Survival of the Sheep: Considering 100 hungry points of view
A logic puzzle? Now?
I’m glad I’m back writing, but need a break between remote teaching, the UFT, the politicians and the pandemic… That’s a lot of scary stuff and frustration and unknowns… Let’s squeeze in some math to lower the temperature.
Last week I ran discussions with no outside assignments. And some of the discussions were logic puzzles, run like problem solving sessions. And I dusted off this old favorite about leprechauns, and as the kids pushed to an answer, someone said “is this the same as the wolf and sheep problem?”
I did not know the wolf and sheep problem (which I told him). But when we were done, I looked it up. Brand new problem for me, but fits right in with some of my favorites: the pirates and leprechauns. Here it is – try to reason it out for yourself:
I took the language from a page that seems to be selling a logic course – but I prefer the title I found on Braingle:
Survival of the Sheep
On an island in a far away country there is a population of 100 wolves and 1 sheep. They are the only two living species on the island. The following facts are known to be true:
- There is grass covering the whole island (grass is not considered as a living species for the purposes of the problem).
- The sheep can survive just by eating grass throughout its lifespan.
- As the grass is being eaten, it instantaneously grows back. No matter how many times it gets eaten, it will always grow back. It is therefore suitable to state that the island has an infinite supply of grass.
- The wolves themselves, unlike the sheep, are part of a very rare and intelligent species. They are actually perfectly rational beings, and can be considered as being infinitely intelligent.
- Similarly to the sheep, the wolves can also survive by eating grass throughout their whole lifespan.
- As one might imagine, the wolves prefer eating sheep than eating grass.
- If the sheep were to be eaten, it could only be eaten by a single wolf (the wolves cannot share their prey). However, there is catch:
- In this faraway land it is known that after a wolf eats a sheep, the wolf itself will become a sheep and it will therefore be in danger of being eaten by other wolves.
- All wolves are perfectly aware of this.
- If a wolf knows for sure that eating the sheep will cause him to be eaten by another wolf, then it prefers to eat grass instead.
- In the same way, if the wolf knows that eating the sheep will not put him in danger, it will eat the sheep.
Given all these facts and given the scenario from the very beginning, the question which must be answered is the following:
Will the sheep be eaten?
Put your questions/hints/solutions with work in the comments section
Who is demonstrating today? Start with: what happened in 2016?
The state capital demonstrators, nuts, right? Are these vast rightwing mobilizations in favor of infection? It would be wonderful if the right could only bring out such pitiful crowds. Paid agents of Fox? Hardly. Fox has the money to fake a decent-sized crowd. So who are they?
I think to get to the answer, we should start with another question. What happened in 2016? Not in November, but from January through the Spring.
For four years I have asked the question. And the answers have been various, but all have been disappointing. Commonly Trump opponents will pivot to how horrible his supporters are, or how stupid they are, or how Hillary won the popular vote, or how awful his policies are, or he is personally. There is often an unnecessary glimmer of self-satisfaction. There are responses that explain how Trump is wrong, or how bad his policies are. There are arguments about running a better campaign, or combatting voter suppression.
But what happened?
The election of Trump was a big shift. There have been other shifts in the political landscape. I’m thinking of the election of Reagan in 1980. Reagan was the face of a conservative wave that was taking over the Republican Party. The two wings came into conflict, and the socially liberal northeastern Republicans were defeated, and marginalized. This was an internal battle in the party.
But in 2016, Republican primary voters rejected every traditional republican to vote for Trump. Trump was a businessman with no experience in politics. He held political positions at odds with post-Reagan traditional Republican positions. This was not one wing of the GOP overthrowing the other. This was part of the GOP’s base rejecting its entire leadership. The leadership survived, but only by pledging allegiance to the outsider who usurped the throne.
What part of the Republican movement, (“movement”, because as their presence in rallies on the streets showed, they are more than just an electorate) what part of the Republican movement threw Bush and Rubio and Cruz and Christie and Kasich overboard? Because I think a good answer to that question would go a long way to figuring out what’s happen with the “Open” rallies at the state capitals.
Just looking at who voted for Trump (Nate Silver) doesn’t address where his core support came from. In the UFT, we heard that – was it 25, 30% ? – of our members voted for him (I can’t remember which number, and I don’t trust it anyhow). But in any case, Mulgrew trusted it – so much so that he rarely utters Trump’s name, out of fear of alienating his UFT voters. He started right after the election. We should have asked, did McCain and Romney get the same vote? Because otherwise, we are talking about people who flipped from Obama to Trump in the UFT, and I’ve never met one of those. Have you?
Nah, if we want to get to Trump’s core, we are not looking for UFT members. Instead, think of the early Trump rallies. You could probably think of the later ones too. The crowd was white, outer suburbs more than inner suburbs. Lots of flag symbolism, and those MAGA hats. There were no bankers, no bankers’ friends and families. These were Republicans not doing what their leaders wanted them to do.
A fascinating paper out of NYU tries to ask the question I’m driving at. Manza and Crowley find that Trump’s support, and this at the core of his vote, was less affluent than that of other Republicans, but more affluent then the country as a whole. They find it not a working class vote, but a vote of those who personally felt economic insecurity (and were white, of course).
Who are we talking about? Small business owners. Very small businesses. Perhaps some worked a regular job, as well. Or some may have once had businesses, and now did not. Screwed by the 2005 bankruptcy law, although they did not realize it until the 2008 crisis, when bankruptcies occurred in huge numbers, and being bankrupt was bad, but small and bankrupt was horrible. The bill added a means test for Chapter 7 bankruptcy, and raised filing fees from about $600 to $2500. That’s for someone going into bankruptcy to pay? Chapter 13, the alternative, let’s creditors go after future assets, not just what you have when you declare.
By the way, the bill also encouraged predatory student lending policies. And it was strongly pushed by the credit card companies. Their benefactor was so desperate to get it passed, he once inserted it in a foreign relations bill. One guess who the culprit was (or you can read all about it, here).
So there we had a ready audience for Trump – and I don’t think even he knew it was going to be there. Angry, xenophobic, with a populist anti-big business tinge. Resentful. They had a little money, but had been voting for people with a lot more money. Angry enough to throw them out. (Little irony, they backed a rich guy to do it).And yeah, angry enough to vote for a guy who may not have shared their valued. But he knew when they responded, that he had his message. Build the Wall. Insult people. Red MAGA hats.
During the primaries, they had a love affair, Trump and this crowd. And during the general. And he kept them revved up. But in DC, he started accommodating some of the old Republican leadership. And even more so, they accommodated him. Everyone in the GOP, today, at least on the surface, is a Trump loyalist. But today’s Trump may be as vile as the one from the campaign trail, but remember that Wall? The trade deals? He’s not the same.
(An aside – what happened to the traditional Republicans? Not from 1972, but from 2000, conservative, racist, anti-gay, misogynist, interventionist, deep in big-business’ pocket? Just a guess: I think they are all still there. They’ve brought Trump towards their positions. And they are, I believe, just waiting for the chance to reclaim their party, sinister plotters looking to remove this disgusting oaf who they did not invite, or to wait him out.)
And now, fast forward. Who is going to the capitals, and why? Small businessmen. White. Don’t want the government to shut their businesses. Worried about going broke. This is a piece of Trump’s original core. But there’s not so many, are there? These are not the tools of powerful rightwing groups. These are the tail that once wagged the dog. These are the soldiers who overthrew the leadership of one of the two major political parties. They just don’t seem so powerful today.
Who Wants to Return to Normal?
Well, everyone, right? That was an easy question.
But maybe not.
In the last few days I have seen that view challenged in three ways. And all of them are worth thinking about.
First, let’s think about “return to normal” – that means before the pandemic? But two months ago, it meant before Trump? How much of a difference is there?
- I saw this posted on Instagram:
The version I saw was attributed to Brené Brown, who tweeted: “I’ve seen this attributed to me, but it’s not my quote. After digging in, we found the original and it belongs to Sonya Renee Taylor. If you’re going to share these beautiful and powerful words – please use this image with her name. Attribution matters.”
Attribution fixed, it’s all good, as Brown indicates.
2. “… the pre-Trump period gave birth to — Trump! ”
Wow. Just wow. Dial things back to 2015, and we have a country about to propel Donald Trump to the presidency. That’s not a normal place. That’s not a place I want to recreate.
3. A slew of articles, the numbers increasing in recent days, about racism and the pandemic. This is from the Atlantic. This is from the New Yorker. There are many, many more.
Here’s something a former student, now a teacher, wrote last week: ”
“Currently watching the president’s briefing as they discuss how coronavirus disproportionately affects African Americans. Fauci mentions how this is due to disparities in chronic underlying health conditions (he specifically mentions diabetes, hypertension, obesity and asthma), but, being a health educator that’s passionate about our health, I wish he would have explained WHY. It’s not because Black people are necessarily negligent in regard to health or simply don’t take care of themselves. It’s not because Black people are genetically inferior. It’s because of structural racism in this country. It’s because of the unequal access to healthcare, education and job opportunities. It’s because of the low quality of care we receive. It’s because of residential segregation that results in African Americans living in lower quality neighborhoods due to environmental factors such as air pollution, and the inability to access healthy foods and exercise.
And instead of just stating how African Americans are disproportionately “unhealthy,” I wish they would say what they are actually DOING to help us…”
And it goes beyond just the pandemic. In the dark days of December 2016 and January 2017 there were discussions, all over, about how to combat Trump. I remember being told to put questions of race aside, that they would sow disunity, and that we could work on racism after we defeated Trump. I’m sure others heard similar comments. That’s not the sort of thinking I want to return to.
– – — — —– ——– ————- ——————— ————- ——– —– — — – –
So I don’t think I want things to go back to “normal” – I want to build a better place than we had before. And as important as social distancing and the November election are, we need to do much, much more to build that place.
Highlights from Vacation Week
New York City Public Schools just finished spring break. Except we didn’t get a break. In my school we taught, but went easy on kids. Most did fewer lessons, fewer assignments. I ran discussions in three categories: games/puzzles, discussion of the world and how we are doing and how’s the world doing, and math – review or enrichment. Three sessions (half an hour each) and no outside work, and your week was done.
Highlights:
- I advised myself and everyone to “go slow” – and I followed the advice this week, and I shared it with students.
- I learned that in my school, among my students, the idea of Pass/Fail grading is not very popular –
which I only learned by engaging students in real conversation. A lot. - Monday, conversation veered to the feuding between the Mayor and the Governor. I offered that it was inappropriate. One student, a political junky, offered that no, it was incredibly entertaining, and was a nice diversion from the regular news.
