Your Guide to Stress-Free Family Travel
Experts (parents themselves!) give you their best advice for wiggling out of the inevitable problems you encounter when traveling with kids.
So you've gone online to research a destination, find a flight, or book a room, and now you're ready to hit the road with the kids, right? Not so fast! Even a well-planned family trip can have bumps along the way -- your toddler has a meltdown on the plane or your hotel turns out to be not so kid-friendly. Don't wait until you're caught up in a stressful situation to find a fix. Check out these smart, commonsense tricks of the trade from seasoned travels who've been there and done that with their kids.
For eating on the go ...
Suzanne Farrell, a spokesperson for the American Dietetic Association and mom of two in Denver.
Don't go overboard. When you're traveling, you're going to run into some temptations, such as chocolate chip cookies on the plane or at the hotel. Stick to your kids' normal eating habits when you can, but it's okay to give them a treat, especially if you balance it out with healthy choices.
Pack smart snacks. Food keeps the kids' energy up and helps prevent meltdowns in stressful travel situations. But you want the snacks to be as substantial as possible -- this means keeping sweets to a minimum. I like to offer goodies such as pretzels, cheese sticks, peanut-butter wraps, and a homemade snack mix made from whole-grain cereal. My 4-year-old loves helping me make it, too.
Bertie Bregman, M.D., chief of Family Medicine Service, Allen Pavilion of New York Presbyterian Hospital, and father of four in New York City.
Boost immunity beforehand. It's definitely scary to have a sick child in an unfamiliar place. The best thing to do is make sure everyone's immune system is strong weeks before any travel. You can help do this by having your kids eat well, take vitamins, and get plenty of sleep. It won't prevent every type of illness, but it's a good start. And carry contact information for local doctors and hospitals just in case.
Bring the basics. We always pack medications, including a fever and pain reliever (acetaminophen, ibuprofen), a stomach med, a thermometer, and, of course, plenty of bandages. Also, a bottle of hand sanitizer or wipes can be a lifesaver when you're traveling.
Know local hospitals. If your child does get sick, the first place to go is the front desk at the hotel. They should have information for the local medical professionals. But it?s also a good idea to make a list of the ERs in the area (and how you can get there) before you leave home.
On the plane ...
Veda Shook, flight attendant for Alaska Airlines and mom of two in Washington, D.C.
Keep the kids happy. I try to hide a little surprise for the kids, so if they're getting restless on the plane they can pull out a new toy, book, or game. That usually buys us more time. You should also bring an empty sippy cup to fill up at the water fountain once you've passed through security. Kids often can't wait until service comes through the plane to get something to drink. Having your own can prevent a midair meltdown.
Go nonstop. I'd rather pay extra -- or even drive an hour more to a different airport -- to get a nonstop flight than risk delays and the other hassles of taking a connecting flight with kids. But if you can't avoid connections, be sure to allow enough time between flights for your children to stretch, go to the bathroom, eat, and unwind without having to rush to the next gate.
Cut down on bags. With all the baggage fees, sometimes it's easier to buy bulky things, such as diapers, when you get there. You can also ship a box to your destination, which is often cheaper than the $25-$35 second-bag fee. If you stay with friends or family, ask to borrow their car seat, crib, and other gear.
On the road ...
Jennifer Huebner, spokesperson for American Automobile Association (AAA) and a mother of two in Orlando.
Research routes. For long drives with kids, I plan the route in advance, keeping in mind back roads and timing to avoid rush hour. If you're in the heart of a big city during gridlock traffic, it's not just stressful for you -- it can make the kids tense, too!
Take breaks. Build in travel time to stop every couple of hours. That gives kids a chance to move around and play. I'll even add in a quick trip to a children's museum or a big play area for them to blow off steam. Experts suggest you take a rest every two hours or 100 miles -- for kids, you should do it more often than that (after 90 minutes or less).
Be prepared. I always make a few different to-do lists, including a mini menu of snacks or a reminder to check that the car seat's installed properly. I also have a master list that tries to anticipate the kids' needs along the way, from baby wipes to games to keep them entertained during the drive.
When booking a room ...
Kammy Shuman, travel agent at Encompass the World Travel and a mother of two in Parma, Ohio.
Consider all-inclusives. These resorts are particularly nice for families because everything is right there. You don't have to worry about renting a car and car seat and driving everywhere. The cost of most food, drinks, and entertainment is already built in, so you don't have to pay every time. (See parents.com/resorts for ideas.)
Think location, location, location. When choosing your room, try to be as close to the pool, the beach, or the main attraction as possible. If you have a kid who's potty training or has to go to the bathroom a lot, you don't want to have to keep running over the sand and up 10 flights to your room.
Pick a kid-friendly place. The first thing I consider when planning a family trip is whether that hotel has kids' programs and babysitting services. Some resorts are amazing if you've got a baby. They have things such as bottle warmers, extra diapers, and even a nursery so certified staff can watch your little one while you hit the spa. Shop around hotel Websites in your ideal area to see what's available for kids.
Check into overseas options. If I'm traveling out of the country, I make sure there's food I know my kids will eat close to the hotel. It's also good to find one that offers room service, which isn't as common abroad. If you have a jet-lagged child, you don't want to have to go out in the middle of the night to find food or snacks.
For a safe stay ...
Colleen Driscoll, executive director for the International Association for Child Safety and mom of three in Baltimore.
Childproof your room. Make sure there's nothing that can harm a cruising toddler or a sleeping baby. I always pack a little kit that includes things such as a night-light, outlet covers, latches, and a travel safety gate. FYI: Some hotels will provide proofing kits or even do it for you if you ask in advance.
Have a backup plan. Don't be afraid to change rooms or even hotels if you?re worried about your child's safety. We did it after discovering our room had a tile floor. Our daughter was starting to crawl, and we felt like we couldn't safely put her down.
Originally published in the October 2010 issue of Parents magazine.
Monday, April 2, 2012
Saturday, January 21, 2012
Activty Books for Infants and Toddlers
Having worked with older kids most of my life, I confess I am clueless when coming up with ideas to do with my 1 and 3 year olds. So I have been browsing the Internet and looking at books to find activities that don't cost much but are easy to do with little hands and small attention spans. Here is what I have found I like so far.
1 Browse the Internet. Type in "spring crafts," or whatever, and you will be bombarded with free Internet sites with craft ideas. Some websites are great and even label the crafts by age group and difficulty.
