Although I’m a career educator, I’m not a fan of report cards. I didn’t like receiving them when I was a student, didn’t like completing them as a teacher, and I totally despised all the studies we did when I served as an administrator. No matter what system was developed, parents wanted things to be reported as A’s, B’s and C’s. That’s what they experienced when they went to school, so that’s what they understood.
When I was in elementary school we received O’s for “outstanding”, S’s for “satisfactory”, an S+ for something between the two, or an N for “needs to improve”.
My mom equated O’s with A’s, S+ was a B, S was a C, and anything else was unacceptable. Thankfully, I never dipped to unacceptable until I reached high school. French my freshman year, and math every year, did me in. I didn’t believe that algebra and geometry would serve me much purpose. I really didn’t consciously use geometry until I started playing golf. I apply what I learned about straight lines and angles whenever I play.
I graduated with a grade point average high enough to get into some colleges, but not all. I went off to Western Michigan University in large part because I was familiar with Kalamazoo. My Aunt Emma and Uncle Jack lived there, and Western had a cool mascot, a bronco. Those were not the soundest of reasons for selecting a path for my future, but they were mine.
I entered formal education at the age of five and exited at the age of thirty-seven. I graduated from high school, received a B.S. degree at Western, an M.A. at Eastern Michigan, and completed by Education Specialist Degree at Michigan State University. My grade point average increased as I moved up the education ladder, but one thing remained constant. I did better in classes, both grade wise and with my mastery of the content, when I had a good relationship with the teacher. For me having a good relationship meant I either liked the teacher, or I felt the teacher liked me. Building relationships, gaining trust, and developing mutual respect became the three legs of my stool.
After earning those degrees, I continued my education through classes and workshops. I earned a multitude of certificates of completion, became qualified to teach a variety of programs, and served as an adjunct professor for Central Michigan University. Since my formal retirement from education in 2007, I have worked with local schools and businesses.
My trend to work harder, and do better, grew with each new relationship. The more my circle grew, the more successful I became.
Ruth and my oldest son, David, followed us and became an educator. When he decided to seek a similar path, I knew he would be more dedicated and successful than we had been. He’s the full package, and I’m very proud of him. His biggest faults are he works too hard and cares too much. He gets a bit full of himself from time to time, but he backs up everything with action. I admire that.
In 2013 David was asked to do a Ted Talk. I had heard of them, but never listened to one. He’s celebrating his forty-fifth birthday tomorrow, so I thought I’d share his Talk with you. He’s all about changing education and has done more than his fair share. Today, when schools across the country, and around the world, are closed with no prospect of opening any time soon, it may be time to listen and put more of his ideas into action.
I totally agree with your son and I called him as soon as I heard it!
That was a very impressive and heart felt speech. I loved the passion that Dave shows.
How is he coming in his efforts? Has Dave made progress and change since 2013?
He has. He’s added several successful programs, established new partnerships, and his district continues to grow. Most, but not all, of his staff has bought into his message. He’s a pationate different maker.