- I learned several new logic puzzles, including a bunch of liar/truth-teller ones, and beautiful wolf/sheep multiple point of view logic puzzle (I love those).
- I extended deadlines, and when kids asked for more time, I asked how much more they needed, and gave it to them, and offered more help.
- I offered extra math, and some kids really wanted more…
- For the first week since this started, I did not fall further behind on grading. I caught up a little.
- Now I’m considering how to blend more discussion and less assignment into my teaching for the duration.
- I’m reeling from the number of people I know who got sick, and the number who died. And this thing has not hit me nearly as hard as it has hit others.
- I advised myself and everyone to remember those we lost, not to just move on. This week I made a point in some discussions of remembering a professor, John Horton Conway. I shared a story. I showed them Randall Munroe’s tribute. And I asked them to play with Conway’s Game of Life.
- I got outside every day. I got in two hikes. I startled a grouse, who returned the favor. I found beaver tracks. I looked into the next state.
- I wrote thank you notes to a couple of former students who are now health care workers.
- And I wrote, every day.
Remote Teaching ≠ Real School
It’s not. Not close. But I’ll save the details for another day.
Big picture: we are working. We are working hard. Many of us are working as hard as we’ve ever worked. Many feel exhausted the way we haven’t since we were first-year teachers.
While we are trying, the City and the Department of Education are making our lives hard (and some administrations – not mine – are also standing in our way). They have stolen our planning time, while asking us to plan completely new lessons and even curricula. They have allowed misguided principals to over-schedule days for those unfortunate teachers, pushing them further behind on their work. They let us learn to do live lessons on Zoom, and then surprised us by banning that tool. They took Spring Break, then Passover and Good Friday. They send some of us to useless daily meetings. Instead of consistently supporting us, the Department has wasted our time; sucked our energy.
We are doing our best to engage our students. I’m fortunate. Most of my students want to be engaged. It makes my job easer than most. And it’s not easy. It’s hard. It’s real hard. And it’s just as hard, probably harder, for teachers across the city. Easily the worst problem? Kids without internet access. And don’t get me started on meeting students’ individual needs (from their IEPs).
Remote teaching? A pale imitation of teaching. We are not face to face, answering questions, explaining concepts, drawing students out. We are not making eye contact. We can’t encourage the same way. We can’t give “the look” to get them back to their seats, or “the smile” that let’s a child know they just did very, very well. We have had to forget about plans that had been honed over the years to provoke kids’ curiosity. A computer is not a classroom.
Nor are we teaching as much. We can’t. There is a limit to how much screen time (classes + homework) we can demand of our students. And what about students without access? There is a limit to how quickly we can grade on line (not quickly). Many of us have tried to turn our lessons into scripts that students can read. Apparently my lessons (can’t speak for others here) include one or two words that tell me what to say and write for the next 3 – 5 minutes. Figuring out the script was eating up hours, to cover part of the material from a 15 minute presentation. And now I’m speaking for others: at the high school level, almost every teacher I have spoken with has dramatically reduced how much content they intend to cover each week. I thought I could do about 80% of what I normally did. Not even close. 50% would be aspirational.
So
- Trying really hard
- Exhausted
- Frustrated by the DoE, and by some administrators
- Succeeding, with mixed success, in engaging students
- It’s not the same thing as real teaching
- Covering much less material
So when someone says teachers have done a great job, I appreciate the words. But when someone says teachers have got this figured out, I’m like wtf? We’re doing our best under horrible circumstances, but remote teaching ≠ real teaching, and I said horrible circumstances?
Someone with an office job at the UFT thought it would be important to put out a positive message about all the good work teachers do, and how we support first responders and health care workers. I understand that need. But I don’t understand how someone makes an ad with smiling teachers and kids, looking relaxed, looking like “We got this!” and doesn’t understand how insulting it would be to the thousands of teachers who “don’t got this” but are, exhausted and frustrated and still trying our best and still trying to figure things out and create structure and lessons and engage our students Every Single Day.
Thoughtless, inconsiderate.
http://players.brightcove.net/73788382001/DOsUJ7wWx_default/index.html?videoId=6149641621001
How do I say “How are you?”
Remote teaching is not teaching. It is a pale imitation. It is a stopgap.
I bristle when I read “Because of your hard work and commitment, the nation’s largest school system has successfully made the transition to remote learning and support.” No, no we haven’t. This is not success. We have put emergency measures in place. We are trying to hold things together, as an interim measure, until we can start real school again. We are not succeeding, we are making due, doing the best we can, keeping the whole thing from sinking.
And part of the situation? We are “checking in” with our students more. I wrote “Slow down. Don’t say “How are you” – ask “How are you?” And slow down and wait for the answer, and slow down and listen to the answer.” And I meant it.
But how do I ask “how are you?” to elicit a meaningful response? How do I follow up? How do I interpret the answers? When do I ask for outside assistance?
And those are real questions, from me, for me. And I’m guessing quite a few more of us could use those answers.
I’ve been going on instinct, much of which is good. But I am not certain, and I do not want to reinvent the wheel.
So, teacher friends, I’m looking for resources. Articles, videos, even books. Ideas for running check-ins. Ideas for eliciting real answers, and what to do with those answers. Can you help?
I guess this would be good stuff for PD, except I usually hate PD. I’d rather have the articles, and then I can talk it over with friends.
Grading for the Pandemic Term
How are we going to do it? That’s a great question. Soon the UFT will meet with the DoE to shape guidance to schools. This would be a great moment for teachers to weigh in, which is exactly what a group from Francis Lewis has done here. I actually was invited to sit down with them (metaphorically, I’m not allowed in the same room as them irl today), but could not make it.
But after they were done, I looked at their notes, and thought, I like these. I’d like to change some stuff. So that’s what I’ll do. First comes their suggestion, then mine, then some of my thoughts. You should express your opinion, too. The more voices, the better.
1. Do no harm. Wherever students were at the time schools were closed, we agree not to lower their grades. We cannot penalize students for circumstances beyond their control.
2. Teachers shall have flexibility to use either numerical grades, or pass/ fail options. Students who may have been on the cusp of passing and show promise can receive a P as a grade. High achieving students entering or applying for colleges can still get grades of 98 or higher, for example. Teachers will have wide latitude in raising student grades for excellent work or participation as they see fit.
3. Classes based on cumulative learning will do a thorough review in September 2020, and teachers will not expect full mastery of 19/20 school year topics by that time.My suggestions:
My (jd2718) suggestions for grading (notice I am not starting from scratch – mine is the easier job)
I agree with the mayor that now is a time to show compassion for the students we serve. I understand that they and their families are suffering from enormous stress, anxiety, and perhaps even the loss of loved ones. I understand some of them lack sufficient technology to participate. I therefore propose the following policy for the remainder of our school year:
1. Do no harm. Wherever students were at the time schools were closed, we agree not to lower their grades due to circumstances related to the school closures. We cannot penalize students for circumstances beyond their control.
1a. Classes should compensate for lost opportunities to add to grades. Many students are able to raise their grades through work in the classroom. Daily reading quizzes, participation, and board work are three ways that some teachers allow to students to add to their grades through diligence or enthusiasm. We should encourage schools and classes to be creative in identifying new such opportunities.
2. Schools shall have flexibility to use either numerical grades, or pass/ fail options. Schools may choose a P/F system, or a letter grade system or a numeric system, or some hybrid. For example, a school might choose F/P and single digits for grades of 90 and above. another school might choose ABCDF. And another school might give individual teachers flexibility. Schools should involve all stakeholders in these discussions, and choose a system that is consistent with the school culture.
3. Classes that have a natural continuation next year face a special challenge. Less material will be taught. First, schools and teachers should look for units that can be dropped this spring. Second, schools and teachers should look at material that can be dropped from the course next fall. Third, schools and teachers should look at setting aside significant time at the start of the Fall for review. And fourth, schools should set aside time for teachers of spring courses to meet with teachers of the corresponding fall course in September
My explanations of some of the differences.
1. There’s a difference between many many kids who are suffering through this, and who are not able to keep up the normal level of work, and, here’s my example, a boy who has used the crisis to choose two classes that he no longer wanted to attend. Good news, I finally reached him today. But the point remains, his grade is currently falling, and he can correct it by straightening up.
1b. There are students who balance off weaker test scores with better participation. It wouldn’t be fair for participation to go away, while the tougher parts of his grade got built up.
2. I think this is good as a school level decision.
3. New York is plagued by course that are a mile wide and an inch deep. The Regents, with its implicit curriculum, makes this problem worse. But this June there are no Regents. This is an opportunity to shed some unnecessary work, and focus on fewer areas. Our last (not first) resort should be to jam in more material.
So what do you think? What do you think about the Francis Lewis suggestion? About mine?
Make suggestions, share this post, keep the conversation going.
Vacation Day I (doesn’t feel like vacation, but )
Today felt like a full day, almost. Not much prep. No grading. But I’ve opted to run some discussions.
My school advised us (we were all part of the discussion) to create a much reduced work load for the kids for this week. I also advised us (as part of the general discussion) to create a much reduced work load for ourselves. The two pieces of advice aligned nicely. Of course, advice is advice, and there were a variety of interpretations.
Most teachers just made this a super light week. Fewer assignments.
Me? I promised the kids no assignments, but asked for attendance. Sessions with no outside work. We discussed it last week – I got no objections.
So I created a rotating set of activities: discussions, games, problems solving, extra help. My job – be there. Their job – be there. (I’ll be on for 1/2 hour blocks – they show up to three over the course of the week).
Today we had a “check in” first thing. Highlight: a politics junkie student said that he liked the juvenile behavior of our Mayor and our Governor, because it was distracting him from the real news.
I did a review of logarithms the second half hour. OK, basic. A couple of questions.
The third we solved a neat logic puzzle, and then played anagrams for the last few minutes. The logic puzzle involves three prisoners and five hats. Do you know it? For anagrams, the second name we chose rearranged into “Logical Links” which was just too cool.
And the fourth we played with graphs that were not functions on Desmos. I like 
Midday I met with my Set Theory seminar. It’s only a few kids. We are reading an MAA Set Theory project, and they are struggling to learn more advanced mathematical language. Today we encountered “image” and “codomain” and the prepositions that go with mappings. The big idea was “what is a discussion of functions doing in an intro to set theory?” – and I think that worked. The big rethink was to consider functions without necessarily thinking about their graphical representations. Fun.