2. "At the Zoo: Explore the Animal World with Craft Fun" by Judy Press. I love this craft book. The crafts looks so easy and materials needed are simple like kleenex box, googly eyes, pipe cleaners, paper, etc. My 3 year old who isn't into crafts as much as I am helped me easily with making the snake. I think this book is great for toddlers into early elementary.
3. "Look What You Can Make From Paper Plates" by Margie Richmond. Paper plates, toilet paper rolls, egg cartons, and paint make these crafts easy. Can't wait to make the dinosaur project with my eldest. I think this book is great for toddlers into early elementary.
4. "The Encyclopedia of Infant and Toddler Activities" by Kathy Charner. I like this book because it has activities and crafts organized by age and activity like fine motor, gross motor, etc. There are so many good ideas and you may have done some of them on your own without every opening the book. However, they have a variety of ideas that have helped me since I am not skilled with coming up with these types of activities on my own.
5. "Making Toys for Infants and Toddlers" by Linda Miller. Homemade and easy, these are crafts any little one can do. Some of the toys are great and others are not my cup of tea, but I think the ideas are great if you want simple, easy, and cheap. Example supplies are toilet paper rolls, stockings, cardboard, paper, pictures and the like.
6. Luckily, some of these books were at my library so I was able to preview and try them out before getting them. I encourage you to utilize your library and check out these type of books on your own to see what fits your style.
1 Browse the Internet. Type in "spring crafts," or whatever, and you will be bombarded with free Internet sites with craft ideas. Some websites are great and even label the crafts by age group and difficulty.
2. "At the Zoo: Explore the Animal World with Craft Fun" by Judy Press. I love this craft book. The crafts looks so easy and materials needed are simple like kleenex box, googly eyes, pipe cleaners, paper, etc. My 3 year old who isn't into crafts as much as I am helped me easily with making the snake. I think this book is great for toddlers into early elementary.
3. "Look What You Can Make From Paper Plates" by Margie Richmond. Paper plates, toilet paper rolls, egg cartons, and paint make these crafts easy. Can't wait to make the dinosaur project with my eldest. I think this book is great for toddlers into early elementary.
4. "The Encyclopedia of Infant and Toddler Activities" by Kathy Charner. I like this book because it has activities and crafts organized by age and activity like fine motor, gross motor, etc. There are so many good ideas and you may have done some of them on your own without every opening the book. However, they have a variety of ideas that have helped me since I am not skilled with coming up with these types of activities on my own.
5. "Making Toys for Infants and Toddlers" by Linda Miller. Homemade and easy, these are crafts any little one can do. Some of the toys are great and others are not my cup of tea, but I think the ideas are great if you want simple, easy, and cheap. Example supplies are toilet paper rolls, stockings, cardboard, paper, pictures and the like.
6. Luckily, some of these books were at my library so I was able to preview and try them out before getting them. I encourage you to utilize your library and check out these type of books on your own to see what fits your style.
Friday, July 29, 2011
Closing Activity or Ending Ideas For the Middle/High Classroom
1. I’ve always heard that you should have closure at the end of each class, but I haven’t found the best method until recently. The previous year I had students write their “closing activity” answer down on paper. However, I already did “opening activity” papers and this created a larger work load of grading for me. And it did not tell me right away (except for the few students I called on), whether they understood the concept for the day until two weeks later when I was grading the assignment. I also found that the kids wanted to answer the closing when they did the opening, defeating the purpose of a closing question. Or some students would be so fixed on packing up that they wouldn’t do the closing, even though I would ask them to complete it. I ended up having to end class earlier and checking every students paper to see they were completing the closing, thus, taking more time and energy for me. I am always looking for something that places responsibility on the student, not create more work for me. I had a brainstorm last year and I’ve been using it for a year and plan to use it this year too. It may become defined or changed over time, but I think it’s a large improvement from the previous year.
I have headings on the board like “homework,” “today’s activities,” “test date,” “learning targets,” “opening activity,” and now “closing activity.” Then I made 5 slips of paper for the closing activity with the following headings, (that I can change each day, and I use a magnetic clip to hold up). The headings are:
Door (They answer a question (or i.e. label a part of a flower) at the door as they exit)
Journal (They answer a question in their journal, summarize their notes, complete a demo)
Partner (They have to tell their partner the answer to the question I ask, quiz their partner on vocab, or read their notes to each other)
Random (I call on a student/s to randomly to answer a question)
Whiteboard (Students draw or write their answer on a whiteboard)
2. Reading “The Kid Who Invented the Popsicle” is a great way to end class when you want to keep the attention of your students. Each entry is a paragraph long, so you can use it to cover a couple minutes to five minutes in class. I wouldn’t do more than five minutes as it can get redundant. The table of contents is extensive. Some time in the beginning of the school year to get things started with this procedure, I will read the Popsicle story, since the title is about the Popsicle. After that, I walk up to a student and give them a couple seconds to pick an entry. Then I read the entry (this way I can change words or explain concepts as I read). The kids are always eager to be the ones picked to pick an entry. Some of my favorites I’ve read to the students are about the hot air balloon, teddy bear, vending machines, bikini, Dr. pepper, and quiz.
There are other books like this out on the market, but this book has been the best at filling in a couple minutes of class time. I usually end up using the book at the end of class when we get done earlier than planned or they seem really squirrely and I need to keep their focus. I also bring it out for the sub to use in case my lesson plan is too short.
3. If I end up with more 10 minutes of closing time (because some classes move faster than others), I read a 2-minute mystery book (Amazon.com) and the students try to solve the problem. Students always have that "ohhhh" moment when I'm able to lead them to the answer. Critical thinking is so important as we move from state standards to common core standards.
I have headings on the board like “homework,” “today’s activities,” “test date,” “learning targets,” “opening activity,” and now “closing activity.” Then I made 5 slips of paper for the closing activity with the following headings, (that I can change each day, and I use a magnetic clip to hold up). The headings are:
Door (They answer a question (or i.e. label a part of a flower) at the door as they exit)
Journal (They answer a question in their journal, summarize their notes, complete a demo)
Partner (They have to tell their partner the answer to the question I ask, quiz their partner on vocab, or read their notes to each other)
Random (I call on a student/s to randomly to answer a question)
Whiteboard (Students draw or write their answer on a whiteboard)
2. Reading “The Kid Who Invented the Popsicle” is a great way to end class when you want to keep the attention of your students. Each entry is a paragraph long, so you can use it to cover a couple minutes to five minutes in class. I wouldn’t do more than five minutes as it can get redundant. The table of contents is extensive. Some time in the beginning of the school year to get things started with this procedure, I will read the Popsicle story, since the title is about the Popsicle. After that, I walk up to a student and give them a couple seconds to pick an entry. Then I read the entry (this way I can change words or explain concepts as I read). The kids are always eager to be the ones picked to pick an entry. Some of my favorites I’ve read to the students are about the hot air balloon, teddy bear, vending machines, bikini, Dr. pepper, and quiz.
