Off We Go...?

Off we go!

Into the wild blue yonder

Flying high

Into the sky

Yes, the sky is the limit as another school year starts. We all remember that feeling when we have that first day/week of school with a new grade, a new teacher and maybe, even a new school. Of course, we don't think of it as a "new spaceship" or "flying saucer" let alone a very challenging puzzle (another from the Rubik's people) where each of six sections splits and divides but also the top and bottom halves also rotate. I'm sure the metaphor is not lost on any of us... our puzzling public schools are again being called upon to "prove their worth" and come up with curriculum and assessments that define and limit the scope and sequence of each grade's subjects and lesson plans. They are minimal requirements strictly to be followed so the responsibility falls squarely on the teacher's and administrator's interpretation of what their student's basic academic needs are...at least paper and pencil needs. So forget about "flights of fancy" and "sky's the limit" when you are bound and evaluated on what in solely in the latest text books and their "test-able" matrices. Creative Rubrics are a thing of the past in most of our schools and woe unto those caught straying from the set grade-level agendas.

In this past (first) week, the above philosophy or point of view was very directly impressed on me as I visited a brand new school. State of the art facility all in very institutional blues and gray tones, I was impressed with how much had been done to make it ready in the last two weeks. "Twelve-hour days." I was told. I was visiting a teacher friend and offering my (volunteer services) once a week for an hour or so. I was welcomed because this teacher had seen me in action last year at another school site. I thought it best to "get the Okay" from the principal before I began next week. I was cautioned and warned that what I was to do and present, as a volunteer, had to be checked by the teacher/administrator ahead of time for how strictly it fell in line with that grade level's curriculum i.e. scope and sequence, lesson plans, "universal access". No "songs" or "math games" that might be too much fun, or off the "subject". I told the administrator what I had just done at another nearby school (and had been doing for the past four years, without complaint) i.e. "The Alphabet Song", "Do Re Mi Song" and "Magic Penny Song/Game". I didn't mention that I had also been asked to give six students a "pre-test" assessment what they already knew coming into the class. (minimal is hoped to show greater growth pre to post) There was a wariness and reticence in the acceptance. My reputation must be proceeding me. (maybe through this blog) It is no secret what I like to teach and how I like to sing with kids and get them to "enjoy" school and their learning. This, evidently, is not the role of a "substitute or guest teacher". Just follow the lesson plan "to a Tee". But couldn't this be a refreshing "act" or "gig" for an itinerant volunteer? We'll soon find out won't whee! Yes, Off we go! RRR

In The Good Old Summertime

There's time in each year

That we always hold dear,

Good old summertime.

With the birds and the trees

And the sweet-scented breeze,

Good old summertime.

When your day's work is over

Then you are in clover,

And life is one beautiful rhyme,

No trouble annoying

Each one enjoying,

The good old summertime.

In the good old summertime,

In the good old summertime,

Strolling through the shady lanes

With my baby mine;

You hold her hand

And she holds yours

And that's a very good sign

That she's your tootsey-wootsey

In the Good Old Summertime.

The 2007-08 school year is over today...Friday, the 13th. Most kids and teachers are counting it as a "lucky day" (not unlucky). This will be my last post for this school year. I'm undecided whether I will continue it next school year in late August. It has been fun and I have learned alot because it made me much more observant. The blogs effectiveness is still in question on whether it changed any mind-sets, opinions or practices in relation to its goal: to promote and be an exponent for the expanded 3 R's (cubed) i.e. less teaching to and for testing and more learning/teaching for the pure pleasure of it. I have observed the very best and the very worst in practices and rubrics and tried to report/journal on them. I have tried to suggest and summarize my beliefs and opinions about what our public schools (k-8) should be doing. Who knows if it will have any measureable or recognizable ripple in the mainstream of current curriculum.

