In this blog, I will weigh in on curriculum and the travesty of so called "education" experts.

Clearly, when you look at some subject matter, there are particular orders which by definition, separate themselves from a group of topics surrounding a particular discipline. Mathematics is a clear example, you must learn number concepts, to do operations, to combine operations etc. and then to apply ever more advanced concepts built upon these basic skill sets. Even here there is some debate about teaching algebra before geometry for example but little debate on the general order of teaching the discipline or topic. The debate here rather centers on how to teach the constituent parts. You may make this overarching analogy in Engineering, Computer Science or other related Science based disciplines. Where our system goes badly array is in the social sciences. While you may argue that there is a natural order in teaching language, reading, even writing and they, as in sciences start with a common set of learned material, such as an alphabet, phonics, etc. and build on these cornerstones.What we have identified and continue to study is a fundamental idea that each person learns at a different rate, under different stimuli and in different environments.

Where there is the greatest discord is what to teach in what artificial level of achievement, i.e. the first grade, the fifth grade, etc. The fact that in 1st grade, I must do subject a, b, c and finish with subject m, is in part, itself an indicator of the failure of most schools in educating students to be prepared for careers after the mandatory period of compulsory education. We have been dancing around the ideas that there should be no social promotion, that grades (years in school) are artificial constructs (much like the construct of school category (elementary, middle and senior)). In my view, I believe that we need to adopt an individual education philosophy, that an individual needs to learn in packets/modules of related information and that their relative standing in that school or educational setting is only their relative module completion standing. That curriculum should be designed to ensure that the institution produces functionally productive students, who can integrate into their society and become a productive member in that society. Unfortunately, it seem like to me that there is no choice but to test (whether that is oral, written, electronic etc.) to assess understanding of particular module completion.

What is the travesty are those "education/curriculum" experts who claim to know which one size fits all program will benefit the local, regional or state education system and it's students. They clearly are failing in their attempts to standardize meaningful curriculum. One only needs to look at you local college and the number of remedial course participants (by the way a rising percentage of the total enrollment) to see what we are doing as a society is "dumbing" the society down. What's the answer, I don't know but I'm committed to re-engineer the system to incorporate the concept of functional learning to a minimum standard which promotes the optimization of each students potential.

Early to Phlog, Early to Rise, Makes a Man Healthy, Wealthy and Wise!

Early to blog this week, heading to Phoenix for some cross-cultural R&R. Early to rise on my way by daylight at latest-full of promise fearing the unknown and the expectations of meeting old friends, making new friends and a grand adventure. But... as always reality rarely meets the potential of this new day. Healthy not really may have a broken ankle-doctor called today can't call back till next week-seems an eternity. Wealthy not money but yes wealthy in many other areas and wise-that's a more lifelong journey that I constantly travel down.

Much like many of you, I think of myself as open minded, fair, compassionate, empathetic, but life's experience has indicated that a personality slow to judge/get all of the facts and tolerant are not on that list. I have been described (and not unfairly) as being a "hard" man. That is true! My upbringing and  ten years of early adult poverty, as a student living independently, without any parental or governmental support, were contributing factors in that survivalist approach to our world. As a means to succeed in that environment, I became obsessed with the ethic of hard work, little sleep, and self sacrifice as needed. I can't remember a time when I didn't have something to do or I felt like I was done with a day's activities. The real issue is that I don't tolerate well others who don't live in a 110% world, who don't want to succeed, and don't view their lives as a constant battle to overcome diversity. This intolerance has led to lack of civility and jumping to judgement without understanding where others came from.

So, one of the many things, that I have been really working on in my life is to tone down the survivalist mentality, to become more tolerant of other behaviors, to listen, to be more understanding. I am a much nicer person today than in older time, but, as in most of life's experience, my past still haunts me and I am indeed a product of that environment. I have always been committed to service to others. I have always led in some way or form. My peers have always nicknamed me "Maestro", "Doctor", "Sensei" (I sort of like these names).  I love teaching, mentoring, serving as this is the payback for those who took an interest in me. This a duty as a member of the populace of mother earth. So, I  am trying to listen before I speak, to hear what is being said to understand what is being said and to try and feel that sentiment as if others do. I have to remember to put on my face and be pleasant-you know you still see the driven 110% Steve when he is focused and concentrating and I do not process input but rather react to that input, sometimes badly. So, enough running only to say, I ask others to help me in knocking the rough edges off. I have hope that working with young people will help me to become more tolerant and understanding. It is with this hope that I am embarking on yet more self-education, another career opportunity, and another growth opportunity.

