Here’s my prompt: write something!
“Why does man write? Because he does not possess enough character not to write.” This profound quote from Karl Kraus around the turn of the twentieth century is a critique of the nature of communication. I became acquainted with this man and his influence in the era while reading the book “Wittgenstein’s Vienna” by Allan Janik and Stephen Toulmin. The topic of the book is the discussion of the life and culture of Hapsburg Vienna. While arcane and seemingly inapplicable to our contemporary world, the nature of language is never outmoded. We use language in every era to communicate thoughts and feelings.
As the students are busily writing while solving mathematical puzzles, I am the proctor, filling a role of observer and authority. The 9th-grade students are completing a now-familiar task: the synaptic recall fitting to objects on white papyrus. Testing.
I was proficient in algebra once. I may even have retained the ability to adequately complete the test. However, I’m older now and that’s not my current objective. Public education is a distant memory. But wait. I have used mathematics in my life since school. Variables, equations and graphs are important building blocks for logical thinking.
In March 2024 I joined the cadre of substitute teachers who sit in attendance, taking attendance and monitoring classrooms. With employment pressures on educators and institutions, substitute teaching positions are in demand. It’s worth exploring the opportunity at your local school district if you’re looking for a flexible gig and have a tolerance for school and students. I’ve found that while the work can test your patience and temperament, the faculty and staff are appreciative and supportive.
Lowest Common Denominator
It’s surprisingly simple to obtain a teaching certificate in California. A bachelor’s degree (of any kind!), fingerprint check (no felonies!), credential fees, navigating county and school applications. . .and presto! I was quickly hired in Palo Alto.
Your inputs and results may vary. The attributes of age and pedigree that adversely impact some employment opportunities are desirable and beneficial for subs. Based on your preference, you are a welcome contributor in classes from grade school through high-school. I choose to oversee classes from 6th to 12th grade. There are a variety of courses and students that allow for interesting and meaningful experiences.
Working with students has its rewards and challenges. At times, classrooms can be overwhelming. It’s a tremendous opportunity and privilege to be a part of students’ educational experiences. I have no illusions of making outsized impacts on the classrooms I’ve participated in, however each moment is different. In some ways, a stranger can provide unique perspective and encouragement to students.
In some instances, classroom activities are distracting, students are distracted. There are so many reasons for this, including subject matter, time of day/week/year, age of students, student abilities, seating arrangements, classroom setting. The classroom environment is constantly changing one moment to the next. Some classes progress quickly, some quietly, some effortlessly. Others not so much.
A classroom is a place for introspection. Whether quiet or filled with clamorous activity, the ostensible purpose of a classroom is as a learning environment. In many instances, I have the opportunity to record my observations and thoughts. Writing serves as an exercise for me and a modeling behavior for the students. I have written many pages of notes sitting in classrooms. Some are profound, others simply scratches of nervous response to the environment. Some of the writing appears in this post.
My goal is to appear studious in solidarity with expectations of the students. Substitute teachers do not actually teach but rather follow the teacher’s lesson plan (i.e. they are not required to be proficient in the subject matter). A lesson plan constitutes a wish: the ideal course of instruction and behavior monitoring. As a substitute teacher, my role does not command adherence to standards of conduct. As long as expectations are reasonable, students will follow them. Or rather, if the students follow the lesson, the expectations are reasonable.
Touching Testimony
A school district is a resource-driven enterprise. The management of schools, from classrooms to lunchrooms, is a well-established production line. The resources may be fixtures and appliances. They are also bussing and liability insurance. It becomes a haven for some, feeding and feeling the growth of society’s youth. Others keep the relationship at arm’s length; the construction crews are sequestered in their job sites, not instructing students.
The teachers are somewhere in the profit/loss statement. School districts with a budget surplus are profiting from favorable market conditions. Enrollment is up, costs are down, endowments are up. Faculty and staff keep the ship of discovery afloat, plugging teacher absences, keeping conditions favorable for learning and earning.
I’m learning a different side of school offices. Contrary to the spectre of fear that students may experience being sent to the office, I meet nice, helpful people there. Still, I’ve avoided the principal’s office. But then again, I did meet with a “boss.” Hierarchy is strange in a school district, as everyone ultimately reports to a higher authority in State mandates and grants. For my purpose, I’ll call the HR Chief the boss, as we discussed my work.
Before I delve into the details of my conversation with the boss, I should pause to acknowledge the commitment of public education to our youth. There are many people making sacrifices for our children. The system has checks and balances that keep schools safe and solvent. My participation is as one of a multitude of substitute teachers. The regular teaching staff may have a different relationship to their employer, but codes of conduct apply to anyone in classrooms or otherwise among students.
Technology is the glue of modern instruction. It’s not uncommon for classroom time to be spent sitting at desks with laptops completing self-paced lessons. The education IT department rivals (or exceeds) medium to large businesses with networking, account management, software and device support for clients across a spectrum of ages and skill levels. Bookshelves with hard-copies of books and paper handouts seem quaint amidst the cutting-edge online resources. My hat is off to all infrastructure providers and supporters, including the IT crew.
A scheduler application is my gig site as a substitute teacher. ‘Frontline’ is the application used by the school districts I work in and it works well, informing me of available and scheduled jobs, locations and report times. I can accept jobs scheduled months in advance. Job requests can be urgent and unexpected. All available prospects are considered for assignments, while competitive, is a good thing. The demand ebbs and flows. I don’t work consistently. That’s a feature.
I challenge anyone and everyone to teach. Inside or outside the classroom.