Two days ago I had occasion to visit three of my favorite classrooms/teachers from this past year. I had to thank them and let them know they were a positive part of this blog. I also had to sing a couple new songs to two of the classes. In the one, I had to share "woody" my new ukulele. It was in this class that my old one broke in my hands while I was playing it. I shared a song that came to me while I was "reclining" in my new chair and feeling "retired". It is the song above. It is probably an old "wood-shedding" barbershop ditty. (yes, that's part of me too) I asked the kids if they knew when summer, as a season, really began. None knew it was the "Summer Soltice", June 21st, the longest day of the year for us. Most thought that summer started when they got out of school for the year...when I was I child, I did too. It was just a different feeling time, i.e. I could go barefoot, run in the sprinklers, play board games and go camping. They had a laugh when I tried to explain "tootsey-wootsey" as an old fashioned way of saying "sweetie-pie" or "honey-bun". (or whatever they say today) Actually for me, it was a time when I missed my "school friends" especially my current "girl friend". Now I'm with my life long "sweetheart" and we hold hands alot. I met her at camp in the good old summertime.

I also sang a new version of an old song they knew, "My Bonnie". I got these new words from my daughter-in-law from Va. She has recently been our house-guest. They go like this:

All rabbits have cute shiny noses.

I tell you this just as a friend.

The reason they have shiny noses?

The powder puff's on the wrong end.

Wrong end, wrong end...

It is cute and they had another laugh. One of the special teachers gave me the pencil you see above leaning against the hour glass. She was giving them out as prizes to her top students in music.(she was the Orff-Schulwerk teacher) It allows me to come back next year and "play any of her marvelous instuments". Oh joy! (my favorite is the biggest bass marimba)

The other teacher was in between classes and handing out yearbooks. She had some of the most creative art lessons that I had to interprete...under the stress of a few reluctant, recalcitrant and rambunctious students. I don't know how she does it everyday. I could see that the kids use her room and her as a "harbor" and "safe place" in that "storm of a school". Yes, I assured her, she could invite me back next year, even though I know I'll have to go where they send me on my "art prep period". (it is the law) "They own me for 7+ hours" and I may not end up where I signed up to go and teach. My lesson from her? Her level has to be a "nicer, kinder place" for these intermediate aged students. I saw the results of her kindness and "second-third-fourth etc. chances" that she regularly gave these stressed out students. Her rubrics were there, first of all, to help the kids find themselves and like themselves and Art.

There are other teachers that I have shared this anonymous blog with. They are also my favorites. They were trying to do the job on top of "testing" and teaching how to take tests. They are creative and inspiring teachers and I wish them well. I hope they don't get burdened down in the "testy" district's regs/standards and their obsession with proving their worth only on paper tests at the end of trimesters. School and Life Long Learning is so much more than that. Peace out! RRR

Current Events Time?

With all that is currently and catastrophically happening in our world today, it is no wonder that this educational "time" has been stricken from the curriculum by most "upper grade" teachers. In all of the 4th through 8th grade classes I've worked, I've found no evidence of any awareness of the latest "news" local or around the world. It is just simply ignored and not part of the "standards" which are so required and tested for.

When I taught, back in the "prehistoric times" when "dinosaurs roamed the earth", I required a weekly "current event" oral report from each student. I had certain qualifications and limitations. It couldn't be about "gang violence, murder, politics, religion etc." It couldn't be about "adult subjects, i.e. child kidnapping, rape, porn etc. It could be about local news, environmental, science, national or international places, outer space, sports etc. They could bring in the actual newspaper clipping or a write up off the TV news program or radio.(most families don't get the newspaper anymore) They each had their day so we had about six reports a day. They were very brief and oral with only the "5 W's" and maybe a "how" for extra credit. i.e. who, did what, when, where, why and how? One sentence per "w" would do it. If they could use the map with Lat. and Long. they got extra credit. We had a bulletin board for their "news" and it was cleared, by the students themselves, once a week. It prompted great discussions and questions about our growing awareness of our city, state, country, hemisphere and the world. Yes, it was geography.