There are other books like this out on the market, but this book has been the best at filling in a couple minutes of class time. I usually end up using the book at the end of class when we get done earlier than planned or they seem really squirrely and I need to keep their focus. I also bring it out for the sub to use in case my lesson plan is too short.
3. If I end up with more 10 minutes of closing time (because some classes move faster than others), I read a 2-minute mystery book (Amazon.com) and the students try to solve the problem. Students always have that "ohhhh" moment when I'm able to lead them to the answer. Critical thinking is so important as we move from state standards to common core standards.
Oganizing Socks (for 3 children and more)
Anyone else like doing laundry? I didn't think so. I'm not a fan and am trying to find ways to organize clothing items so I can tell which child's pile they go into before I start folding.
I have three boys under the age of 6. I changed my routine to organizing socks (you'll notice below I had a different routine for 2 kids). I started with buying socks that specifically said their size on the bottom. Target sells socks like these. This was great for awhile, but I still wanted something faster. So the next idea was to buy different types of socks (I used this idea for underwear as well). So I buy several packs of the same exact style for each age group. For my eldest, I went with Hanes white and black socks (he needs it for his school uniform anyway). My middle child uses the Target socks with the size printed on the bottom. And my youngest has all the fun toddler socks. When I have to buy another size up, I will choose a different brand so I can quickly identify which sock goes with which child when I am organizing laundry.
With the underwear, my eldest uses minion style underwear from "Despicable Me." My middle child has the "superhero" style underwear. Any my youngest is still in diapers, but we are working on that. He will get the "Cars" style underwear. When my boys gets older, I will continue with this technique because it has saved me a lot of time. Too bad I can't do this with their clothes. I tend to buy what's on clearance and I don't think my boys want to wear all blue or all green everyday just so mom can have an easier time folding laundry. When they get older, they will start folding their own clothes. For sure.
This is when I had two children...
I have a 2 year old and 8 month old at this time, which means two completely separate sock sizes.
But the socks are so small for each that I still have a hard time figuring out which sock belongs to which kids. So I have come up with a system that works for me and doesn’t involve too much extra work and saves me time when I’m putting clothes away.
Mesh bags (different colors would be even better). You can easily find them on Amazon. I throw the whole mesh bag into the washer and dryer to the socks stay together and do not get separated. It saves me a lot of time and hassle and makes it easier to put the socks into the proper drawers.
I have three boys under the age of 6. I changed my routine to organizing socks (you'll notice below I had a different routine for 2 kids). I started with buying socks that specifically said their size on the bottom. Target sells socks like these. This was great for awhile, but I still wanted something faster. So the next idea was to buy different types of socks (I used this idea for underwear as well). So I buy several packs of the same exact style for each age group. For my eldest, I went with Hanes white and black socks (he needs it for his school uniform anyway). My middle child uses the Target socks with the size printed on the bottom. And my youngest has all the fun toddler socks. When I have to buy another size up, I will choose a different brand so I can quickly identify which sock goes with which child when I am organizing laundry.
With the underwear, my eldest uses minion style underwear from "Despicable Me." My middle child has the "superhero" style underwear. Any my youngest is still in diapers, but we are working on that. He will get the "Cars" style underwear. When my boys gets older, I will continue with this technique because it has saved me a lot of time. Too bad I can't do this with their clothes. I tend to buy what's on clearance and I don't think my boys want to wear all blue or all green everyday just so mom can have an easier time folding laundry. When they get older, they will start folding their own clothes. For sure.
This is when I had two children...
I have a 2 year old and 8 month old at this time, which means two completely separate sock sizes.
But the socks are so small for each that I still have a hard time figuring out which sock belongs to which kids. So I have come up with a system that works for me and doesn’t involve too much extra work and saves me time when I’m putting clothes away.
Mesh bags (different colors would be even better). You can easily find them on Amazon. I throw the whole mesh bag into the washer and dryer to the socks stay together and do not get separated. It saves me a lot of time and hassle and makes it easier to put the socks into the proper drawers.
Friday, July 22, 2011
Stops for Toddlers From the Inland Empire to Tahoe using the 395 freeway
So when I researched places to stop for my one and three year old, there were some great places to stopat, but all appropriate for older kids. So I decided to make my own list of places to stop with parks and play areas at fast food restaurants that were better suited for toddlers. I found bringing some cars and trucks for play at parks was a big benefit. We were also able to use these toys at the lodge we stayed at in Tahoe, so it was a win-win situation. I also want to let you know that there are a couple of hours of nothing, meaning, desert and no play stops on the 395 near the Inland Empire area. Here is the list we came up with on our drive from the Inland Empire to Tahoe. Hope it helps you!
Diaz Lake Campground - play area by lake
Lone Pine - large park with playground, bathroom, and a stream runs through this shaded location with several picnic benches. We stopped here on the way up and down b/c it was a great time for lunch and to let the kids run around
Independence - small park, no playground, shade and grass
Big Pine - park symbol as we drove by
Bishop - inside play area at Mc Donalds. Another great stop we took so the kids could play indoors and run around while we snacked up. They also have Laws Railroad Museum open all year from 10-4pm.
June Lake Loop - camping, horses, and hiking & area to stretch and eat
Lee Vining - bronze bear outpost has a chance for you to park and stretch, but nothing for play
Champagne Avenue off 395 is residential but has a park and play area
Gardnerville - McDonalds has a playcenter. Also, yo can follow the signs to Heritage Park on Gulliman Road. The park is very large and the boys enjoyed stretching their legs and playing with their trucks and cars
Carson City - Clear Creek Road across from Costco. Playarea, bathrooms, shade, park
267 meets NV 28 - east of junction there is a playground and small picnic area by lake that is shaded
Diaz Lake Campground - play area by lake
Lone Pine - large park with playground, bathroom, and a stream runs through this shaded location with several picnic benches. We stopped here on the way up and down b/c it was a great time for lunch and to let the kids run around
Independence - small park, no playground, shade and grass
Big Pine - park symbol as we drove by
Bishop - inside play area at Mc Donalds. Another great stop we took so the kids could play indoors and run around while we snacked up. They also have Laws Railroad Museum open all year from 10-4pm.