Finally, I am one of the advisors for our Local Outreach Tutoring Program. Some of our seniors and juniors run an afterschool with kids from nearby middle schools. Here’s a New York Teacher article describing it. That’s from last year – this year we almost doubled the program. And then Corona.
Anyhow, a junior approached me – “Hope quarantine is going alright for you and you’re staying healthy! I have some questions about LOT and I was hoping you’d be able to answer them. I totally understand why the program was canceled, obviously there’s no way to do it now, but I was wondering if thee’s any way we could continue some of our lessons or teach something virtually?…”
My answer, of course, was “highly unlikely” – but I heard her out and then heard them out – and eventually they proposed doing narration/voice over while a power point or worksheet was on the screen – and the one of the 7 middle schools I contacted was interested, and me and my co-advisor were clear that the quality had to be so high that we would not need to play a major role.
Today they screened for me their first lesson. OK, it was poetry, so I am not certain how good it was. But it looked good. And the other teacher had read and approved their script. And I’m working hard? Yes, yes I am. But the kids somehow found time to continue to do local outreach, and produced high quality work, while adjusting to all of the other demands on them, and keeping up with the pretty heavy workload (it should be getting easier) that my school assigns? I am working hard. They are working harder.
Yup, I worked a lot today, but I ended the day pretty pleased. And tomorrow is lighter…
Welcome to Vacation Week
My calendar says that this is vacation week. My calendar is now wrong. School buildings in New York City are shut, but schools are open. Teachers are “remote teaching” from home, including during what was originally scheduled as vacation week.
Governor Andrew Cuomo ordered us not to have vacation (actually, it was a funding order, but same effect). My union, the UFT, was unhappy, talked to him (did not negotiate. Discussions, not negotiations), and looked at his favorability ratings (upper 70s) and decided not to fuss. How could I call it “caving” if they were not entitled to negotiate? I don’t know.
Cuomo’s rationale was that we are babysitters, and without us giving lessons in trigonometry or grammar, 1.1 million Juniors are going to run amok in the streets. Now, plenty of kids are afraid to go out now. And for the others, many will listen to the Governor and the Mayor and their parents and Samuel L Jackson and stay… Let me try again. And for the others, many will listen to the Governor and the Mayor and their parents and stay home. And for the others… lessons in grammar and trig? Not sure they will sign in. Cuomo should have gotten them all Animal Crossing. That would have worked.
In any case, we are on for the week, and the UFT and Carranza work out a deal. “Working with the union, the DOE has devised a series of themed days of activities that focus on family, community service and social emotional learning.” Not quite Animal Crossing (they should really think about that – community building with cute animated mammals), but not a bad idea. The suggested activities – not so great – but at least the idea was ok.
Of course, since many of the activities were not ready out-of-the-box, many teachers got slammed with more exceptional planning. This has not been right. Give teachers time to do some decent planning, and we will do our best. But without time? Come on.
But there will be a world of difference between “The Plan” and what’s happening in schools.
- Some schools will do the theme days, more or less as written. (I’m betting mostly elementary schools)
- Some schools will do the theme days, but then add teacher responsibilities for paperwork, or for particular live hours, etc, breaking the spirit of the agreement.
- Some schools will not really do the themes, or not do them at all, but will dramatically decrease the workload on students (my school. Probably most high schools?)
- And some schools will not really do the themes, or not do them at all, and will maintain the same overload of work on teachers and students that they have been doing the last three weeks.
So here’s the question, here’s my question, what are we (the union) doing about schools in the second, and especially the last category?
- Are we waiting for members to “discuss” differences with the principals so that there is no UFT intervention until Friday when it is too late?
- Are we jumping on the complaints, and is the DR bringing them to the principal and then the superintendent in the same day?
- Or, even better, are UFT Reps checking in on each school, making sure they are complying with the spirit of the agreement?
The emotional/physical damage being done to members in schools with abusive scheduling, paperwork, planning, and reporting practices is an order of magnitude worse when we are isolated in remote learning environments. We literally do not have a colleague in the next room to help us, or just listen to us.
And this goes beyond “Spirit Week” – this changeover to remote teaching is draining, and exhausting every day. A lunk principal hurts our colleagues badly. Extra meetings, excessive contact hours, bizarrely impossible demands to recreate a “normal” day – these things take a daily toll that is incredibly destructive. The “Go Slow, Go Cautious, Wait Until Members are Ready to Fight” approach was always wrong, but today it would be cruel beyond belief.
If the UFT is pivoting to more vigorously keeping principals in line, we should hold all the reps to the standards that our best reps set. And if that pivot is not happening, we need to find a way to name the schools where the abuse is occurring, and to push the reps and their higher ups, (and also to reach out to parents and politicians)
It’s true more than ever. An injury to one is an injury to all. And one day of abuse is one day too many.
Who gets credit? Cuomo or de Blasio?
When me or my sister would ask my mom who she loved more, she would say “I love you both.” When that got tiresome she would answer “Rebecca” if I asked and “Jonathan” if my sister asked. We learned to stop.
I’ve been thinking of that a lot. Partly because it is obvious who she really loved more, and partly because our mayor and our governor… What is wrong with them?
As New Yorkers became infected, way back in February, the Governor and the Mayor responded. Unfortunately, that’s the Governor of California and the Mayor of San Francisco.
We had scary reports from Italy and France – please don’t delay putting in measures in place, please don’t make our mistakes. And after those reports: “Since I’m encouraging New Yorkers to go on with your lives + get out on the town despite Coronavirus, I thought I would offer some suggestions” that was the Mayor, NYC’s Mayor, on March 2. The Governor at the time was a smidge more cautious: “There is no reason for undue anxiety — the general risk remains low in New York. We are diligently managing this situation and will continue to provide information as it becomes available.” Wonder how much the virus spread through New York City the first two weeks of March.
By the week of March 9 – 13 it was clear that this was already serious, all the signs were in place. And the mayor and the governor bickered, keeping schools open in the meanwhile.
The schools, by the way, in NYC, 1.1 million school children. Schools in neighborhoods bring all the neighborhood germs together, mix them, and send them back home, every day. Schools that serve whole boroughs or the whole city – they drag kids from home, carrying germs, push them through the subway system, collecting more, mix all day at school, push back through the subway system, and tuck them in at home with brothers and sisters and parents who work… The school system was functioning as a massive virus circulation pump for the city.
The Governor and Mayor had excuses for not closing schools March 2 – most of us, me included – would have been shocked by the act. But they had enough information to know that that is what they should have done. They certainly knew by March 9. But it was not until the voices of parents and teachers became louder on the tenth, on the eleventh, thunderous on March 12, with the UFT joining in on the 13th, more pressure over the weekend, that the Mayor finally conceded on Sunday March 15. By that point, how much had the virus spread through the City? The Governor joined him on the 16th, closing school buildings state wide.
I write school buildings, not schools, because we were shifting, awkwardly and uncomfortably, to “distance learning.” The schools are open, teachers are teaching, kids are learning, the buildings are shut.
In any case, who gets credit for starting to take steps slower than California? They both do.
Who gets credit for keeping schools open after the public realized the danger and begged them to act? They both do.
One petition to the governor got a quarter of a million signatures. One to the mayor got over 100,000. Our squabbling toddlers were unimpressed.
By the way, I think it is de Blasio alone who takes responsibility for the next step: March 17, 18, and 19 he sent staff into schools to plan for remote learning. Only, he was ignoring State protocol on shutting buildings where cases had occurred. I know people got sick during those days. I think he showed callous indifference to the safety of his employees, my colleagues and friends. When this is over, there needs to be an investigation into his actions and those of his subordinates, and if the evidence supports it, criminal charges could be brought.
With the Governor’s Emergency Powers he ordered schools to stay open (the schools, not the buildings) and not take scheduled vacations. In NYC, he took away our spring break, all seven days, including the first day of Passover and Good Friday. Bit of history, the UFT was ok with the other five days, and made it sound patriotic not to complain (after they decided complaining about a popular governor was not a good move). Not sure why they thought the two religious days weren’t covered. But later that week the Mayor said the two days were also work days and the UFT was furious and started a social media storm (I joined in). But here, I think, credit should have gone to the Governor. I can’t make much sense out of the reactions, unless de Blasio told us that he could take care of the two days, then found out he could not, and did not have the sense to blame Cuomo, or did not want to look weak. Not that he is very good at getting out of his own way.
Sidebar: Cuomo’s press conferences have looked professional. He has sounded competent. But that’s a low bar when compared to Trump’s rambling conferences, yelling at reporters when he doesn’t like the questions, boasting about himself, blaming others. It’s also a low bar compared to de Blasio’s ploddingly slow performances, whiny and pleading. In comparison Cuomo has looked downright presidential, sparking rumors. But like I wrote, low bar. And today, when asked about nurses without PPE, he lied. Also presidential, but no vote from me.
In any case, the kids were staying home, the excuse that they needed good grammar lessons to keep them off the streets was ludicrous. I think one of them was responsible, the other agreed, but let’s let them share the credit for taking away vacation with no good reason.
And now, today, de Blasio announced (9:30 AM) school’s would remain remote (buildings closed) for the rest of the year. And then Cuomo said (11:30) that’s de Blasio’s opinion. And probably de Blasio made his announcement at 9:30 on Saturday so that he could be on the news and get the credit. Apparently an aide called the governor’s office 5 minutes earlier, so BdB could claim he notified Cuomo. Chicken shit, right? So does Cuomo say, he needed to check with me, we will formally look at this on Monday, but this is the right idea? No, no, because that would let de Blasio get away with taking credit for what Cuomo was going to take credit for on Monday (I think) or possibly later in the week now, whichever day makes him look the most presidential.
But let’s ask the big question: The US is Corona #1 in the world now, New York State is Corona #1 in the US, and New York City is far and away Corona #1 in New York State. Who is responsible?
Let them share the credit! I love them the same. And you want to throw Trump in? That’s cool. But remember, Trump did not force de Blasio to tell New Yorkers to get on with their lives, when COVID-19 was silently spreading. And Trump did not force Cuomo to claim that the general risk in New York was low. he gets plenty of blame for other stuff, but our Mayor and Governor have behaved, hmm, specially.
Two nice pieces: NY v California. And NY v time
Slow Down
For my colleagues. For teachers in NYC, and everywhere. Maybe for my students, and other students. Actually, whoever you are, if you are reading these words, they might be for you.
Slow down
Slow down and wash your hands.
Slow down. Take your time planning that lesson. Plan three instead of five. Or one instead of three.
Slow down. Don’t say
“How are you”
– ask
“How are you?” And slow down and wait for the answer,
and slow down and listen to the answer.