Just for fun this last week in a couple 5th grade classes I mentioned the "Triple Crown" which happens today. Only one boy even knew about it and it was because his father watches the "Sporting News Channels". They were so interested in it and whether "Big Brown" would be the next "Triple Crown" winner since it hasn't happened for 30 years. Many of the girls perked up when we got to talking about horses and the tragic result of the Kentucky Derby's 2nd place, (filly) winner. This got into a discussion about "euthanization" and the possiblility of running "Big Brown" too hard. He has had a bleeding hoof. Are they pushing these racing steeds beyond their capabilities? Just the oral exercise of "thinking on their feet" and organizing their thoughts about the "five question words" is a tremendous challenge for our youngsters. They would underline the "w's" in the article and/or assume one or two of them and that then would be open for discussion.

Now, most classes open with the "Daily Bite" which are 6 questions on the overhead to "edit" and answer. One or two are about punctuation and capitalization. One is about math (story prob.) and one is about U.S. geography. Then they might have a paragraph to write about a current topic the teacher thinks up, i.e. "What if "you are what you eat" were really true?" Then we get the usual question, how many sentences make a "paragraph"? (current ans. five sentences) I usually answer that it depends on the subject and what you know about it. Sometimes it is harder to write less sentences and make them more precise. (like this blog post)

I recently found a geographical quiz in the AARP magazine that I reproduced in larger, poster type title tags for a group quiz. The title of it was, "Organize This." Then it had 4 categories: Oceans, Seas, Lake and Rivers. Then there were 20 different titles of the same, 5 in each category. ie. Atlantic, Caspian, Nile, Michigan. I have tried it in 4 classes so far and it has been quite a revelation. 50% is the average score...maybe less. They are not required to actually locate them, just know whether they are Oceans, Lakes, Rivers or Seas. Wow! Is this a part of our knowledge that is no longer necessary?...except for nerdy Geo-Bee contestants? (most of these are home-schooled)

For this very reason, "Camp Gramma-Pa" is going to be a "themed adventure" again. Last time, last year, it was "Around the World in Three Days" (stopping in as many countries as possible for prizes) This year, "Seven Wonders by Seven Seas" (of course you can find many, many more for prizes, wonders can be ancient, modern, natural, engineering or undersea) Our two grandchildren are now eight and ten...perfect ages for this mapping adventure. We will emphasize traveling by water, sea, oceans, lakes, rivers, gulfs, bays etc. We are planning crafts, games, arts (fine and performing) all around this theme. ie. "Oceanopoly" (just like Monopoly) We'll have "Davy Jones Locker with a treasure trove" It ought to be fun...even for the grandkids! RRR

The Rejuvenating Huntington

This past Thursday I had the invigorating experience once again of visiting the Huntington Library, Art Collections and Botanical Gardens with my wife and a "house guest". We hadn't been for quite awhile and had recently renewed our membership. What was extra special about this visit was the grand reopening of the main gallery/residence of the Huntingtons. It had been closed for the past two years for renovation.

We were not disappointed in any way. We got there about noon and found out it had been open since 10:A.M. This is also new. Normally, on a weekday, the complex is closed to the public until noon to allow busloads of school kids to have docent-guided tours from 9:A.M. I used to be one of those teachers with a busload of students. I loved it and mostly the kids did too. It was and is an inspiring place for many reasons. Even now, my wife and I come away from the place with renewed vision and purpose for our lives, even in retirement. She is an artist hobbyist and loves gardening and flowers. I am still an "semi-active" "guest teacher" for students/teacher in local schools kindergarten through eighth grades. I like to specialize in "the arts". This time, our "house guest" was our daughter-in-law who has an Arts Degree. She was thrilled to see this wondrous place for the first time.

It wasn't that crowded yet as we slowly strolled our way through the two-storied former residence of the railroad/real estate magnet and his art-collecting, English wife, Arrabella. The freshness and scale of the gallery is what first impresses. Then the new color coordination of the background walls is exquisitely complementary. Rich, yet muted greens and beiges which almost look like tapestries themselves surround the massive pictures, landscapes and portraits. Pinkie and Blue Boy are back in their same room but at opposite ends, further away from each other. They are still stunningly beautiful. There is more use/display of furniture, pottery and object collections than in the previous exhibitions. With such a vast storehouse of choices this is the current mix and it is truly well done. New to us was the display of the Stained Glass Windows of the ten virtues in a darkened hall stairwell. "Humility, Mercy, Generosity, Charity, Justice, Liberty, Truth, Love, faith and Courage are all depicted in life-sized human forms. It was awesome just to stand there and absorb them all. Diana, the Huntress, graces the entrance hall in all her naked beauty.

