Good Teaching Conferences focus on teachers sharing what works

"Ready, Set, Teach!" was the theme of the 52nd annual CTA Good Teaching Conference held Jan. 24-26 in Burlingame and March 7-9 in Long Beach. The conferences featured more than 50 workshops on topics as diverse as storytelling, teachers' rights in the classroom, gang intervention, and making history come alive.

The twin conferences allow both new and veteran teachers the opportunity to share creative teaching methods and to explore unusual and fun curriculum ideas.

"Wacky Science from a Non-Science Teacher" gave teachers hands-on experience integrating science projects into the curriculum, and suggested a number of free and low-cost materials for science demonstrations and experiments. Presenter Shawna Adam, a member of the Hacienda-La Puente Teachers Association, told participants that her own experience with math and science classes while growing up had been frustrating, so she sought innovative ways to make science appeal to all types of learners.

"These projects are especially good for English language learners and special education students," said Adam. "They transcend language and are terrific for visual and tactile learners."

Participants observed or performed a number of experiments using simple materials like shaving cream, food coloring, and balloons that produced dramatic and colorful (but safe) results. "These are easily obtainable supplies and very easy projects," said Adam.

When participants expressed frustration at the lack of available science supplies and the restrictions on performing experiments in their districts, Adam told of her experience asking for donations of supplies from parents, writing grants, and soliciting freebies like toothpaste from manufacturers.

A session on "Blocking the Bullying" was presented by Joe Moros, a member of the Capistrano Unified Education Association. It offered tips on preventing problems in and on the playground. "One in seven children is the target of a bully," says Moros. "Nearly 10 percent of eighth-graders stay home at least one day a month because of their fear of other students."

Moros got concerned about youth-on-youth violence and hate crimes after witnessing violence motivated by bigotry at a high school where he used to teach. After creating a tolerance class there, he transferred to a middle school where he developed the bullying training.

Moros does not refer to the objects of bullying as victims, which implies they have no power in the situation, but rather as targets who can often learn new behavior to deal with bullies. He discourages including the parents of both the bully and the target in conferences, as his experience is that often the parents of bullies have bullying tendencies themselves. "Most bullies are being picked on themselves somewhere else, often at home," says Moros. "It's important to realize they need help almost as much as their targets."

"Bullying is something that probably goes on in schools everywhere," said participant Jina Kim, a member of the Burbank Teachers Association. Cynthia Keevy, also from Burbank, concurred. "We need to be reminded that this behavior is out there and we need to take it seriously before it escalates to something tragic."

CTA President Wayne Johnson, the conference keynote speaker, praised the attendees for doing outstanding work despite sometimes overwhelming obstacles. "California has some of the largest class sizes in the nation, we spend less on our kids than any of the other industrialized states, but you're still doing a great job. Test scores are up and more kids are graduating than ever." Johnson went on to chastise the governor and Legislature over looming education cuts. "They expect miracles from you but they aren't going to give you the tools to do the job."

Both conferences were preceded by well-attended full-day briefings on the federal Elementary and Secondary Education Act (ESEA). Participants were given an overview of the law and its implications for teachers and schools in California. CTA Board Member and ESEA Workgroup Chair Pixie Hayward Schickele was highly critical of several aspects of the new law, including its lack of funding and a deeply flawed accountability component that guarantees that hundreds and ultimately thousands of schools will unfairly be labeled failures and face sanctions. "Is this about vouchers? Is this about discrediting public schools?" asked Schickele. "You bet it is."

Participants expressed concerns about the law's definition of a "highly qualified teacher" and its impact on new as well as veteran teachers. Rick McClure, a member of the Ontario-Montclair Teachers Association, said, "The implications for special education are staggering, especially at the middle and high school. We will lose teachers in droves if the qualification requirements aren't modified to reflect the reality of special education." He hopes this year's reauthorization of the Individuals with Disabilities Education Act (IDEA) will deal with some of the problems posed for special education by ESEA.

Frank Wells