June Lake Loop - camping, horses, and hiking & area to stretch and eat
Lee Vining - bronze bear outpost has a chance for you to park and stretch, but nothing for play
Champagne Avenue off 395 is residential but has a park and play area
Gardnerville - McDonalds has a playcenter. Also, yo can follow the signs to Heritage Park on Gulliman Road. The park is very large and the boys enjoyed stretching their legs and playing with their trucks and cars
Carson City - Clear Creek Road across from Costco. Playarea, bathrooms, shade, park
267 meets NV 28 - east of junction there is a playground and small picnic area by lake that is shaded
Saturday, June 18, 2011
Are You a Pushover Parent? Here is Some Good Advice
I like this article from Good Housekeeping (January 2011) because it deals with older kids/teens.
Are You a Pushover Parent?
If you're a softie with your kids (but wish you weren't), it's not too late to get an authoritative backbone. Here's how.
By Charlotte Latvala
As I walked through my living room not long ago, picking up dirty socks and empty pretzel bags, I muttered, "Why is it that no one but me cleans up around here?" Even though my two older kids (Mathilda, 15, and A.J., 13) were sitting within earshot, they didn't respond; Mathilda was absorbed in her school-issued laptop; A.J., his parent-issued iPod Touch. "Why am I cleaning up your mess?" I said, much louder this time. Silence. I tried a third time, almost shouting. A.J. looked up from his iPod, made eye contact, and...shrugged.
Here it is, I thought: proof that I've failed as a parent. My greatest wish, at that moment, was to rewind the clock to the preschool years and post that chore chart I never quite got around to. While I was back there, I'd add some oomph to my parenting style, which has always veered between "laid-back" and "extremely laid-back." Don't get me wrong; it's not that my kids are awful. Overall, they're sweet and funny; they get decent grades and hang out with friends I love. But I spend way too much time cajoling, reminding, and nagging. And I'm not always consistent with discipline; sometimes I freak out over too much TV and other times — depending on my exhaustion level — I let it slide. I'd wager there are other moms out there like me: those who wish they'd held the line more and worry it's too late to repent.
Fortunately, even if your kids are teenagers, you can still redeem yourself. "It's absolutely never too late," says child development and behavior specialist Betsy Brown Braun, author of You're Not the Boss of Me: Brat-Proofing Your 4- to 12-Year-Old Child. "Granted, it can be harder to change patterns as kids get older; it's like asking them to speak Italian when they've been speaking Greek for years. However, as long as you are clear and honest with your child, it can be done." So over the past few weeks, I've tried some new tactics from parenting experts. Here's what I've learned (along with a few things I'm still working on). To make a change, you need to:
Admit Your Mistakes
The first step is acknowledging your part in the problem, says Brown Braun — to both yourself and to your children. Be honest about the fact that you've let them dodge chores or mouth off in the past. "Don't turn it into a finger-wagging session," she says. "It's not about blame; it's about you saying, 'I've allowed you to talk to me that way or not help with the dishes for years, but now that's over.' You're giving kids a heads-up and letting them know what changes are ahead."
Where you have "the talk" makes a difference, says Michael J. Bradley, Ed.D., author of When Things Get Crazy With Your Teen. "To signal that a sea change is under way, break it to them in a different venue," says Bradley. "It's human nature to act the same old way in the same old places." (Harping about new video game rules while your kid is playing Wii, for instance, will have zero effect.) Bradley's favorite spot for any one-on-one with a tween or teen: a café — it's away from home, and kids feel grown-up and comfortable. So I took my older kids (separately) to Starbucks, bought each a decaf mocha, and laid it out: "I've goofed by letting you slack off, and now I need you to step up and take some responsibility." I even produced a two-page list of weekly household chores and asked each to pick a few tasks. I was expecting resistance, so I was pleasantly surprised when Mathilda said, "As long as I don't have to take out the garbage." A.J.'s main concern was that life was suddenly going to become all chores, all the time. When I assured him that he'd still be able to have friends over and play video games once he got his work done, he was agreeable, and selected several jobs from the list I'd drawn up. Giving kids a say in picking chores is vital, says Brown Braun; they're much more likely to cooperate and feel a sense of accomplishment in a job they've chosen.
Come Up With A Plan
For me, chores are the hot-button issue. For moms like Kim DeVigil, of Denver, it's bedtime. The mother of four girls (twins age 9, plus an 11- and a 13-year-old) says, "Every night I get home from work at 7 P.M . and say, 'Tonight we're going to bed early.' But getting four tweens ready for bed is a lot like herding cats. Even when I'm aiming for 9 P.M., it's usually 10:30 by the time they're all in bed."
Begin any change with a detailed plan, says Tamar Chansky, Ph.D., author of Freeing Your Child From Negative Thinking. "If bedtime is 9:30 P.M., map out what needs to happen beforehand to get there," she says. Approach it like a group project at school — it's a concept kids immediately get. "You might say, 'Clearly, we're having a problem sticking with a healthy bedtime. Let's figure out together what each of us can do to make this work. What do you think is workable?' " Chansky suggests. Counterintuitive as it sounds, you may need to dial down the authority level here; again, if tweens feel like their voice counts, they're more likely to cooperate. "In the end, what you want is a solution," says Chansky. "But you don't necessarily need to be the author of the solution." So listen to their suggestions, and then add your own (say, moving daily showers or chores from late afternoon to the early morning hours).
Simply repeating your plan out loud is a huge help, says Michele Borba, Ed.D., author of The Big Book of Parenting Solutions. "Research shows that if you actually announce your intention, you're more likely to commit and stick to it," says Borba. "The same principle works for people who are trying to lose weight." Another idea from Borba: Set reminders for yourself on your cell phone or computer. "Or post a photo of the problem (e.g., your kid's disastrous closet) as your computer background so you remember to follow up with him."
Take Small Steps
Of course, saying you'll do something and actually doing it are two different things. Don't tackle too much too soon, says Borba — otherwise you'll be overwhelmed. "Use the foot-in-the-door technique," she recommends. "For instance, start with one chore instead of five. Once you've had success, you add more." Also, make sure the first step is a super-easy one. One of A.J.'s chosen items on the chore list was tackling his messy room, but "saying, 'Clean your room' is way too general," says Borba. "Just making the bed is a step in the right direction," she says. So we went to IKEA and I let A.J. pick out a comforter in a funky pattern. Voilà — he started tossing it over the bed in the morning, and the room looked instantly neater. I let him know (repeatedly) how happy I was; next, I asked him to get the dirty clothes off the floor and down the laundry chute — and was pleasantly surprised when he complied (though some days, I had to remind him about "our Starbucks talk").