We then walked to the Japanese Gardens through the Rose Gardens and were surrounded by living beauty and design. We chose our favorite bonsai displays and touched the stones in the rock garden. We were tempted to sit and meditate in the Zen Garden. The japanese maples were especially fresh and delicately pruned. The ancestor stones place throughout were peaceful reminders of our own destinies sooner rather than later. The bamboo forests were whispery and gigantic. The wisterias were not yet in bloom and gave us a reason to return soon.

We then kept our reservations at the Rose Garden Tea Room. We had three different teas and "tons" of scones, finger-sandwiches, mini-salads, cheeses, and petite desserts. We were stuffed when we waddled out. My wife was slightly disappointed when she found out they were no longer serving a "creme freche" (frosting-like) dip for the strawberries and cookies. Oh well...we did notice that they had raised the price of the tea/brunch...it was worth it.

We visited the Scott Gallery next and found it was still unchanged. It holds some of our favorite Impressions i.e. Mary Cassatt. We went to the Boone and found it was closed for renovation so we headed to the new Chinese Gardens. We had watched them being conceived. What a peaceful and serenely beautiful place. We sat and just soaked it all in. We noticed the wood-carved buildings and displays that will be exposed to the weather. A docent named "Ask Me" told us that it was such hard wood and so well preserved with layers of varnish that it would do just fine. This is where the largest lake is located with several stone, hand-carved bridges. Every object, including the bridges and areas are poetically named, first in Chinese and then in English equivolents. ie. "Island of Allighting Cranes" (peace cranes?) There were several venues for refreshment and iced teas were being served and a small shop. The pine trees, which have been growing in this area for years, made this new place very authentic and mountain-forest like.

We then slowly walked over to the Conservatory, a gigantic glass house where we again experienced a "rain forest and cloud forest" It was very humid and close. Parts were closed for renovation and some of the displays needed cleaning and renewing or service attendants. There were no children running around but then, when we went to the Children's Garden, we saw a few younger (non school age) ones. The picture above is from this garden and is one of the favorite fountains of our grandchildren. We plan to bring them again this summer and have their crocks and bathing suits available. There are two or three "cloud/steam" displays where they can get pretty drenched. We worked our way back to the entrance through the camilia gardens all shaded by the live oaks along the side of the massive front yard of the mansion. This is outlined with statues of the Greek and Roman gods. The camelias were passed their prime and bloomed out.

We had to visit the darkened library which is probably the oldest building other than the residence. We saw the original Canterbury Tales Manuscript and The Guttenburg Bible. My wife likes the Jack London display and we actually talked to a docent/guard about the scholars who come daily and use this facility and all its written resources in vaults behind the scenes. (even the "stacks" up above on the railinged second floor). We made a brief stop at the gift shop next door and found we were able to resist any major purchases. (I got a booklet of 10 pirate tatoos for "Camp Gramma/Pa" coming up this summer)

We walked to the car in "cactus III" with very weary feet, full tummies, and exhausted eyeballs, but we were renewed and rejuvenated. For me, and I suspect for many a teacher/student, this kind of "field trip" is necessary and very needed periodically; especially at this time of year. I had just subbed in a class that had some very challenging issues and individuals. I was a bit depressed by their behaviors and lack of discipline and/or training. I was beginning "to take it personally" which was not very wise or productive. I had gotten a "complaint" about the class's behavior and my reaction to it. This is why I knew I needed "a renewing break". The Huntington has done just that over the years and now it was doing it again. Eureka! RRR

Duck! Duck!...GOOSE!