Retired Nerd Teacher is 2014 Teacher of the Year


Steven Rospopo, a mathematics teacher at the South Valley Academy Charter school in the South Valley of Albuquerque Mexico, was named on Monday as 2014 Teacher of the Year. Rospopo was selectd from the 12 regional candidates announced in January. He will bcome a finalist in the National Teacher of the Year Program, sponsored by the IMG Foundation.

Rospopo teaches resource mathematics to at-risk students ranging from 9th to12th grades and sponsors the after school soccer and college preparatory mathematics challenge program for those students who love the beauty and wonder of mathematics. The students have been award winners in the state wide Fractal Foundation Competitions. Rospopo is a three year teacher, who previously was recruited to become a teacher after working as an Engineer and Material Scientit for thirty-two years of Federal Laboratory Service.

Dr. Alberta Sandoval, superintendent of instruction, in her award letter states, "Steve is a mentor and champion  for his students and has continued to work tirelessly to excel in mathematics instruction".

When asked about a philosophy of teaching  Mathematics to Secondary School Students, Rospopo said "Engaging the students in a meaningful, almost individual designed programs is the backbone to building the students love for Mathematics." Steve adds, "Mathematics has been historically to difficult subject to teach because not all students learn in a an analytical way and even then at different rates over time.".  He emphasizes, "You have to teach basic concepts and using those fundamental concepts, then solve individual challenges (problems), making those challenges relevant to modern day technology and use."

When asked about the current state of education in New Mexico, Rospopo said, "There are those cynics out there that say we cannot succeed, that we cannot impact graduation rates or improve test scores, or even change might may described as a soft or indolent youth in our society, what I feel deep inside is that we must return to a system where expectations are not just spoken or written but demanded, that each student must maximize their individuals skills and opportunities, and one which emphasizes the success of the individual not the system." Rospopo also feels that "the emphasis on test scores is affecting the overall quality of education and that nations-wide standards when applied locally is the key to success."

The National Teacher of the Year award will be announced at the White House in May. No teacher from  New Mexico have gone on to win the National Award.

 First, my super bowl prediction; New Mexico Lobos (Mike Locksley as Coach) win by three in overtime (after coming from a sixty-three point deficit in 4th Quarter).  Seriously, Lobos by 17 against Boise State on 2/4/11. No...40 F at race time (5K) on 2/5/12 (that's it... really).
 I was really impressed with Functionalist Theory (Cookson) and "Kill All The School Boards" (Miller). I'm old having gone to schools in the 50's and 60"s. I can relate to Functionalist education theory. I experienced it. My curriculum stressed structures, programs and especially curriculum that were technologically advanced for that time, in retrospect rational and did produce social unity in those to enter society. I can't remember levels of students "transition" , "learning disability", "AP" and "mainstream", just classes and kids. I'm sure that teachers cared about students, tried to get to know them and even intervened in their lives. I know sexual abuse, pedophile behaviors, alcohol and drug abuse and spousal/child abuse must have existed. I never knew anyone that was affected by those ills of our society. All of the kids I was with graduated on time, some went to Vietnam and give their lives, some got jobs and some went to college, now that generation is retiring as the "Baby Boomers": seems like they were pretty socially adjusted. What has changed from 1970 to 2012?
 Functional Theory says change is to be expected and to be dealt with by schools. It seem to me that the changes we saw were fundamentally much greater than any process by which functional reaction to those stimuli could be affected at grass roots level. I might suggest that we are spinning in a ever widening spiral and will soon be so far from the center that we no longer can see or understand what it means to teach or educate the average kid or normal kid. W e will need to classify everyone in one of a myriad of groups, each of which will require a different curriculum expectations, rules and guidelines, all base upon the individual, rather than the society. Cookson argues that functional theory can no longer account for these differences, as well as the 98 flavors of schools and educational opportunities and so may be irrelevant .
 Miller blames many of today' deficiencies on local education control,especially when it is not optimum in scope and organizational excellence. He suggests that we establish universal National Standards as a means of getting control of the myriad of problems now facing society and one of it's most precious resources, their children. His quote of Twain "In the first place, God made idiots...This was for practice, Then he made school boards". Twain also said "God made man to amuse the Chimpanzee". As Miller asserts, no much has improved since Twain, that the job is terribly complex, more political, it's driven away any competent person who can effectively change any ills that are identified. Frankly, to me a sad state of affairs.
  This is a lot to try and handle; I am left with some basic ideas. Get to know students, become part of their lives, get them to write and read on their own (it's therapeutic and educational) and treat them with respect: In short-Connect With them as people. Maybe that is the only effective way to get some sanity back into the process of education and affect the result-people assimilation into society.