These may be teeny changes, but the smallest tweaks to your kid's routine can make an impact, says Borba; there's a spillover effect that makes the next problem easier to tackle. "Kids really do get hooked on those feelings of accomplishment, and they genuinely want to receive your praise," she says.
Stop Yelling
I've often regretted how much I've hollered at my kids. I tend to let things slide and then explode when they finally push me over the limit — the absolutely wrong way to go, says Bradley, because kids can tune out the low-level nagging and only listen when you screech. That means they never learn internal motivation. "When a parent asks, 'Did you take the trash out?' over and over, it's like an alarm clock set on snooze," he says. "The first three times it goes off don't count. When the clock — or parent — finally goes insane, the kid knows he'd better get moving." Obviously, there's got to be a better way.
Consider my friend Sandy, who yelled at her 16-year-old son to turn off his video games after school for months, to no avail. But when she took action — literally, by locking up her son's video game system in a secondhand armoire — she got through. "Now he calmly finishes his homework and chores before the doors are unlocked," she says.
Another trick that stops the yelling: Communicate in writing, says Borba — kids are so comfortable texting, IM-ing, and e-mailing that they often respond better to written requests (even old-fashioned Post-it notes work). Also, when things are written down, you take your emotions out of the picture, and there's no room for misunderstanding. "Believe it or not, tweens and teens are highly sensitive to sarcasm," says Borba. "Also, they frequently misinterpret facial expressions." If you're screaming, they'll only remember the anger, not the point you were trying to make.
Give Kids A Carrot
In many ways, early adolescence is an ideal time for discipline do-overs, says Bradley, "since at this age, kids are looking for autonomy." Tap into that desire for independence by offering incentives they truly want — like spending money. Explain that kids can earn cash (or privileges, if you're dead set against paying them) by getting chores done within the agreed-upon time. That's it — no threats. "You get yourself out of the equation. They decide if they're going to do it," Bradley says.
The first week I tried this with A.J., the garbage cans were still sitting in the garage at the appointed hour. That's OK, says Bradley: "It's a good learning experience, and the system provides its own muscle." I dragged the cans to the curb myself without saying a word. Later that day, A.J. was crestfallen. "Does this mean I won't get paid?" he asked. "Not this week," I said calmly. "But you'll have another chance next week, and I'm sure you'll do better." Sure enough, the trash went out on time the next few weeks.
Stick With It
I'm happy with the changes we've started to make as a family — the kids are doing more around the house, and I'm yelling less — but I'm still worried I won't stay consistent over the months and years to come, particularly in my weak or tired moments. That's when I remember that experts say it takes three weeks to form a new habit and at least six months for it to become automatic. "Be forgiving of yourself and your kids when someone blows it. Then start fresh the next day," says Brown Braun. Praise them when they get it right, and when they don't, remind them that change is tough for everyone, but it gets easier. And don't forget to spend one-on-one time with your kids; it's especially important to let them know they're loved as you ask more of them in the months ahead.
Are You a Pushover Parent?
If you're a softie with your kids (but wish you weren't), it's not too late to get an authoritative backbone. Here's how.
By Charlotte Latvala
As I walked through my living room not long ago, picking up dirty socks and empty pretzel bags, I muttered, "Why is it that no one but me cleans up around here?" Even though my two older kids (Mathilda, 15, and A.J., 13) were sitting within earshot, they didn't respond; Mathilda was absorbed in her school-issued laptop; A.J., his parent-issued iPod Touch. "Why am I cleaning up your mess?" I said, much louder this time. Silence. I tried a third time, almost shouting. A.J. looked up from his iPod, made eye contact, and...shrugged.
Here it is, I thought: proof that I've failed as a parent. My greatest wish, at that moment, was to rewind the clock to the preschool years and post that chore chart I never quite got around to. While I was back there, I'd add some oomph to my parenting style, which has always veered between "laid-back" and "extremely laid-back." Don't get me wrong; it's not that my kids are awful. Overall, they're sweet and funny; they get decent grades and hang out with friends I love. But I spend way too much time cajoling, reminding, and nagging. And I'm not always consistent with discipline; sometimes I freak out over too much TV and other times — depending on my exhaustion level — I let it slide. I'd wager there are other moms out there like me: those who wish they'd held the line more and worry it's too late to repent.
Fortunately, even if your kids are teenagers, you can still redeem yourself. "It's absolutely never too late," says child development and behavior specialist Betsy Brown Braun, author of You're Not the Boss of Me: Brat-Proofing Your 4- to 12-Year-Old Child. "Granted, it can be harder to change patterns as kids get older; it's like asking them to speak Italian when they've been speaking Greek for years. However, as long as you are clear and honest with your child, it can be done." So over the past few weeks, I've tried some new tactics from parenting experts. Here's what I've learned (along with a few things I'm still working on). To make a change, you need to:
Admit Your Mistakes
The first step is acknowledging your part in the problem, says Brown Braun — to both yourself and to your children. Be honest about the fact that you've let them dodge chores or mouth off in the past. "Don't turn it into a finger-wagging session," she says. "It's not about blame; it's about you saying, 'I've allowed you to talk to me that way or not help with the dishes for years, but now that's over.' You're giving kids a heads-up and letting them know what changes are ahead."
Where you have "the talk" makes a difference, says Michael J. Bradley, Ed.D., author of When Things Get Crazy With Your Teen. "To signal that a sea change is under way, break it to them in a different venue," says Bradley. "It's human nature to act the same old way in the same old places." (Harping about new video game rules while your kid is playing Wii, for instance, will have zero effect.) Bradley's favorite spot for any one-on-one with a tween or teen: a café — it's away from home, and kids feel grown-up and comfortable. So I took my older kids (separately) to Starbucks, bought each a decaf mocha, and laid it out: "I've goofed by letting you slack off, and now I need you to step up and take some responsibility." I even produced a two-page list of weekly household chores and asked each to pick a few tasks. I was expecting resistance, so I was pleasantly surprised when Mathilda said, "As long as I don't have to take out the garbage." A.J.'s main concern was that life was suddenly going to become all chores, all the time. When I assured him that he'd still be able to have friends over and play video games once he got his work done, he was agreeable, and selected several jobs from the list I'd drawn up. Giving kids a say in picking chores is vital, says Brown Braun; they're much more likely to cooperate and feel a sense of accomplishment in a job they've chosen.