It was turning out to be a blustery day. I was glad I had an extra sweatshirt available. Substituting on a rainy day can be a challenge. Of course you don't really know the kids and who might be the potential "stir-crazy" problems. I have several ideas for indoor P.E. in my "bag-of-tricks". I noticed that I was scheduled to have 45 minutes of P.E. out on the field with two classes of the four, 2nd grade rooms. It called for running a lap and playing that old favorite standby "Duck, Duck, Goose".

Before school, I was told I was early, I checked with the office for the phone numbers of the three other teachers named in the plan just in case we had to cancel because of the inclement weather. I later met them in the halls and at lunch. They fully planned to go ahead because two of them had a "free period" while the other two of us took their kids. That was valuable time for planning and paper correcting. The kids, from the moment they arrived, were reminding me of P.E. "Today was a day they had it." I could tell they wanted it badly and needed it. These types of day always seem to make them more "physically interactive"...especially the boys. I also noticed that this school went an extra half hour to allow for an extra P.M. recess just before P.E. I didn't have "the duty". Most of these schools now days have hired extra playground aides to handle all recesses. They dress in bright green vests, carry megaphones with sirens and "brook no guff"(?) from anyone. They are in charge out there. Kids freeze and squat at the ending bell/buzzer and, when they are quiet and motionless, key ones are to walk the equipment back to the cart. i.e. balls, jump ropes, hoola hoops etc. Then they are whistled to line up at their designated spot to march to their rooms or to the field, led by their assigned teachers. Most teachers show up on time. Straight, quiet lines are striven for as they return to their "salons of learning".

I've had 40+ kids for P.E. before. No problema. We usually warm up, stretch and run a lap. The we get to the assigned games. The weather was permitting, the grass was thick and unmowed, so we went for it. The boys were being so rowdy that I, early on, decided, on the spot, to separate the boys from the girls. We, of course, had our usual "I hurt myself at recess" ones and "I need to sit out or go to the health office"...and "take two other girls with me." Yes, there were even tears. So off they go to the office. (soon to come back, all better, only to "get hurt again" during the game). Meanwhile, the boys just couldn't help "dog-piling" on each other. I'm used to this having had four boys who loved to play, "kill the guy with the stick" on our front lawn. So I got the boys going first with making a big circle and starting the game of D.D.G. with the traditional chasing around the edge until you made it back to your original seat on the grass. They were "diggin' it". Then I went over to get the girls started. They were a bit more "delicate" about how to do it and what the "rules" were. After a while we felt the need to add some "creative alterations" to the game runles. i.e. If you got caught, then you had to turn around and chase the chaser back to their previous spot. If you didn't catch them, you were in the "mush pot" (or stew pot as a "cooked goose") Then you could say, "Quack, quack, honk" instead as you touched the top of each succeeding head. The girls were enjoying that version until I was told that the boys were "fighting" by tattling girls. Yes, they were piling on again. So, I broke up the big pile and gathered them and made them take another lap "since they didn't really want to play my civilized game". Moans...but off they went.

When they got back, I decided to introduce three "wrestling games" among them. "Bad decision?" We'd see. I had them pick a partner for "combat". They were game and groovin' on it. These were forms of "Indian Wrestling" that I have used, successfully before in such situations. The girls continued to play D.D.G./ Q.Q H. serenely just 30 feet away. The first "matches" had them lying side-by-side on their backs facing in opposite directions. They hook elbows and on the count of three, they touch opposing toes over their heads. On the third count, they hook at the knees and try to topple each other over on their heads and shoulders. They loved it. Next we had them stand toe-to-toe with right feet sides touching. They shake hand (the thumb-wrist way) and proceed to try and pull/push each other off balance for a "fall". They loved it. Lastly, they were challenged to engage in the age-old thumb wrestling confrontations. They hook opposing fingers in a hand shake and count out three thumb-touches going side to side. On the third touch, they try to pin the other's thumb for the count of 3. That was their favorite.

P.E. was over and they were all happy. Physical tensions were released and they could get their homework packets and go home. There's no denying they all needed this kind of "education" and it too is sadly neglected or omitted altogether from today's curriculum. We are missing the boat here. Let's educate and involved the "whole child" not just the "test-taking" pencil pushing one. RRR

The Last of the Orff-Schulwerk Teachers?