Slow down. Don’t drive yourself insane.
Slow down and teach less, and teach more carefully.
Slow down. Where are your hands?
Slow down. Remember your mask.
Slow down and explain. Slow down and listen.
Slow down. Don’t overwork and exhaust yourself.
Slow down and let someone catch up.
Slow down. Remember those who we have lost.
Slow down. Remember one someone we lost. Remember their words and their voice and their face.
Slow down, and let those around you slow down.
Slow down. Wash your hands once more.
Slow down,
slow down
slow
down
– – — — —– ——– ————- ——– —– — — – –
There was a world not so long ago where we never slowed down where there was not time where there was too much to do where there was too much too cover. That world was thrilling but brutal and fast and if you fell behind too bad and when your students fell
That world was shattered by this pandemic. Ugly. Frightening.
Now we teach from our apartments and houses and you learn in your rooms and when I tried to go fast I failed. I am learning to go slow. We are learning to go slow.
When this is over. When we defeat this horrible thing. When we go back to how we were, if we can even go back to how we were. When we go back, let’s do it slower.
In a brighter, less scary future, let’s remember how to
slow down and
wash our hands
and
slow
down.
– jd, 4.10.20
So, I can’t write poetry, even though I tried. But here’s the point. When we slow down, we allow kids more time to think and process. We may “cover” less, but if full classes internalize the material, if they grasp it, master it, then we’ve gained. And the children have gained.
By being forced to go slow we can smell the metaphorical roses, and give those around us, and those we are charged with educating the same metaphorical chances.
When we go slower, and are more careful with questions, we display empathy. We model empathy. We teach children something “outside of our content area.” When I’m slower, I’m warmer. Maybe that’s not true of every teacher, but it’s true of this one.
But roll all or some of these together, and I think there’s an argument to be made, when we return to “normal” teaching, doing a little less, doing it more carefully – and slowly – would be a good thing.
In Memory
We are living through a crisis, a pandemic. We know because our lives are changed. We see the press conferences, the charts, the graphs. Flatten the curve!
But those charts, graphs, and curves, they are numeric representations. They tell us about the crisis. But they are composed
of people. People who got sick. People who we have lost. Focus on the curve, we need to flatten it. But do not forget what that curve is: People. People from China, or Japan, or Iran, or Italy, or Spain, or Washington, or our next door neighbors. And sometimes closer than that.
The tragedy is social. It hits all of us. But each loss is personal. And as we must slow down to preserve our physical and mental health, we must also slow down to recognize our loss, to remember, to celebrate each life.
My small school has lost two of our number in the last two weeks.
Denis Murphy taught English in our school, from the day it opened in 2002. There were six of us, founding teachers. I think of him teaching writing, getting more out of some kids than I would have expected. In reaction to the news, many alumni talked about learning from Murphy how to write. He ran the soccer club, served on the UFT consultation committee for many years. Denis was from Ireland (Kilkenny? or nearby?) and I occasionally got him to discuss the political situation in the south. The last few years he had some of his creative writing students write short plays. The kids would create a make-shift set in the lobby, and perform, to an audience that usually started small and grew. Denis would stand to the side, watching, with an obvious sense of pride in what they had accomplished. I’m going to sit quietly tomorrow, push my thoughts far away, and hold onto that image as I recall our 18 years working together.
Ulices Castro was a Lehman College Peace Officer. He was assigned to our school for most of his 16 year career at Lehman. Castro had a quick laugh and quick wit and a quick way of moving kids to class. And sometimes when a kid was drifting, Castro tried to push them in the right direction. I remember the exasperated sound of “Castro” or “come on Castro” from seniors who knew he was right. He cared about them. He cared about our school. He was protective of the building, of the students, of us, the faculty. And we knew it. “A pillar of strength” a retired math teacher wrote on learning the sad news “I loved him.” Castro always had the late shift, and was often there when I was settling in to program. Those late afternoons and early evenings we talked. We talked about labor. We talked about sports. We talked about policing. We talked about politics. We gossiped. Castro often took a psychological approach – he delved into the motivation of individuals, what made them do the things, good or bad, that they did. I want more time to think about Ulices, about the hours we spent talking, about what he meant to our small school’s community. I will miss him.
Plans
Over the last four weeks, New York City teachers have been asked to plan a lot.
Extraordinary Planning I
March 17 – 19 we were supposed to plan for “remote learning” or “remote teaching.” Moving our existing curricula onto remote platforms really made this curriculum replanning. And most of us had to learn something about the software as well. Even those who had some knowledge were going to be using the software in new ways. At least we, in theory, had time to plan.
On the other hand, buildings where people tested positive were not being closed and cleaned. And we did not necessarily know which buildings they were. And we didn’t know who had the virus, but no symptoms. Kind of like planning on a paint ball course, but instead of dodging paint balls, we may or may not have been dodging a deadly virus. Doesn’t help focus.
People actually got sick over those days. I think, when this is done, there should be an inquiry into de Blasio’s behavior, including this decision. It may be criminal. People died as a result. I’m also disappointed that the UFT did not stop us from going in. It would have been a Taylor Law violation, maybe? probably?, but lives were literally at stake.
Many people sensibly stayed home for all or some of those days. Separate issue: they should not have to use their CAR days to protect themselves from the Corona Virus when our employer intentionally put us at risk. We should get those back.
Extraordinary Planning II
March 23 – 27 (and onward). Turned out that during the planning the previous week, some principals asked us to do too much. Not as in, “let’s be reasonable, that seems like an awful lot.” No, as in, Carranza put out guidelines, summarized here, that said sensible things like “Schools should not try to replicate a regular school day schedule in a virtual environment” or faculty and departments should meet “maximum of once per week.” A previous document had indicated that live teaching was not required. None of this would not have been necessary if all the principals in NYC were sane.
But that did lead, one at a time, to schools being forced to replan. And by schools? I mean individual teachers. Fortunately, planning to reduce may be stressful, but it’s not as stressful as planning from scratch. But moving from a 45 minute lesson to a 25 minute lesson – yup, real replanning. In any case, and unfortunately, not all schools got the message. We have teachers out there still adhering to inhuman (and officially proscribed) schedules. Someone should be taking a look.
Extraordinary Planning III
March 23 – April 3. Many of us, possibly most of us, learned after a few days that the planning we had done was too much, that we were working at an unsustainable level. That was my case – I thought I had set a reasonable work level for the kiddies and for me. I might have been ok with the students, maybe I was a bit over – but I was wildly over for me. Planning was hard. Grading online was hard. In a lesson plan, I often jot a word or a formula with one example, and I know what to say to flesh it out and develop it in class. Here, I needed to translate every thought to written words and symbols. I can read a kid, see where they are stuck, but in person. Now the back and forths to give feedback were long, over multiple messages and emails. What in the classroom can take 20 seconds was taking 20 minutes. That’s kind of my story. Other teachers found ways to post that wasn’t such a drag – on them – but was burying students. Some classwork (done at home) + some homework (done at home) feels like an awful lot of work done at home, and 100% on screen.
So in both instances above, and myriad others, teachers were faced to replan – not just content – but mode, pace, expectations. That’s big planning! Fortunately, we had a week and two days coming up… Spring Break.
Well, um, that turned into two days, without the week. And then into no days. And trying to replan while you are too busy to get your daily work done….
Extraordinary Planning IV
Friday April 3, as we were reeling from the realization that all of our time to regroup had just been stolen by Cuomo and de Blasio, the DoE posted new guidance to the principal’s portal – the two most popular live audio and video tools for NYC teachers – Zoom and Google Meet Up – were banned immediately. Actually, let’s look at the language, perhaps it was ambiguous: “the DOE will no longer permit the use of Zoom at this time.” Nope, not ambiguous. How about Google? “Please note that Google Classroom” yay? “with the exception of video and voice conferencing” what??? “is also currently permitted for use.” They wanted us to migrate to another platform (the DoE’s preferred platform is Microsoft Teams, probably the last choice for many teachers). All of the planning we had done to learn Zoom, to teach our kids how to use it – out the window. Where was the Chancellor March 17 while teachers were learning Zoom? Why not speak up then?
But this post is about planning. Teachers were being asked to plan again. This time we needed to learn a new system. We may have needed to transport existing files. We were going to have to teach students to access a new platform, which required the use of specific DoE e-mail accounts, that at least in my school, our kids had not previously used. And we no longer had days off to accomplish this.
Most of us caught a break when Carranza tweeted (really, he tweeted a policy correction!) Sunday afternoon “we can now confirm their [Google’s] Meet tool is a safe, secure…” and “We know the transition away from Zoom will take time for many teachers… it will not happen overnight.” Because Zoom was clearly the most popular platform, this still entails serious replanning for many NYC teachers (why did they let us plan with it in March???) but far better to have a transition than an immediate change, and keeping Google Meet Up as a back up is important.
Not that I’m looking for one, but just wanted to note that there was no apology for the revised post to the principal’s portal that panicked many of us.
Extraordinary Planning V
March 31 – April 8
Even for those of us who now have a much better idea of what we are doing (I am getting there, not quite there yet), we now face a new challenge: we need to plan for break. Our regular planning, the routines we are just starting to develop and implement? Nope.
Kids were expecting break, families were expecting break, some kids and families are involved with religious observances April 9 or April 10. It is not fair to pile on school work. So reduce the lessons? Just what we’ve been doing, but a little less? Or a lot less? Nope.
Schools are expected to plan for “a series of themed days of activities that focus on family, community service and social emotional learning” with a list of themes. They were developed by the DoE working with the UFT. And with all due respect for the suggested lessons – those are not lessons (here’s the world language day suggestions). And for all due respect to the educators who compiled resources – amazing lists, I’m sure – those are lists of links, not plans.
Even with some ideas out there and resources to dig through, schools are going to need to plan. And by schools, I mean teachers.
Enough
I am getting tired of doing the work that the school system fails to plan for. This is curriculum writing, and curriculum mapping. This is work that is normally paid outside the school day, and voluntary. Honestly, I am far more interested in being allowed time to do this work properly than in being compensated. I believe I speak for many when I say I am working harder now than at any time in my career – except perhaps my first few months as a first year teacher. Please, stop stealing my time. Please let me do my job properly.
A question – de Blasio or Cuomo?
Who took away Pesach and Good Friday – de Blasio or Cuomo?
There were reports that some districts were off for Good Friday. Turns out, untrue.
I have heard it said that, in court, lawyers should not ask a question unless they know the answer. Those kinds of questions elicit testimony, not information.
