Work Hard. Teachers Created the Most Promising Schools in America [Jay Mathews] on Get your site here, or download a FREE site Reading App. to%Work#Hard,#Be#Nice:#How#Two#Inspired#Teachers#Created#the#Most# Promising#Schools#in#. America%by%Jay%Mathews%text. Download .. Be Nice. - Jay Mathews. Work Hard. Be Nice. How Two Inspired Teachers Created the Most Promising Schools in America Their enthusiasm for hard work in the classroom springs from the impact they are having, like nothing.
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In his new book, Jay Mathews claims that the Knowledge Is Power Program is the Work Hard, Be Nice: How Two Inspired Teachers Created the Most Promising Schools in America. Файл формата pdf; размером 43,05 МБ. Work hard mural "I picked up Jay Mathews' book, "Work Hard. Be Nice." and decided to read it without knowing what it was about. Mathews tells a great story . By Jay Mathews. When Mike Feinberg and Dave Levin signed up for Teach for America right after college and found themselves utter failures in.
Shelves: education , economics , race Last year I was teaching a course on education policy to forth year Bachelor of Education students. Sort of a lightning tour of education policy in Australia with some references to what is happening overseas and what impact that might have on the Australian education system.
And in it he tells his audience about KIPP schools and then gives everyone in the audience a copy of Last year I was teaching a course on education policy to forth year Bachelor of Education students. And in it he tells his audience about KIPP schools and then gives everyone in the audience a copy of this book.
Given this praise, I was expecting this to be a much better book than it proved to be. Yeah — I know, kill me now.
This book has everything: a bit of sex, lots of basketball, some Rap, a visitation from God, sudden death, a birth, a basketball battle to near death, lots and lots of insanely bad food and endless behaviour management of tough kids who, when given the right treatment, prove to have hearts of gold and a strong desire to learn.
In fact, if you come away from this book with any sense at all, it is that the only way to teach children from underprivileged backgrounds is to impose the strictest forms of discipline upon them that you can think of. Sometimes you may need to humiliate them too — but that is all part of the deal. One of the things that Gates says about KIPP schools is that they have had remarkable success in educating these underprivileged children, often raising their standardised test scores by unheard of amounts.
This book is an endless series of stories of the heroes outsmarting the bureaucrats and school officials so they can give their kids what they need — a damn good education.
And the guy who wrote this has spent too long reading the Hero with a Thousand Faces — every bloody element of the myth cycle is here, the rejection of the call, the supernatural assistance from the goddess, the call to adventure, the death of the hero and his eventual resurrection usefully, by a Jewish guy too and, of course, ultimately atonement and the return.
As much as the plotline annoyed me — what annoyed me more was the pedagogy. Just about the only teaching that happens in this book involves teaching to the test. Critics said tailoring lessons to what was going to be on a state test narrowed the curriculum and hurt students. He predicted that by the third or fourth year they could be training school leaders.
What would the KIPP schools have in common? Hamilton brought in a large easel, flipping over each page as it filled with ideas. The big points seemed obvious: high expectations for all students, a longer school day, a principal totally in charge, an emphasis on finding the best teachers, rewards for student success, close contact with parents, a focus on results, a commitment to prepare every child for a great high school, and, most importantly, college.
They decided to call the main principles the Six Pillars, later whittled down to five.
Some people said it sounded too Islamic, too T. But the Five Pillars stuck. Boyd thought the meeting was going too well.
New organizations were breeding grounds for dissent. They had to talk about that. By afternoon she was at the easel, picking at scabs in the Levin-Feinberg relationship, looking for unresolved issues in what had been their surprising and exciting but largely unexamined success. She saw the three big men at the table.
At 6-foot-4, her husband was taller than even the KIPP founders. Witney, aware he was the least prominent person present, was 5-foot They had plenty of youth and energy and big ideas, but how were they going to make decisions together?
If two of them thought an applicant for the leadership program should be accepted, and the other disagreed, how would they resolve that? If one of them thought that corporate human relations training should have two full days in the leadership course, and the others thought it only needed a couple of hours, how would they work that out?