This is a picture of the late Carl Orff. (1895-1982) He was a 20th-century German composer, most famous for "Carmina Burana" a very strange and stirring choral work that I have had the priviledge and challenge of singing as a tenor. He was also successful and influencial in the field of music education. He was from a Bavarian family that was very active in the German military. He served in WW I. He co-founded the Guenther School for gymnastics, music and dance in Munich in the 1920's. He is best know for his "Schulwerk" (1930-1935), translated into English as "Music for Children" It means "school work" and combines movement, singing, playing and improvisation. There is a great website with a video that further explains: www.aosa2.org/video3.html

This last week I had the thrill and honor of observing and participating in a local school district's class led by a local "AOSA Member" (American Orff-Schulwerk Assoc.) This was a 2nd grade class that I helped with for two days. The music class was only 45 mins. on Tues. It was amazing what was attempted and accomplished during that time. Evidently, in talking with this teacher/member, she has four local schools and spends 12 weeks with each sharing all aspects of the Orff-Schulwerk Method including all the percussion instruments, recorders, ribbons etc. and the the very precise, almost militaristic verbal stimulus/response that is called for. The kids loved it. She speaks and they respond in rhythm, cadence and inflection almost poetically. They were practicing for an all-school assembly/performance with parents invited coming up in June. (over 100 2nd graders I think) They did a rousing version of the Marine's Hymn with marching and American Flag waving. They did another folk tune using all the xylophones, drums etc. I felt honored to lend them my baton from the L.A. Philharmonic. She immediately improvised and had a student lead the whole number. Later I played along with my baritone Uke and even ribbon-danced with a rainbow ribbon I happened to have. The kids were totally focused, actually the best I had seen in my two days there.

You almost have to have a special room laid out just for this music class because of all the various sized instruments and extra stuff. You need space with no desk in the way to "perform" and move physically in response to the music and rhythm. It reminds me of "Push Back the Desks" by Albert Cullum. He was a drama teacher who inspired many a play production of mine. Teacher don't use him now and haven't even heard of him. There isn't much time for his kind of teaching or that of Carl Orff's anymore with all the testing requirements and the preparation for them. Too bad. Their ways are what made learning/teaching fun for me and the kids over the years.(1962-2000) There is very little of that "fun/discovery/creativeness" anymore I'm afraid...at least from my point of view and what teachers ask me to do with their lesson plans. Just a "hand-full" allow me to do some of my "stuff" (which is mighty close to AOSA) for even 10 to 20 mins. Sometimes I sneak it in as a "sponge" between two subjects or recess when there is time. Here again, the kids love it and respond in kind. When are we going to get back to "letting childhood be fun" in learning? Is this truly the end of this kind of teacher/learner? RRR

Las Cucarachas

La Cucaracha, La Cucaracha

Ya no puede caminar

Porque no tiene

Porque le falta

Dinero para gastar

To help Celebrate "Cinco de Mayo" I decided to share this song with a couple classes. One is a "Dual Emersion" classroom. I wasn't able to sing and play it for them because they were "testing". In fact, I've gotten no calls so far this week because both the districts I work in are "testing" for the State's future money and recognition. I was able to sing it in my volunteer kindergarten class and they loved it. I suggested that they "act it out" with pantomime. They didn't know what a "cockroach" was. Here are the rest of the words...in English:

La cucaracha (x2)

Running up and down the house

La cucaracha (x2)

Quiet as a little mouse.

He gets in trouble, a lot of trouble

Snooping here and everywhere

La cucaracha (x2)

You must keep the cupboards bare.

Then one day when cook was baking

Wondered he, "What is she making?"

For it looked so appetizing

With the batter slowly rising.

To the edge he started skipping

Then he found that he was slipping

In the pie so hot and blazin'

Now he's just another raisin.

La Cuc...(x2)

Wandered in a dressing room

A lovely lady, a pretty lady

Couldn't see well in the gloom.