This is different. I don’t know the answer. I am asking a question to learn something.
Before I continue, I do not support Bill de Blasio. Once I defended him, but those days are past. I believe that when this crisis is over, his conduct should be examined, not because I dislike him, but because I believe his decisions showed callous disregard for life, and caused the deaths of New Yorkers. I think his behavior may have been criminal, and that he should be held to account for his crimes.
How did we lose the first two days of break?
Version I (UFT Leadership)
Andrew Cuomo signed an Executive Order on Friday, March 27. The order involved State funding for school districts, and the 180 day requirement – but the import was that public schools in NY State would have to stay open for remote learning from April 1 – April 15, even if they had scheduled breaks.
Monday the UFT leadership seemed ready to fight, but Tuesday March 31 announced that we are supporting the Governor’s order, and that we would be open for “family service and support” April 13 – 17. The same e-mail, over Mulgrew’s signature, also said “Therefore, UFT members will be off from Thursday, April 9, to Sunday, April 12, for the religious holidays.” Sounds like 4 days, actually 2, but “off” is “off.”
The leadership had trouble with its messaging, moving from rah-rah to we-did-not-want-this – but the content (open April 13 – 17, closed April 9 and April 10) was consistent.
Friday, April 3, just after 9PM, I got an e-mail over Mulgrew’s signature that began: “The schools chancellor has informed me that Mayor Bill de Blasio has decided to keep New York City public schools open on Thursday, April 9, and Friday, April 10, even though those days are major religious holidays. I told him flat out that I disagreed with that decision, but the city is going ahead with it anyway. Under the state of emergency he declared in New York City, the mayor has the authority to do that.”
The leadership encouraged and amplified a tweet and facebook storm of indignation. I participated (including this blog post).
Saturday AM, with teachers already enraged, Carranza e-mailed us: “As the coronavirus pandemic persists in New York City, and social distancing remains an imperative for all New Yorkers, we must take a new approach to Spring Recess, originally scheduled for Thursday, April 9 through Friday, April 17, 2020. For the health and wellbeing of all New Yorkers, the City and the State are in agreement that schools must continue to offer remote learning, including during days that were previously scheduled as breaks. As a result, our schools will continue with remote learning through the time originally scheduled for Spring Recess.”
Version II (Cynical)
Andrew Cuomo signed an Executive Order on Friday, March 27. The order involved State funding for school districts, and the 180 day requirement – but the import was that public schools in NY State would have to stay open for remote learning from April 1 – April 15, even if they had scheduled breaks.
Monday the UFT leadership seemed ready to fight, but Tuesday March 31 announced that we are supporting the Governor’s order, and that we would be open for “family service and support” April 13 – 17.
The UFT leadership spent a day going after members who challenged Cuomo’s decision on social media. They were avoiding conflict with a Governor with a 70% approval rating.
The same e-mail, over Mulgrew’s signature, also said “Therefore, UFT members will be off from Thursday, April 9, to Sunday, April 12, for the religious holidays.”
But Cuomo’s order had already taken away Pesach and Good Friday. There was no distinction between break and holidays.
Friday, April 3, just after 9PM, I got an e-mail over Mulgrew’s signature that began: “The schools chancellor has informed me that Mayor Bill de Blasio has decided to keep New York City public schools open on Thursday, April 9, and Friday, April 10,…”
The leadership encouraged and amplified a tweet and facebook storm of indignation at de Blasio, even though this had been Cuomo. They directed it at de Blasio, whose incompetence and unpopularity make him an easy target.
Problems with Version I (UFT Leadership)
Every district* is closed.
The political convenience of attacking an unpopular mayor but praising a popular governor is obvious.
No one (including Cuomo and de Blasio and Carranza) has made a distinction between April 9/10 on the one hand, and April 13-17 on the other, except for Mulgrew. The Executive Order covers all days. Here’s NYS Education Department’s clarification:
Problems with Version II (Cynical)
If this were true, why hasn’t Carranza or de Blasio blamed Cuomo? Why did they wait until this Friday, over a week and a few hours after the Executive Order, to make a public announcement? They seem shifty and sneaky.
And de Blasio’s behavior HAS been abysmal. This would not have been out of character.
Discussion/What would be helpful
The UFT leadership had discussions with Cuomo. I wrote “negotiation”, but in a lawyerly trick an officer called that a lie (withholding that conversations, but not negotiations, had occurred). Knowing the content of those “conversations” would be helpful for understanding what had happened.
*Other districts. There are many districts in the state, and between direct contact, and surveying a representative sample on-line, all seem to be working the holidays. But a district that is closing for the holiday, even one, would be strong evidence that Version I/UFT Leadership is correct.
Anything in writing from the State, saying they were considering appeals or case-by-case exemptions to the Executive Order.
Anything in writing between the UFT and the DoE discussing/arguing/negotiating the 9th and the 10th.
de Blasio’s Friday Night Massacre
I used to preface my criticism for Mayor de Blasio, but why?
Today we learned that his Department of Education is banning Zoom, that many of us have spent 3 weeks learning to rely on. (And called into doubt our ability to use Google Meet Up, which others of us used, and which yours truly had learned as a back up). Instead we are supposed to use a Microsoft product with no training, but with the e-mail address of some schlub who I already know won’t answer beyond sending us to a help page, where we can spend more hours learning on line. I could rant for a full post. But no.
Tonight we learned that the Mayor has decided to open schools (well, remote learning) for the last two days we have off, for Passover and Good Friday. We got a very strongly worded e-mail from Mulgrew. We, the whole UFT, are furious.
I am glad that Mulgrew expressed outrage over de Blasio’s move. And I am glad that we will continue to fight for compensation.
But honestly, I’m not the hardest working out there (not that I’m a slouch) and I am exhausted, physically, intellectually, emotionally.
I need, not just want, but need, time to breathe, recover, catch up, figure out adjustments, and replan my expectations and daily work, and replan my scope and sequence for the rest of the year.
And Zoom is out. Google Meet Up probably, too. So I real need some time to figure things out, including technology I’ve never used before.
And then the Mayor takes the last two days?
I am glad that Mulgrew expressed outrage over de Blasio’s move.
But I want to know how we will stop him.
Lost Spring Break – Here’s What Might Have Happened
We’ve lost Spring Break. Schools in NYC will be open remotely for the week of April 12 – 18 (April 9 and 10 we are “closed” for religious observance.) I’m not happy, but that fight, if there was a fight, is done.
Those of you at a loss, who needed time to catch up, to breathe, to reflect on what’s happened, to make adjustments: We have been, collectively, trying to do too much. Online teaching has a completely different time-profile from classroom teaching. Ask yourself this: How many evenings, considering our first 9 days, have you been exhausted? How hard is your planning? How far have you fallen behind? Use those questions, perhaps this weekend, to estimate how much you need to reduce your current work. The actual planning can come a little later, but at least set a goal. Mine? I need to reduce 30-50%. I’m not lazy. I can’t believe I’m writing that. But I did. It would have been better if I could have reset my classes over break, but that’s not going to happen.
My last thoughts are to piece together what happened.
Friday Cuomo announces that schools across the state will be closed through April 15, but ““must continue to provide remote instruction for students, meals for students, and child care for essential workers every weekday between April 1, 2020 and April 14, 2020, even if the district is scheduled to be on spring break during that time,”
By Monday it is clear that he is requiring “remote learning” to continue straight through break.
Monday UFT leadership fumes, is ready to fight
Tuesday UFT leadership decides only possible fight is to sue Cuomo
Tuesday UFT leadership decides the optics of suing Cuomo now would suck
Tuesday UFT leadership decides to cooperate
Tuesday evening UFT leadership proclaims that the UFT is doing a Great Thing and supports Cuomo. Well, I exaggerate. But not by much:
we are supporting the Governor’s decision to continuing teaching during the Spring Break as the right decision for this moment in our history. We are just doing what we always do. Being on the side of unity, compassion and solidarity.
Tuesday UFT leadership gets a shit storm of member complaints
Tuesday UFT/Unity leadership puts out a call to their faithful to trash anyone who is objecting on social media
Wednesday UFT leadership shifts the messaging (executive order, we had no choice, we know you really needed the break, but what could we do)
I’m not sure when the UFT leadership tried to talk to Cuomo, but it was seemingly rebuffed. It is disingenuous (and lawyerly) to loudly proclaim that there were no negotiations, when there was at least an attempt at a conversation.
The right message: “we needed this break, all of us, badly. Cuomo’s executive order blind-sided us. We wanted to fight it, but suing the governor right now would have made teachers look like assholes. So we have to suck this up, and we will try to negotiate compensation.”
– the right message would have saved a lot of people a lot of angst. It would have saved the leadership the embarrassment of shifting their messaging. It would have saved me from getting called names for expressing the frustrations that many teachers felt. The truth is easier. But the truth would have included admitting that the leadership couldn’t get what the members wanted this time. I guess that’s too hard.
We fought the governor; We lost; We will try to get the vacation back, later in the year
April Fools?
We fought the governor; We lost; We will try to get the vacation back, later in the year
April Fools!
Teachers (and parents and students) would have been unhappy about that message. But many of us would have understood.
But that is not the message the UFT shared with members last night.
First, a word about remote teaching. We started in New York City a week and a day ago. At my school, at many schools, we jumped in, with three days’ worth of confidence and trepidation. “Let’s get to break,” we said, “and evaluate from there.”
Turns out, we were trying to do too much. Way too much. Our kids are exhausted. And we are exhausted. I wrote about that yesterday. We were doing a lot of other things wrong, too. We are learning as we go. How do we assign things, when do we assign things, how we present lessons, how we answer questions, time we go live, time we answer e-mails – you’d think this was easy – but if you think about the importance of classroom procedures – that’s what these are – in a land where all our procedures just went out the window.
So we needed break. To catch our individual and collective breath. To catch up on grading (actually, yes). To reexamine what we were doing, to adjust, to correct.
So the news that Cuomo was demanding we cancel Spring Break was, mm, unwelcome.
How we got that news was another thing altogether. You’d think the UFT would resist. You’d have thought wrong.
I got a text from my District Rep at 8 yesterday night:
DR’s just finished a meeting with President Mulgrew and he just confirmed to us that we are supporting the Governor’s decision to continuing teaching during the Spring Break as the right decision for this moment in our history.
We are just doing what we always do. Being on the side of unity, compassion and solidarity. Please help us to inform our members that this is an act of community and not just for our City, our State, but also for our Nation.
Thanks for your understanding and do not hesitate to contact if any questions and/concerns.