Come Up With A Plan
For me, chores are the hot-button issue. For moms like Kim DeVigil, of Denver, it's bedtime. The mother of four girls (twins age 9, plus an 11- and a 13-year-old) says, "Every night I get home from work at 7 P.M . and say, 'Tonight we're going to bed early.' But getting four tweens ready for bed is a lot like herding cats. Even when I'm aiming for 9 P.M., it's usually 10:30 by the time they're all in bed."
Begin any change with a detailed plan, says Tamar Chansky, Ph.D., author of Freeing Your Child From Negative Thinking. "If bedtime is 9:30 P.M., map out what needs to happen beforehand to get there," she says. Approach it like a group project at school — it's a concept kids immediately get. "You might say, 'Clearly, we're having a problem sticking with a healthy bedtime. Let's figure out together what each of us can do to make this work. What do you think is workable?' " Chansky suggests. Counterintuitive as it sounds, you may need to dial down the authority level here; again, if tweens feel like their voice counts, they're more likely to cooperate. "In the end, what you want is a solution," says Chansky. "But you don't necessarily need to be the author of the solution." So listen to their suggestions, and then add your own (say, moving daily showers or chores from late afternoon to the early morning hours).
Simply repeating your plan out loud is a huge help, says Michele Borba, Ed.D., author of The Big Book of Parenting Solutions. "Research shows that if you actually announce your intention, you're more likely to commit and stick to it," says Borba. "The same principle works for people who are trying to lose weight." Another idea from Borba: Set reminders for yourself on your cell phone or computer. "Or post a photo of the problem (e.g., your kid's disastrous closet) as your computer background so you remember to follow up with him."
Take Small Steps
Of course, saying you'll do something and actually doing it are two different things. Don't tackle too much too soon, says Borba — otherwise you'll be overwhelmed. "Use the foot-in-the-door technique," she recommends. "For instance, start with one chore instead of five. Once you've had success, you add more." Also, make sure the first step is a super-easy one. One of A.J.'s chosen items on the chore list was tackling his messy room, but "saying, 'Clean your room' is way too general," says Borba. "Just making the bed is a step in the right direction," she says. So we went to IKEA and I let A.J. pick out a comforter in a funky pattern. Voilà — he started tossing it over the bed in the morning, and the room looked instantly neater. I let him know (repeatedly) how happy I was; next, I asked him to get the dirty clothes off the floor and down the laundry chute — and was pleasantly surprised when he complied (though some days, I had to remind him about "our Starbucks talk").
These may be teeny changes, but the smallest tweaks to your kid's routine can make an impact, says Borba; there's a spillover effect that makes the next problem easier to tackle. "Kids really do get hooked on those feelings of accomplishment, and they genuinely want to receive your praise," she says.
Stop Yelling
I've often regretted how much I've hollered at my kids. I tend to let things slide and then explode when they finally push me over the limit — the absolutely wrong way to go, says Bradley, because kids can tune out the low-level nagging and only listen when you screech. That means they never learn internal motivation. "When a parent asks, 'Did you take the trash out?' over and over, it's like an alarm clock set on snooze," he says. "The first three times it goes off don't count. When the clock — or parent — finally goes insane, the kid knows he'd better get moving." Obviously, there's got to be a better way.
Consider my friend Sandy, who yelled at her 16-year-old son to turn off his video games after school for months, to no avail. But when she took action — literally, by locking up her son's video game system in a secondhand armoire — she got through. "Now he calmly finishes his homework and chores before the doors are unlocked," she says.
Another trick that stops the yelling: Communicate in writing, says Borba — kids are so comfortable texting, IM-ing, and e-mailing that they often respond better to written requests (even old-fashioned Post-it notes work). Also, when things are written down, you take your emotions out of the picture, and there's no room for misunderstanding. "Believe it or not, tweens and teens are highly sensitive to sarcasm," says Borba. "Also, they frequently misinterpret facial expressions." If you're screaming, they'll only remember the anger, not the point you were trying to make.
Give Kids A Carrot
In many ways, early adolescence is an ideal time for discipline do-overs, says Bradley, "since at this age, kids are looking for autonomy." Tap into that desire for independence by offering incentives they truly want — like spending money. Explain that kids can earn cash (or privileges, if you're dead set against paying them) by getting chores done within the agreed-upon time. That's it — no threats. "You get yourself out of the equation. They decide if they're going to do it," Bradley says.
The first week I tried this with A.J., the garbage cans were still sitting in the garage at the appointed hour. That's OK, says Bradley: "It's a good learning experience, and the system provides its own muscle." I dragged the cans to the curb myself without saying a word. Later that day, A.J. was crestfallen. "Does this mean I won't get paid?" he asked. "Not this week," I said calmly. "But you'll have another chance next week, and I'm sure you'll do better." Sure enough, the trash went out on time the next few weeks.
Stick With It
I'm happy with the changes we've started to make as a family — the kids are doing more around the house, and I'm yelling less — but I'm still worried I won't stay consistent over the months and years to come, particularly in my weak or tired moments. That's when I remember that experts say it takes three weeks to form a new habit and at least six months for it to become automatic. "Be forgiving of yourself and your kids when someone blows it. Then start fresh the next day," says Brown Braun. Praise them when they get it right, and when they don't, remind them that change is tough for everyone, but it gets easier. And don't forget to spend one-on-one time with your kids; it's especially important to let them know they're loved as you ask more of them in the months ahead.
Sunday, May 8, 2011
Education reform: Shorter week, more learning
Education reform: Shorter week, more learning
More than 120 school districts across the U.S. are finding that less can be more — less being fewer days spent in school.»
May 8, 2011
The general assumption is that when it comes to educating American kids, more is more. Longer school hours. Saturday school. Summer school. Yet more than 120 school districts across the nation are finding that less can also be more — less being fewer days spent in school.
The four-day school week has been around for decades, according to the National Council of State Legislatures, but it's quietly spreading as a money-saving tactic, especially after several states — including Montana, Georgia, Missouri and Washington — passed legislation allowing school districts to make the switch as long as they lengthened each school day so that there was no reduction in instructional hours. Teachers work just as much under the four-day plan, so there are no cost reductions there, but schools have saved from 2% to 9%, according to a 2009 report by the Center for Education Policy at the University of Southern Maine. Utility and transportation costs are lower; there's no need to serve a fifth lunch each week; even the reduced wear and tear on buildings has helped.
