Zipper above can be dealt with quickly.
  
• Educate yourself. These issues will be dealt with by administrators and teachers the world over for the forseeable future.
  
• Look at Kidswirl for kids, parents, and faculty. This is an excellent option that my students and I have tested. They have some excellent privacy settings. Give a good alternative to Facebook.

And truthfully, Facebook can handle some issues like this. I know of kids as young as 7 on Facebook (with parental knowledge) - the conditions say you are supposed to be 13. If they have to network, try Kidswirl.

I think that Facebook should be able to block the searching of K12 networks when certain types of behavior are seen. There are ways to ferrett out innappropriate use and we know they are tracking our clicks for goodness sakes. But, don't expect it.


Remember your noble calling.

This is the first in a series of posts about Social media for schools.