Notice “… we are supporting the Governor’s decision…” And no where any indication that the UFT resisted. I was not happy.
Next, 15 minutes later, the letter from Mulgrew:
I know it’s not fair, but it’s not fair for a lot of people right now. State health experts say the next two weeks will be critical in determining whether this public health crisis lasts for another six weeks or another six months.
Governor Cuomo believes public schools can play a critical role in keeping kids engaged in learning at home during this pivotal period so the virus does not have the opportunity to spread more widely in our communities. That is why he is using the emergency powers that he legally has to keep schools open during spring breaks throughout the state.
Therefore, UFT members will be off from Thursday, April 9, to Sunday, April 12, for the religious holidays, but starting on Monday, April 13, we will be working with the DOE to create a special week of family service and support. We are working now with the DOE to develop plans for that week, and we will communicate them to you as we finalize them.
Not a word about the UFT resisting. Not a word that recognizes why the break was important, and why losing it was painful. And not a word about fighting to get time back.
I wrote immediately. I took to Twitter, which I normally skip:
And I got push back from a UFT officer (who I have to say, is generally supportive and knowledgeable. I am angry at what they wrote, angry that they seemed angrier at me, just having been blindsided, than at Cuomo, who had just screwed us over, but not angry enough to denounce someone whose work I otherwise respect, and have relied on)
It looked like Unity Caucus sent out an e-mail asking their members to push in defense of losing Spring Break on social media. I saw it on FaceBook. I saw it on Twitter. I saw them hitting “likes” on posts that said that teachers were whiny. There were also Unity members who were clearly uncomfortable, and posted weaker statements about how this was important, without actually saying “we support the Governor’s decision”
But most teachers were horrified. Some understood that there was some logic to the governor’s order (keep kids inside), but that it was wrong-headed to think that keeping teachers on the job would accomplish that.
The messaging started shifting. This is softer:
At 11PM an Officer laid out the story very differently than my DR and Mulgrew had:
This acknowledges my frustration. I’m still would not have been happy, and would have liked to hear about UFT resistance to Cuomo – but I would not have lost it.
So what next? We have lost this fight. I’m not sure the UFT engaged in any fight, but perhaps they did.
- We need to press leadership to monitor the week, and to actively intervene to stop creep principals from making this full instruction.
- I can’t believe I need to write this today, but we need to press leadership to actively check that schools are not running regular schedules. It is inhuman. And the members are often totally cowed.
- We need to press leadership to get us something in exchange for these lost days – the best would be five consecutive days at the earliest possible date. (There’s talk about $$ compensation. 1) I think we need the time, not the $$, and 2) the $$ may be short.)
- And we need to press the leadership to watch its tone when it addresses members. Someone wrote “we are supporting the Governor’s decision to continuing teaching during the Spring Break” and “help us to inform our members that this is an act of community” – that person should be retrained before writing messages to members again. Everyone who approved that should go through a mandatory communication workshop.
I wanted to write about something else. This should not have been necessary.
What do we need? Time! When do we need it? Um, lemme check planner… Thursday 11:15?
I am now a remote teaching veteran. One week and one day. If I’m not going to work, how come I’m exhausted?
So here’s what I normally teach:
- 4 sections of precalculus, each meets 4 times a week (normal, in my school). I give lots of quizzes, (no tests) and I assign a lot of homework, and check it for completeness, not correctness (we can correct each other’s homework, and they are responsible for asking for help). And I give the occasional more-involved project.
- I am down one class for comp time (I’m back to programming).
- But I picked up voluntarily, one period a week, kids’ lunch period, where I do a reading seminar in Set Theory for a small group of highly motivated kids.
- And I picked up one more period, same idea, we call it Axiomatic Arithmetic, we are nibbling around the theoretical edges of the construction of the real number system.
And here’s what I remotely teach. Once a week I Zoom Set Theory for an hour. We did that today. Once a week I Zoom Axiomatic Arithmetic for an hour. I do that tomorrow. I prepare for both classes. I’ll have a worksheet for Arithmetic tomorrow. I practice with Zoom for both of them. I bought extra equipment today to make it easier. I’m spending about twice the time for these classes as before, while the actual instruction part takes literally the exact same time (they even meet on the same days as before, at the same times).
For precalculus, I used to teach 16 hours a week. Now I’m teaching 10 – but it’s not teaching – it’s live office hours (on Google Meet Up, which most of my school uses for most of our core classes) with questions and answers. Actually, quite a bit of time has been taken up just checking in on the kids, making sure they are ok. This was complicated by the death of a teacher in my school last Wednesday (not COVID-19 related). Everyone was edgy. Then they were edgier. I’m trying to keep my lessons aligned with what I did before the crisis. The homework, that’s easy. But the lessons. I have been writing up notes, in my style, in my voice, that accompany the text, that explain the text, that focus on what is most important, that warn about easy traps to fall into. Those notes, they take a long time to write, far longer than a lesson. And there is no “easy” way to type math into documents. On the blackboard, I had chalk. COVID-19 stole my chalk! And the quizzes? Not a clue. So let’s go back to the homework. I am now grading selected problems (because I have nothing else to grade). I decided to assign homework each day, but collect selected exercises from the week on Friday. Easier that way, right? Except I got piles of homework – and grading on line is hard. You have to click open each page, leave comments on the page (because that’s what I do), and assign a numeric grade. I’m a fast grader. This process is SLOW. And oh yeah, I’m also dealing with a project. I have been giving intermediate deadlines (one was last Tuesday, next is tomorrow). And that involves checking sketches submitted on line. Sorting projects into Google Classroom categories. Creating new assignments (not so bad, but ti takes time). But there’s lots of questions. Did I tell you about Office Hours? I didn’t mention that I am getting a ton of e-mailed questions as well. It feels like 20 screen hours a week for precalculus – and I’m leaving stuff out.
Everything is new. Everything is foreign. But I’m getting it! I now know how to use the whiteboard in zoom, and how to comment on kids’ work in Google Classroom without assigning a grade.
But get this. It takes time to set up. It’s on a computer, so it’s fast, right? Nope. If I’m going to use a virtual whiteboard, I need to plan its use. I put a lot of planning into how I use Google classroom. And even when I know how, it’s slow. And that’s on top of my regular lesson planning.
And how about this: if I needed a better intro to say, my logarithmic change of base lesson – sounds scary – right? Well I can start with my textbook, or I can look at a different textbook, I’ve got them all over the place. If I’m not happy with that, ask a colleague in my school, or in a bunch of other schools who I know, I can post a question on line, I can google it (try it now – google logarithmic change of base lesson – what comes up?
But every new question with Jupiter or Zoom or Stars, getting each answer is a project.
Not every teacher is having the same experiences as me. Some already kind of did this stuff. They are good. Some teachers are super-tech savvy. But maybe not as many as you think. And a lot of teachers know less than me. They are trying to work with the one tool they were handed, and may be copying the colleague in the next classroom, hoping that they know more.
Frankly, in many cases this has become another excuse to curtail our professional autonomy (glad that’s not the case in my school).
Look, I’m not saying this can’t work. Though I do have my doubts. And I’m pretty sure this is nowhere as good, even at its best, as good teaching, face-to-face teaching, teaching with students in the same room, interacting with each other, and with the teacher. But as good as this is ever going to get, it’s not going to get there the way we are going now.
For teachers to switch to remote, we need more time to plan and prepare. Much more. I’d say we need roughly one hour preparation time for each hour teaching. Maybe more. Not less. Not meeting time. Not team planning time. For our own planning and preparation to happen – we need more time that we can use, ourselves.
SInce that can’t mean fewer classes, it probably means reduced contact hours. And stop wasting our time with useless meetings. (again, my school has not wasted our time, not yet, and maybe not ever – but it is happening throughout the city.
Give us a chance. Give us the time. But, please, get us back into the classroom as soon as its safe.
Week 2 – Teaching Remotely – NYC in Pandemic
There’s a lot to worry about today. Medical supplies, and infection rates. Emergency rooms. Goods in stores. Mortgage. Rent. Politics. Am I going to get it?
In the midst of all this, tens of thousands (how many are we? sixty-thousand? seventy-thousand?) New York City teachers, and thousands more counselors, therapists, paraprofessionals – we’ve reached your kids – set up something like classes – made an attempt to teach. (Also supporting – parent coordinators, school secretaries. Administrators and central staff are also involved, most support us, though some have gotten in our way, that’s a different post).
What we are doing is strange. There are elements of classes, but your kids are home. Watch a video? That’s homework. Answer questions? That’s homework. Interact with a teacher live on one of many platforms (I use Zoom and Google Meetup)? That’s homework. It’s an all-homework, all-the-time model of schooling.
(Nothing could make starker the inequities in our system than an “all-homework” school – when 10% of our students do not have a home – but that’s another discussion)
Some teachers are loud – there are things wrong, and they must be addressed. There was evil done by bureaucrats, and there must be a reckoning. Information has to be shared and gotten out there. It is important that we have the vocal few.
But most teachers are slogging away. Planning for lessons when there is no template. Interacting with children in ways they are imagining and reimagining on the spot. Making hundreds of thousands of mistakes every day, and correcting them.
Teaching last Friday was much better than teaching last Monday. But it was still bizarre, and often wrong, and yes we are closer but no, I do not know to what.
There’s an army out there, an army that is used to knowing what we are doing, an army that is suffering, because today we do not know. But working hard all the same, occupying your children’s time. Probably teaching them a little. Probably giving them the sense, or the illusion, that at least something during this crazy time, something, is, if not normal, vaguely familiar.
Tomorrow? We Teach
Hey, a little while ago, or in a little bit, I might write about what’s going wrong – complaints, blaming those in charge, expressing anger at the virus….
But right now – NYC teachers, we are in for tomorrow. Virtual teaching. Day 1. Best of luck!
If you can do well off the start – fantastic! If you don’t get there tomorrow – it might take a few days. But we will get there. Be patient with yourself. This is hard.
Don’t expect to recreate your whole classroom – or to teach as much as you normally teach. You’ll miss some administrative stuff. It’s ok. Things will go wrong – it’ll happen to many of us. You are not alone.
Tomorrow you will think about lessons. You might think about grading. In some schools you might have to worry about attendance (why???) You might have to move a virtual card. You’ll probably have to think about e-mails.
But for a moment tomorrow, think about this instead: a system of over one million children just ground to a halt. Tomorrow you, you personally, are playing a role in restarting it.
And think about this: You are trying to provide a modicum of instruction, of structure, and of personal contact to your students. You will try your best. And even if they don’t say it, your kids will be appreciate it, and will be happy to see you.