Here's the surprise: There appear to be educational benefits as well. Absenteeism among students and teachers in these schools has fallen appreciably, the report said. (As a result, schools also paid less money for substitute teachers.) Students reported feeling more positive about school. Dropout rates fell, students behaved better and participation in extracurricular activities rose. Parents of young children often objected to the change because of the need to find childcare, but once the programs were in place, the report said, they often found that it was easier to find care for one full day a week than for several partial days. Test scores didn't fall, and in many cases, they rose.
As promising as all this sounds, the findings are far from definitive. The four-day week has been tried mostly in tiny, rural school districts. Providing the necessary childcare could be more of a challenge in urban areas. And despite the findings above, four-day schedules might turn out to be more helpful to high school students than children in primary grades, who have shorter attention spans. For those children, teachers said, it would help to schedule meatier academic subjects early in the day, but it still means the later hours are likely to be less academically productive.
Four-day school weeks aren't an educational panacea, but they are intriguing. Even in Los Angeles, there might be individual schools where such an arrangement would lower dropout rates and perhaps give teenage students an opportunity to find part-time jobs. Some teachers might prefer it too, which would be a way to provide a benefit without additional cost.
California has 10 or so school districts, all with fewer than 500 students, that use the four-day week. It takes a new law each time a school district wants to try it. The state could make that simpler, ideally by allowing a couple of hundred schools to try the new schedule in a pilot program, and checking on the results in a few years. Real reform requires schools to break the mold, to test new ideas; here's one that's worth a try.
Copyright © 2011, Los Angeles Times
More than 120 school districts across the U.S. are finding that less can be more — less being fewer days spent in school.»
May 8, 2011
The general assumption is that when it comes to educating American kids, more is more. Longer school hours. Saturday school. Summer school. Yet more than 120 school districts across the nation are finding that less can also be more — less being fewer days spent in school.
The four-day school week has been around for decades, according to the National Council of State Legislatures, but it's quietly spreading as a money-saving tactic, especially after several states — including Montana, Georgia, Missouri and Washington — passed legislation allowing school districts to make the switch as long as they lengthened each school day so that there was no reduction in instructional hours. Teachers work just as much under the four-day plan, so there are no cost reductions there, but schools have saved from 2% to 9%, according to a 2009 report by the Center for Education Policy at the University of Southern Maine. Utility and transportation costs are lower; there's no need to serve a fifth lunch each week; even the reduced wear and tear on buildings has helped.
Here's the surprise: There appear to be educational benefits as well. Absenteeism among students and teachers in these schools has fallen appreciably, the report said. (As a result, schools also paid less money for substitute teachers.) Students reported feeling more positive about school. Dropout rates fell, students behaved better and participation in extracurricular activities rose. Parents of young children often objected to the change because of the need to find childcare, but once the programs were in place, the report said, they often found that it was easier to find care for one full day a week than for several partial days. Test scores didn't fall, and in many cases, they rose.
As promising as all this sounds, the findings are far from definitive. The four-day week has been tried mostly in tiny, rural school districts. Providing the necessary childcare could be more of a challenge in urban areas. And despite the findings above, four-day schedules might turn out to be more helpful to high school students than children in primary grades, who have shorter attention spans. For those children, teachers said, it would help to schedule meatier academic subjects early in the day, but it still means the later hours are likely to be less academically productive.
Four-day school weeks aren't an educational panacea, but they are intriguing. Even in Los Angeles, there might be individual schools where such an arrangement would lower dropout rates and perhaps give teenage students an opportunity to find part-time jobs. Some teachers might prefer it too, which would be a way to provide a benefit without additional cost.
California has 10 or so school districts, all with fewer than 500 students, that use the four-day week. It takes a new law each time a school district wants to try it. The state could make that simpler, ideally by allowing a couple of hundred schools to try the new schedule in a pilot program, and checking on the results in a few years. Real reform requires schools to break the mold, to test new ideas; here's one that's worth a try.
Copyright © 2011, Los Angeles Times
Sunday, May 1, 2011
The High Cost of Low Teacher Salaries
I like how the article explains the lack of respect, support, and money for teachers also has an impact in our educational system.
The High Cost of Low Teacher Salaries
By DAVE EGGERS and NÍNIVE CLEMENTS CALEGARI
WHEN we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, “It’s these lazy soldiers and their bloated benefits plans! That’s why we haven’t done better in Afghanistan!” No, if the results aren’t there, we blame the planners. We blame the generals, the secretary of defense, the Joint Chiefs of Staff. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition.
And yet in education we do just that. When we don’t like the way our students score on international standardized tests, we blame the teachers. When we don’t like the way particular schools perform, we blame the teachers and restrict their resources.
Compare this with our approach to our military: when results on the ground are not what we hoped, we think of ways to better support soldiers. We try to give them better tools, better weapons, better protection, better training. And when recruiting is down, we offer incentives.
We have a rare chance now, with many teachers near retirement, to prove we’re serious about education. The first step is to make the teaching profession more attractive to college graduates. This will take some doing.
At the moment, the average teacher’s pay is on par with that of a toll taker or bartender. Teachers make 14 percent less than professionals in other occupations that require similar levels of education. In real terms, teachers’ salaries have declined for 30 years. The average starting salary is $39,000; the average ending salary — after 25 years in the profession — is $67,000. This prices teachers out of home ownership in 32 metropolitan areas, and makes raising a family on one salary near impossible.
So how do teachers cope? Sixty-two percent work outside the classroom to make ends meet. For Erik Benner, an award-winning history teacher in Keller, Tex., money has been a constant struggle. He has two children, and for 15 years has been unable to support them on his salary. Every weekday, he goes directly from Trinity Springs Middle School to drive a forklift at Floor and Décor. He works until 11 every night, then gets up and starts all over again. Does this look like “A Plan,” either on the state or federal level?
We’ve been working with public school teachers for 10 years; every spring, we see many of the best teachers leave the profession. They’re mowed down by the long hours, low pay, the lack of support and respect.
Imagine a novice teacher, thrown into an urban school, told to teach five classes a day, with up to 40 students each. At the year’s end, if test scores haven’t risen enough, he or she is called a bad teacher. For college graduates who have other options, this kind of pressure, for such low pay, doesn’t make much sense. So every year 20 percent of teachers in urban districts quit. Nationwide, 46 percent of teachers quit before their fifth year. The turnover costs the United States $7.34 billion yearly. The effect within schools — especially those in urban communities where turnover is highest — is devastating.
But we can reverse course. In the next 10 years, over half of the nation’s nearly 3.2 million public school teachers will become eligible for retirement. Who will replace them? How do we attract and keep the best minds in the profession?