La Cuc...(x2)

Fell into her make-up bowl

When she had painted, she nearly fainted

Thought her face had grown a mole.

Later on when he was older

Then he found the nights much colder

'Til he saw a sleeve wide open

Snug and warm as he was hopin'.

'Twas the time and place for napping

'Til somebody started slapping

Woe betide the little midget

He had made the owner fidget.

La Cuc...(x2)

Met a little pekingnese

La Cuc...(x2)

Bit his nose and made him sneeze.

The little doggie, the little doggie

Though he dug and dug and dug,

La Cuc (x2)

He was safe beneath the rug.

Then one day when he was thinner

He just looked around for dinner

And he tumbled, never thinking

In the soup and started sinking.

"Oh!" the cook began to holler

Grabbed the butler by the collar

Out the window went the platter

But our little friend was fatter.

La Cuc (x2)

Woke up on election day

La Cuc (x2)

Heard the things they had to say.

A lot of lying and alibi-ing

Empty heads without a plan

La Cuc...(x2)

Said, "I'm glad I'm not a man!"

Then one day he saw an army

Said, "The drums and bugles charm me

Still if all the world are brothers

Why should these men fight the others?

Guess it's just for love and glory

Who'd believe another story

These are men so brave and plucky.

Look at me, boy am I lucky!"

La Cuc...(x2)

Wondered where his love could be

La Cuc...(x2)

Wandered on so mis'rably.

The bees and beetles and old boll weevils

Chased him off with many "Scats!"

First they would scold him

And then they told him

They were bug aristocrats.

Then one day while in the garden

He just said, "I beg your pardon,"

To a lady cucaracha

And he said, "Now I've gotcha!"

She was coy but she was willing

And for years their love was thrilling

They met at half past seven

Up in cucaracha heaven.

La cucaracha (x2)

Just the same as you and I

He got the jitters, the sweets and bitters

Lived and loved and said, "Goodbye!"

Here are some of the "facts"(?) about cockroaches I learned on Wikipedia. Some have a direct or metaphoric relationship to our Public Schools and their plight with all the "testing": They are seemingly ubiquitous, the ultimate survivors. They will probably be here long after we are gone as a species. It is popularly suggested that they will "inherit the Earth" if humanity destroys itself with a nuclear war.

Only about 10% of the homeowners in the U.S.A. feel that cockroaches are a threat to their family's health. Development from eggs to adults takes 3-4 months. They live up to a year. Females may produce up to eight egg cases in a lifetime (300-400) and only need to be impregnated once to lay eggs for the rest of its life. They are among the hardiest insects (largest too) and can remain active for a month without food or a limited amount (glue on the back of a postage stamp). Some can go without air for 45 minutes and slow down their heart rate. The first fossils of our modern "roaches" appear in the early Cretaceous Period. Their ancestors with external longer ovipositors lived 354-295 million years ago in the Carboniferous Period. Termites are in the same family. They are omnivorous and like warmer climates. They breathe through a system oftubes called tracheae and don't need a mouth or windpipe. They can survive sterile surgical decapitation for very long periods epecially if recently fed. (a few weeks) They retain a limited capacity to learn even though hampered by no feelers or sight. They can survive 6-15 times the radiation we can and only the fruit fly beats it. They are mainly nocturnal and exhibit emergent behavior. They can communicate and cooperate as groups and follow scent/fecal trail to safer places. They can associate vanilla and peppermint with a sugary treat. Their allergens appear to worsen asthma symptoms especiallywith inner-city children. Most common: American, is found in both North and South. Most exotic sounding: Madagascar Hissing and True Death's Head conger up images of dread and "tasty treats for "survivors on TV". Freezing and chemical may be the best pest deterants at this time. Sulfur burning and the "Vegas Roach Trap" may last up to ten years.

Here's the rubric. What can we learn from them? How are ourpervasive tests and the training for them hindering/turning off our youth's abilities to learn and adapt? Are we testing out of them any new emergent/learning-adapting behaviors? Does anyone care anymore? RRR