NYC Schools Closed – What Happened?
Cuomo announced that all New York State schools will be closed for two weeks. Nassau and Suffolk schools are closed. Sunday late afternoon de Blasio announced that NYC public schools will be closed through April 20… But Sunday morning the landscape looked different.
My late conversion
I understand why people were minimizing things. They were afraid. Or they didn’t understand. Some early articles took an optimistic view of the spread or mortality. Trump’s stuff about the flu, it sounded plausible, especially if you did not want to face what was coming.
A week ago I was still minimizing. Wednesday I coughed. I was in the Staff Room. I covered my cough with my hand. And got scolded and instructed to go wash immediately. I listened. (which I do not always do). And then a former student, Katie, working in Seattle, posted a “here’s why this is serious” article. There’s a few good ones going around. That was one of them. I read it. And read it again. The numbers made sense. And were scary. I felt a low-grade panic…
Wednesday night I starting sharing information with members via email (parent teacher conferences, etc). Thursday night a members texted; “de Blasio is delusional. The Union needs to put pressure on him to close the schools” and Friday morning I asked that member, with another activist, if we should do a petition. And we did. Everyone signed.
Pressure to close schools mounts
Earlier a group had started a petition to Cuomo to close schools (people are still signing – count up to 337,000). And then there were articles, and calls by politicians, and petitions by other teachers, and parents, and medical experts. Other counties closed schools. Parochial schools closed. The CDC stepped up their school closure guidance.
There was pushback. There were concerns about healthcare workers, who we need at work, getting stuck with kids home. There was concern about getting meals to kids who depend on school lunch. There was even concern about kids out of school spreading the virus.
The UFT
The UFT was generally on the right side, but slow to push and surprisingly timid when they did. Each new step the city or state took, the union did its normal job of protecting members’ CAR, right to sick days, etc. But the UFT was not in the forefront, at first, of the advocacy to close schools. They called on members to sign a petition – the UFT started one (people are still signing – count up to 160,000) a few days after the big one – and to call 311, but it took until Friday to see Mulgrew recommend de Blasio to “close the schools.” But even there, a member – pretty regular guy – in my school wrote me to complain “Why ‘recommend’? We should ‘demand!”
Communication was weak – with members learning about the union’s stance in the press, and hours or even a full day before getting direct communication from our union. And even when the UFT sounded like it was roaring, it wasn’t necessarily so – see this story about them suing to close the schools – it turned out that “City teachers to file labor complaint to try to shut schools” only applied to a handful of schools. To be fair, some mid-level leaders were much stronger – but you get judged by the guy at the top…
Sickout?
A number of teachers starting talking about a sickout. I heard rumors about Wednesday. I heard whispers about Monday. Several teachers, not normally involved in union politics, asked me about it. There was an organizing call – they had been invited. I count 14 people altogether, from a variety of schools and political or apolitical backgrounds, who spoke to me. The variety of people made me more interested. The mayor heard. The governor heard. The UFT president heard – and pushed back.
By the time the Sunday evening organizing call rolled around, most of the people I knew who had been interested, but not previously committed, had stepped back. I sensed that the moment had not arrived for such a huge step, and I explained to my members, and then to others, that I did not think we should do it Monday. But the organizers had made a point. Cuomo, de Blasio, and Mulgrew had noticed. The announcement about the UFT’s suit or restraining order or whatever it was, that was pushed by the threatened sickout. Cuomo was pushed by it. And eventually de Blasio got dragged along. But not right away. Even Sunday morning he was clutching onto what was clearly an untenable position. His own aides were threatening to quit. But it took more to move him.
1199 leads, Cuomo follows, de Blasio was last
1199 had opposed closing schools. But with the local politics rapidly unfolding, and more good medical reporting on what was happening elsewhere, and very clear explanations of “flattening the curve”, and discussion of how health care workers’ kids would be cared for, Sunday afternoon 1199’s President, George Gresham, issued a statement calling for the schools to be closed.
Cuomo, who is getting credit for being good on much of this Covid-19 stuff, had been wishy washy on schools. But he quickly followed suit.
And hours after defiantly, stupidly, and pigheadedly insisting schools would stay open, de Blasio folded. Sunday late afternoon it was done.
Let’s move our schools towards closure. Steps teachers can take now
NYC’s Mayor is foot-dragging. Leadership is required, and none is offered.
The Centers for Disease Control revised its guidance. NYC is not complying with CDC guidance.
The CDC recommends a school with a case to be closed 2-5 days for cleaning. We are closing for 1 day. And apparently finding excuses to skip schools which should be cleaned.
The CDC recommends, where community spread is minimal to moderate (NYC may be moderate) to use social distancing strategies, like limiting how many kids are in the hallway at one time. The CDC is national. They don’t offer social distancing recommendations for the subway. How could they? At my school, most kids arrive by subway.
The CDC recommends, where community spread is substantial (we are getting there), closing schools for eight weeks.
This strategy will “flatten the curve” and reduce the amount by which our healthcare system is overloaded.
What can we, teachers, do?
Lobby –
- Petition 1 to Cuomo
- Petition 2 to de Blasio
- Call 311
- Call/write your own reps (City Council, Assembly, Senate, Congress) and ask them to lean on de Blasio.
Plan
- Coordinate with your administration. Create a plan for an orderly shutdown. Choose a date you will be ready. (if it is not Tuesday, Wednesday, or Thursday, try again)
- Make plans to post assignments online. Or make packets.
- Make provisions for kids without computer access, if necessary. Telephone calls? Texting images? Pick up protocol?
- Make plans for homework. Online submission? Other?
- Make plans to suspend in-person tests. Please. Skip testing. Or on-line tests? Or take-home tests?
- Make plans to offer leniency on grades, or to skip reporting for a marking period. Final grades have to be done – but SKIP the MARKING PERIOD GRADE – doesn’t that make sense?
Support your union / ask for your union’s support
- Make the calls they ask you to make. Sign the petitions.
- Tell them we need to force the mayor’s hand.
- Tell your District Rep, your Borough Rep, your VP, the officers that your school is ready to close, or the date your school will be ready to close.
- Tell your reps that the Mayor’s hand must be forced, and that we are willing, standing together, to do so.
Sick out?
- There is discussion and planning swirling about.
- I do not think this is a good idea today.
- It is illegal. Members would face financial penalties.
- We need an orderly shut-down, not an ad hoc one.
- And we need to work with parents/children/community. This could blindside them.
- But a sick out, or other illegal action may be necessary to force the mayor’s hand. I am telling my UFT reps this. If the mayor gives us no choice, I am willing to take whatever steps are necessary to overrule him and correct course.
- Me, my family, my coworkers, my students, their parents, and the entire city deserve nothing less.
Coronavirus and the Campaign to Close Schools – note to members
Some Updates:
this if for UFT members at the HS of American Studies at Lehman College. If you are not a UFT member at HSAS, I am sharing this with you 1) for your information 2) so you can take some of the action steps 3) so you can share this with others. This is especially true if you are a teacher in another school.
Information is in regular type. I’ve bolded action steps.
Mulgrew made a public statement urging de Blasio to close the schools. https://www.uft.org/news/press-releases/statement-uft-president-michael-mulgrew-recommending-school-closure-due-coronavirus
(full text at bottom)
NYSUT made a statement urging Cuomo to close all schools in counties with confirmed cases. https://www.nysut.org/news/2020/march/media-release-coronavirus-03-13?
(full text at bottom)
City Councilman Mark Treyger (former UFT member, think he was a guidance counselor in Brooklyn) has proposed keeping a small number of schools open in each borough as social service centers (A “summer school” model). This is the solution that the City needs, and addresses the real concerns that some people had about school closures. This matches what is being done in other locations where schools are closing (LA, Cleveland, towns in Connecticut) https://www.nydailynews.com/new-york/education/ny-coronavirus-school-closures-summer-20200312-rbapktlrhnbbvopphocdklkrvm-story.html
(full text at bottom)
There is a petition to Cuomo to close schools. Please sign. It takes a few seconds.
There is a UFT petition to de Blasio to close schools. Please sign. It takes a few seconds.
The UFT urges us to call 311. That’s a pretty quick call.
The UFT urges us to tweet @NYCMayor. I don’t know who has a Twitter account, but if you do…
I tweeted and facebook-shared our petition. It was retweeted by a reporter for NY1, and by a reporter from Chalkbeat. A teacher from another school sent it to the NY Times. I don’t expect these news outlets to report on us, but we add backdrop to the ongoing narrative. Bronx Collaborative HS (in Clinton) circulated the petition (school name changed, the rest the same), everyone signed, and they tweeted it. (full text, typos corrected, at bottom)
I wrote to my State Senator (Jamaal Bailey – Nancy Garay is an aide) and to my State Assemblyperson (Nathalia Fernandez, Forhad Rahman is her chief of staff) urging them to lean on de Blasio and Carranza. Letters to representatives are a pain, but if you are at home, with time….
Jonathan
Our Petition
To: Mayor Bill de Blasio
Schools Chancellor Richard Carranza
United Federation of Teachers President Michael Mulgrew
We, the undersigned faculty and staff from the High School of American Studies at Lehman College urge you to close New York City public schools as quickly as possible.
Coronavirus is a pandemic. The 195 confirmed cases in New York City – and over 1000 are projected for next week –these are the tip of the iceberg – the actual number is clearly much higher. Large gatherings are being stopped.
But our schools gather hundreds and thousands of children and adults each day. The twice-daily commute involves a million children and over one hundred thousand adults. Each day we hear of another NYC public school reporting a case – but the response – the closure of that school alone – is inadequate.
Schools in less densely populated areas are taking the appropriate step – closure. Districts in Nassau, Westchester, Rockland, all of Bergen County, the state of Maryland. The risk in densely populated New York City is clearly greater.
Schools provide breakfasts and lunches to many kids. The mayor needs to find a way to continue providing meals while the schools are closed.
For the safety of our students, for our safety, for the safety of all residents, commuters and visitors to New York City, our public schools must be closed as quickly as possible.
NYSUT
Union calls for school closures in counties affected by coronavirus
As school districts grapple with the effects of coronavirus statewide, NYSUT on Friday called for the closure of schools in counties with confirmed cases of COVID-19. The union also urged local officials to ensure the needs of students, staff and families are fairly and adequately met in the event of a school closure.
“We all have a role to play in helping to stem the spread of coronavirus and in ensuring that every child is fully supported in the event of school closures,” President Andy Pallotta said. “It’s critical that school administrators and educators are in constant communication about the right ways to keep the school community safe and healthy as we carry out our mission: educating New York’s children.”