People talk about accountability, measurements, tenure, test scores and pay for performance. These questions are worthy of debate, but are secondary to recruiting and training teachers and treating them fairly. There is no silver bullet that will fix every last school in America, but until we solve the problem of teacher turnover, we don’t have a chance.
Can we do better? Can we generate “A Plan”? Of course.
The consulting firm McKinsey recently examined how we might attract and retain a talented teaching force. The study compared the treatment of teachers here and in the three countries that perform best on standardized tests: Finland, Singapore and South Korea.
Turns out these countries have an entirely different approach to the profession. First, the governments in these countries recruit top graduates to the profession. (We don’t.) In Finland and Singapore they pay for training. (We don’t.) In terms of purchasing power, South Korea pays teachers on average 250 percent of what we do.
And most of all, they trust their teachers. They are rightly seen as the solution, not the problem, and when improvement is needed, the school receives support and development, not punishment. Accordingly, turnover in these countries is startlingly low: In South Korea, it’s 1 percent per year. In Finland, it’s 2 percent. In Singapore, 3 percent.
McKinsey polled 900 top-tier American college students and found that 68 percent would consider teaching if salaries started at $65,000 and rose to a minimum of $150,000. Could we do this? If we’re committed to “winning the future,” we should. If any administration is capable of tackling this, it’s the current one. President Obama and Education Secretary Arne Duncan understand the centrality of teachers and have said that improving our education system begins and ends with great teachers. But world-class education costs money.
For those who say, “How do we pay for this?” — well, how are we paying for three concurrent wars? How did we pay for the interstate highway system? Or the bailout of the savings and loans in 1989 and that of the investment banks in 2008? How did we pay for the equally ambitious project of sending Americans to the moon? We had the vision and we had the will and we found a way.
Dave Eggers and Nínive Clements Calegari are founders of the 826 National tutoring centers and producers of the documentary “American Teacher.”
The High Cost of Low Teacher Salaries
By DAVE EGGERS and NÍNIVE CLEMENTS CALEGARI
WHEN we don’t get the results we want in our military endeavors, we don’t blame the soldiers. We don’t say, “It’s these lazy soldiers and their bloated benefits plans! That’s why we haven’t done better in Afghanistan!” No, if the results aren’t there, we blame the planners. We blame the generals, the secretary of defense, the Joint Chiefs of Staff. No one contemplates blaming the men and women fighting every day in the trenches for little pay and scant recognition.
And yet in education we do just that. When we don’t like the way our students score on international standardized tests, we blame the teachers. When we don’t like the way particular schools perform, we blame the teachers and restrict their resources.
Compare this with our approach to our military: when results on the ground are not what we hoped, we think of ways to better support soldiers. We try to give them better tools, better weapons, better protection, better training. And when recruiting is down, we offer incentives.
We have a rare chance now, with many teachers near retirement, to prove we’re serious about education. The first step is to make the teaching profession more attractive to college graduates. This will take some doing.
At the moment, the average teacher’s pay is on par with that of a toll taker or bartender. Teachers make 14 percent less than professionals in other occupations that require similar levels of education. In real terms, teachers’ salaries have declined for 30 years. The average starting salary is $39,000; the average ending salary — after 25 years in the profession — is $67,000. This prices teachers out of home ownership in 32 metropolitan areas, and makes raising a family on one salary near impossible.
So how do teachers cope? Sixty-two percent work outside the classroom to make ends meet. For Erik Benner, an award-winning history teacher in Keller, Tex., money has been a constant struggle. He has two children, and for 15 years has been unable to support them on his salary. Every weekday, he goes directly from Trinity Springs Middle School to drive a forklift at Floor and Décor. He works until 11 every night, then gets up and starts all over again. Does this look like “A Plan,” either on the state or federal level?
We’ve been working with public school teachers for 10 years; every spring, we see many of the best teachers leave the profession. They’re mowed down by the long hours, low pay, the lack of support and respect.
Imagine a novice teacher, thrown into an urban school, told to teach five classes a day, with up to 40 students each. At the year’s end, if test scores haven’t risen enough, he or she is called a bad teacher. For college graduates who have other options, this kind of pressure, for such low pay, doesn’t make much sense. So every year 20 percent of teachers in urban districts quit. Nationwide, 46 percent of teachers quit before their fifth year. The turnover costs the United States $7.34 billion yearly. The effect within schools — especially those in urban communities where turnover is highest — is devastating.
But we can reverse course. In the next 10 years, over half of the nation’s nearly 3.2 million public school teachers will become eligible for retirement. Who will replace them? How do we attract and keep the best minds in the profession?
People talk about accountability, measurements, tenure, test scores and pay for performance. These questions are worthy of debate, but are secondary to recruiting and training teachers and treating them fairly. There is no silver bullet that will fix every last school in America, but until we solve the problem of teacher turnover, we don’t have a chance.
Can we do better? Can we generate “A Plan”? Of course.
The consulting firm McKinsey recently examined how we might attract and retain a talented teaching force. The study compared the treatment of teachers here and in the three countries that perform best on standardized tests: Finland, Singapore and South Korea.
Turns out these countries have an entirely different approach to the profession. First, the governments in these countries recruit top graduates to the profession. (We don’t.) In Finland and Singapore they pay for training. (We don’t.) In terms of purchasing power, South Korea pays teachers on average 250 percent of what we do.
And most of all, they trust their teachers. They are rightly seen as the solution, not the problem, and when improvement is needed, the school receives support and development, not punishment. Accordingly, turnover in these countries is startlingly low: In South Korea, it’s 1 percent per year. In Finland, it’s 2 percent. In Singapore, 3 percent.
McKinsey polled 900 top-tier American college students and found that 68 percent would consider teaching if salaries started at $65,000 and rose to a minimum of $150,000. Could we do this? If we’re committed to “winning the future,” we should. If any administration is capable of tackling this, it’s the current one. President Obama and Education Secretary Arne Duncan understand the centrality of teachers and have said that improving our education system begins and ends with great teachers. But world-class education costs money.
For those who say, “How do we pay for this?” — well, how are we paying for three concurrent wars? How did we pay for the interstate highway system? Or the bailout of the savings and loans in 1989 and that of the investment banks in 2008? How did we pay for the equally ambitious project of sending Americans to the moon? We had the vision and we had the will and we found a way.
Dave Eggers and Nínive Clements Calegari are founders of the 826 National tutoring centers and producers of the documentary “American Teacher.”
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