They nodded patiently and said they could handle that. The idea was to give each school leader the same freedom to innovate that Levin and Feinberg had enjoyed, just so they showed good results. They had the confidence of youth. Three of the six people in the room, Levin, Feinberg, and Witney, had not yet reached their 30th birthdays.
The oldest person was Jessica Levin, about to turn Hamilton still had to persuade two members of a very different generation, Don Fisher, 71, and Doris Fisher, 68, to give a large chunk of their money to these kids.
Hamilton spent several weeks writing and rewriting a business plan. He did not think the Fishers were going to react very well. He confessed to Boyd a sense of doom, and a pugnacious willingness, if the Fishers said no, to quit and find some other backer for the KIPP expansion.
He sent one copy of the business plan to each of the Fishers.
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Despite his apprehensions, the Fishers loved the idea. Don said he had never thought of running schools in the same way he ran a company. But as he considered the KIPP plan, it dawned on him that schools were a business, and charter schools in particular were a business.
They needed principals who were trained in management fundamentals and could make their own decisions.
He wanted to get going right away. No one was surprised. Feinberg told friends, including Levin, that Levin would be content to raise enough money to fully endow his school, sign an agreement that would guarantee KIPP New York enough space for the next years, keep teaching fifth-grade math, and be as happy as a pig in a barnyard. For a while they amused themselves by pretending the decision was up in the air.
If they were in a bar with a dartboard, Levin would declare that the first to hit the bulls-eye would go to San Francisco. Feinberg moved west and discovered that Don Fisher was even more impatient than he and Hamilton were. Feinberg, Hamilton, and Levin were pleased that Tyson, unlike other business school deans they contacted, did not suggest they involve education school faculty in the project.
All three of them distrusted education schools. Feinberg and Levin planned to do most of their recruiting among Teach For America veterans like themselves. They thought such people would have the most drive and imagination, and the most experience improvising in difficult circumstances. But it seemed to Hamilton they were rushing it. The original plan was to start that summer. The principals in training would take classes at Haas for two months, while they completed the paperwork that would launch their schools.
In the fall they would work at one or both of the KIPP schools. By the new year, they would be in the cities they had chosen for their schools, recruiting teachers and students and finding a space for 70 to 80 fifth graders in the summer of Like Levin and Feinberg, they would add a new grade every year until they had fifth-through-eighth-grade middle schools of about students.
It was already May. Hamilton felt they did not have enough time. They had selected four Fisher fellows.
One dropped out, and the other three looked good, although headstrong. Hamilton went to see Don Fisher. I think we are just throwing stuff together here too fast. Feinberg, Hamilton, and Levin had no business training.
He figured they would make mistakes. He explained to Hamilton, based on a half century of experience, that it was much better to get started and address problems as they came up, rather than sit at a desk and try to plan for everything that could go wrong. Even if it is imperfect, I promise you it will be better this way. The sixth-grade math class was not going well. At almost any other public school, the problem would have been considered minor, and the solution long term.
The soft-spoken young man had come well recommended. He appeared to know his subject. He loved children. But he was a poor classroom manager and motivator. The aisles of his classroom were cluttered.
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His students were inattentive. A look at their work showed they were falling behind where KIPP wanted them to be. In most urban schools such failings would have been difficult to detect because the standards were so low, a result of the widespread feeling that not much could be expected from such disadvantaged children.
She would encourage him to borrow their techniques. She would never consider firing him in the middle of the term. Anyone she might be able to replace him with would almost certainly be worse. At the end of his probationary period, if he made no significant improvement, he might be let go.Synopsis When Mike Feinberg and Dave Levin signed up for Teach for America right after college and found themselves utter failures in the classroom, they vowed to remake themselves into superior educators.
Kenneth and the Golden Ticket Meeting Harriett Ball 6. Caroline McLaughlin Published: The kids were absorbed in what they were doing. Original Title.
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