NYSUT has published an online coronavirus toolkit that includes guidance from the state health and education departments, the U.S. Centers for Disease Control and Prevention, and its AFT and NEA national affiliates.
Mulgrew
“We recommend that New York City follow the example of affected jurisdictions around the region, the nation and even the world and close our public schools.
We don’t suggest this lightly. We understand the immense disruption this will create for our families. But right now more than a million students and staff crisscross the city every day on their way to schools, putting themselves and others at risk of exposure and increasing the likelihood of bringing exposure into their homes and communities.
Many local area schools, religious and public, have already closed, as have schools in Los Angeles, the nation’s second-largest school system, as well as the District of Columbia, and the entire states of Michigan, Maryland, Ohio, Kentucky, West Virginia and Oregon. The schools of entire countries have been closed to help contain the spread of the virus.
We must find ways to keep our children safe and to see that they are fed. We must do all we can to help ensure that our students can continue to learn. But we have reached the point where continuing to keep our classrooms open poses a greater lasting threat than the disruption that will result from school closings.
I have met with the Mayor and outlined our reasons for urging a shutdown. He believes the schools should stay open, though he has agreed to a number of additional safeguards and accommodations. In the end, we have decided to respectfully disagree.”
Treyger
NYC Council member proposes a ‘summer school’ approach to coronavirus school closures
NEW YORK DAILY NEWS
MAR 12, 2020 5:56 PM
Closing most public schools and using the rest to serve at-risk students and families who rely on them to meet basic health needs would be a good way for the Education Department to handle the coronavirus crisis, the chairman of City Council’s Education Committee said Thursday.
Councilman Mark Treyger (D-Brooklyn) wrote on Twitter that a “summer school” approach “could work in terms of a limited system shutdown while servicing the most vulnerable.”
I’ve shared with DOE a temporary contingency plan that I believe could work in terms of a limited system shutdown while servicing the most vulnerable. I’m awaiting a response.
Shutting down schools while leaving a few school buildings open in each district would help the city provide essential services for students who need them, Treyger said.
Those services could include medical care for students with severe disabilities, food for families who rely on school meals, and child care for families who have no other option, including parents who are health care workers and are desperately needed at work.
“We should heed the warnings from health experts to create social distancing,” Treyger told the Daily News. “But at the same time we in New York City experience great inequality.”
“While attempting to address this public health emergency, you don’t want to create five more [emergencies],” he said.
Treyger said clustering students in a few schools instead of keeping all schools open for a small number of students and staff would help the city consolidate services and ensure all the open schools are equipped to meet students’ and parents’ needs.
Mayor de Blasio reiterated Thursday that the city “want[s] our schools to remain open. We intend for our schools to remain open.”
School officials announced Thursday that a Bronx student reported a positive test for the coronavirus, triggering the first daylong shutdown of two city public schools. Schools are required to close for at least 24 hours after a confirmed case, according to state guidance.
Education Department contingency plans include remote learning programs and free meals for students who need them, said department spokeswoman Katie O’Hanlon.
“We know the closure of a school can cause disruption and anxiety for parents, students and staff, and it’s a last resort,” O’Hanlon said.
Also – City Council Speaker Corey Johnson:
NEW YORK – “It is time to close our public schools for the safety and wellbeing of the students, teachers, and staff.
This is not an easy decision, but we must take aggressive measures to stop the spread of coronavirus/COVID-19. Teaching and learning cannot take place under these circumstances.
The City must immediately come up with a plan that includes childcare relief for families who need it so that our essential workers, especially healthcare workers, can continue with their duties. We must also ensure meals and medical care are provided for students who rely on schools for these crucial services.
I have repeatedly said it is not time to panic. But it is time to act. We must take bold, decisive measures to do everything we can to limit the spread of coronavirus/COVID-19.
This pandemic presents an enormous challenge for us as a city. But I have complete confidence in our ability to get through this together. The decisions we make will be difficult ones, but we must move forward with the common good in mind. We must limit the spread of this virus while at the same time working to protect our most vulnerable friends, family, and neighbors.
In times of trouble New Yorkers never fail to come together. By doing so, we rise to every occasion. I have no doubt that we will weather this crisis as we have past crises. And in the end we will be stronger. This is the New York way.”
It’s Time to Close New York City’s Schools
Public Safety is at risk – the Time to Act is Now
New York City has scores of confirmed cases –
There has been absolutely minimal testing –
No one has acquired immunity –
There are probably hundreds of actual cases
The NBA, the NHL, the NCAA, MLB
New Rochelle, Yonkers, Bergen County, all of Maryland
Gatherings of 1000
But NYC Public Schools congregate hundreds and thousands of children and adults each day
Keeping NYC schools open sends 1,000,000 children and 100,000 adults into the subway and on to buses twice each day.
Shutting down schools, other forms of social distancing, even lockdown –
these slow the spread
these allow healthcare workers to respond adequately
Why, with only 100 cases in NYC, 300 in NYS?
Because the real number is much higher, and because the numbers are growing rapidly.
Countries that have controlled the virus have done it with lockdowns.
Each day earlier a lockdown starts, with exponential growth, reduces the total number of cases by a lot.
Those places that locked down earlier had better results.
Schools provide meals to kids.
De Blasio has to figure out how to distribute meals with schools closed.
Use the weekend to figure it out. And close schools today!
The safety of eight million New Yorkers is at stake.
On rate of transmission, and lockdown: https://medium.com/@tomaspueyo/coronavirus-act-today-or-people-will-die-f4d3d9cd99ca
On the load on healthcare systems: https://www.statnews.com/2020/03/10/simple-math-alarming-answers-covid-19/
Council Speaker Corey Johnson’s statement: https://council.nyc.gov/press/2020/03/12/1875/?emci=931f8484-a464-ea11-a94c-00155d03b5dd&emdi=a27c2d46-af64-ea11-a94c-00155d03b5dd&ceid=1856030
“Large-scale school closures should be considered, and a decision needs to be made before the end of this week. We must have a plan in place to make sure services continue for families who rely on our schools to provide meals and medical and other crucial services. “
Super Tuesday and 15% and Not Dropping Out
Delegate math is interesting.
Nate Silver at 538 is projecting a high probability of no one walking into the convention with enough delegates. Who knows what’s actually going to happen between now and then, and who knows what outside intervention (I’m thinking Carter/Mondale/Clinton/Gore/Obama) will tip the scales, but…
There’s interesting delegate math for Tuesday.
Polls put Biden up across the south. Toss up in Texas. Sanders ahead everywhere else. Including by a bit over Warren in Massachusetts, and a tiny bit over Klobuchar in Minnesota. We’ll see.
Delegates are awarded proportionately in each state, and in each congressional district, from among the candidates reaching 15%. And that’s where life gets interesting.
Sanders is breaking 15% in every state coming up, and in almost every Congressional District. I haven’t done the counting, but it looks like he is leading in most congressional districts that vote Tuesday.
But “leading a state” doesn’t tell us very much about how the delegates are given out. Consider California, with 144 statewide delegates. The 538 polling average at this moment says:
Sanders 33, Biden 21, Warren 15, Bloomberg 14, Buttagieg 9, Klobuchar 5
If the vote turns out exactly like that, Sanders/Biden/Warren qualify for statewide delegates, and earn 69, 41, and 34 respectively. (Math: Sanders would get 33/(33+21+15) = 33/69 of 144, etc)
If Bloomberg goes up 1%, hits 15, he would also qualify and they would earn 57 for Sanders, 36 for Biden, and 25 each for Bloomberg and Warren.
If instead Warren dropped 1%, to 14%, only Sanders and Biden would qualify, and they would split the delegates 88-56.
That’s a pretty big swing, 30 delegates for Sanders, on whether Bloomberg or Warren or both hit 15%. And similar scenarios will be playing out across states and congressional districts across the country.
Back to the convention – Silver thinks that Sanders will arrive with the most delegates, just not a majority. His average projection has Sanders with 1641 of the 1991 he would need. That’s 350 short, and it makes the math around small delegate swings quite important.
Sanders needs as many two-way splits as possible. He might in a few districts get a “winner-take-all” situation because the others divide the vote (or he rolls up a massive majority, as he is likely to do in Vermont).
Know what happens if Amy and Pete drop out? California gets split four ways. If Warren drops out? California gets split three ways, with Biden/Bloomberg delegate horse-trading very likely in our future.
In other words, Sanders’ best look on is probably a one-on-one with Biden (maybe?), but his second best is for all of the major candidates to stay in, at least through Tuesday. That’s his best route for getting into two-way splits and pushing his delegate total near or above 50%.
Latest 538 averages – Who is near 15%?
| State | Sanders | Biden | Bloomberg | Warren | Buttagieg | Klobuchar |
| Cali | 33 | 21 | 14 | 15 | 9 | 5 |
| Texas | 28 | 28 | 18 | 12 | 7 | 4 |
| NC | 24 | 32 | 18 | 11 | 7 | 5 |
| Virginia | 26 | 27 | 19 | 11 | 10 | 6 |
| Mass | 27 | 15 | 13 | 22 | 13 | 7 |
| Minn | 25 | 13 | 7 | 13 | 11 | 27 |
| Colorado | 31 | 17 | 14 | 16 | 12 | 6 |
| Tennessee | 23 | 31 | 20 | 10 | 8 | 4 |
| Alabama | 20 | 37 | 20 | 8 | 7 | 4 |
| Oklahoma | 21 | 24 | 21 | 11 | 11 | 7 |
| Arkansas | 23 | 24 | 21 | 9 | 14 | 5 |
| Utah | 31 | 10 | 16 | 17 | 15 | 5 |
| Maine | 29 | 17 | 16 | 15 | 15 | 5 |
| Vermont | 57 | 7 | 8 | 9 | 12 | 5 |
| Am Samoa | 28 | 26 | 20 | 11 | 7 | 4 |
In several states, Klobuchar dropping out could push one or two candidates past the 15% line. Look at California, Massachusetts, Colorado, Arkansas. In several more candidates who are teetering just above the line would become more secure.
If Klobuchar drops out now, that would make it MORE likely, not less likely, that no one will reach a majority.
If Warren drops out, even if most of her votes went to Sanders, which I am not sure would happen, enough would go to the “others” to push some over the 15% line in some states (and in many congressional districts). It would be distinctly bad for Sanders, despite what his supporters are yammering for, for Elizabeth to leave the race now.
Strange race. Strange math.
JD2718 