Spring Fever Pitch
I teach a diverse range of subjects and grade levels. A typical classroom is filled with desks and chairs, providing a structured space. Studios and shops have a different vibe. Imagine auto shop or orchestra versus an English classroom. Physical education has dedicated facilities. In September, I’d started the new school year with assignments scheduled into October. In early October, I had problems with my scheduling app, culminating in all of my assignments being deleted.
I was contacted by HR and informed that my participation in classrooms was suspended pending an investigation into an “incident” with a student.
My mind anticipated an inquiry. I thought of the students of classes I’d participated in. I was certain I’d handled myself adequately in the classrooms. Respecting the students and providing a safe learning environment is my first and foremost concern. I recalled some classes that were disrupted by “substitute day” dynamics.
To encourage pro-social behavior and decorum in the classroom, I suggest to the students that misbehavior is disrespectful of their peers. The appeal is largely ineffective in eliminating the inevitable bursts of socializing and detachment from the academic studies. Completing the work requires that students stay “on task.” But when the assignment is finished or deferred, what’s left to do in the classroom? A collaborative classroom. The students know what they need to do. And what they want to do.
All students behave differently in the presence of a substitute. The self-directed student is responsible to him or herself. The support of students’ abilities to find focus and reward for their own accomplishments is a tangible input. To see students behave in strict conformity to rules which are merely designed as control mechanisms is unsettling. The collaboration of students on projects designed to measure individual performance is a notable source of stress for systems of strict accountability.
Students find ways to learn with and without the assistance of teachers. The learning environment is everywhere. There is an ownership of students over their environment. Success as a teacher is measured in minutes, periods, days, class years. There is always the question of relevance. Without relevance, the incentive to learn diminishes to rote exercises. The confusing complexity of myriad choices that are competing for our attentions makes for a collective challenge.
I thought of particular instances of rebellion that could have been the incident and I found myself thinking “where do I start?” With so many interactions and opportunities to be misunderstood, could my teaching style be ill-equipped? I give male and female students equal consideration. I allow students to find and exploit their advantage. I meet them with a thoughtful assessment, “yes, you may use the restroom.” Or, what is my perspective on perspective?
I concluded that the strongest class mutiny that may have stirred some students was at the end of the 2024 school year. In a middle-school classroom, I mentioned a thought I had about the lesson plan and study topic. The classroom was a dry powder of 8th-grade students with the year end in sight, advancement to high-school after the summer. Unanticipated by me, they were ready for rebellion.
The topic of the class in Social Science was an investigation into how/why populations place authority into the hands of governing agents (i.e. governments and police forces, authoritarians,…). I’m not a Social Science teacher and it’s not my place to consider what this curriculum means for an 8th-grader, however it is a metaphysical construct that paints a picture in the developing mind. My interest was to provide a unique participatory experience when I suggested to the students that they respond to me based on the authority they think that I should have. (Would I be willing to deal out harsh consequences?)
The students took the opening I gave them and they decided that the classroom would stage a revolution. Fun was had in a rowdier, more rebellious lesson. (There was even a comment about the lunatics running the asylum.) Students had a special experience in the class. When I subsequently returned to the school for other assignments, some of the students would recall it with me.
October Oddity
I thought, what is an adverse impact? It’s okay to show students age- and school-appropriate media. Much of it is commercial programming. The students are assigned novels as well as textbooks to read. With my evaluation forthcoming, I thought of (m)any incidents where I touched students with my blend of authoritative and humanitarian guidance. What standard was I being held to? Were there lapses in my monitoring? Did that 12th-grader come back from the bathroom? His/her/their backpack is still in the room, a good sign the student will return.
In my meeting with Herb, it was revealed to me that the student incident was not on the intellectual, but the physical plane. In our banter leading up to discussing “the incident,” we exchanged information about our roles in the school and community. Delicately, the topic of touching students was introduced. I revealed that I have three sons and I don’t refrain from a pat on the shoulder or back, an occasional hug. An appropriate pat or pinch on the shoulder is a gesture of encouragement in my role as father-teacher.
Or so it was. I was informed that a male student in one of my classrooms was uncomfortable with a pinch on his shoulder. While I do not know who, nor do I want to, I intuit enough to know it was most likely a high-school student. While it’s fair to expect a supportive teacher that is kind, I can also imagine “creepy” instances. In this case, I found shortcomings in my substitute role. Herb informed me that he had never touched a student in his years as a substitute. I wasn’t sure of the point of that remark.
I was quickly reinstated as there was no targeting or ill intent. It was a formal follow-up on a student complaint which was vetted for impropriety. I’ve since taken a much more hands-off approach to physicality with students. A fist bump or handshake. In some instances, a pat on the back is appropriate. As far as touching the students intellectually, I’m still learning as well as teaching from my role as a “substitute,” a facsimile teacher given a forum in the classroom. Completing each class, each gig, is an accomplishment.
Leveling Up
One discovery of the aforementioned book about the society of Austria in the late Hapsburg era identified “fake news” similarly present in modern society. Visible standards and decorum were out of sync with actual experiences. Reality was marginalized and morphed into perspectives that supported an increasingly unrealistic discourse. Euphemisms are used to disguise and support underlying motivations.
Everyday we are awash in a constant stream of data. Whether words, images, sensations or other “intelligence,” the core of the human function to make sense of the world is personal. Philosophers can pretend to define some absolute model of this arbitrary experience. But, in reality, what is reality?
Your world is created by your worldview.
If AIs are essentially choosing words at random based upon a model of the world they’ve been programmed with, doesn’t this justify a random approach to information gathering and expression? In reality, so much information in our lives is redundant. The “echo chamber” of news and propaganda. My words are spilling forth in an order which I claim some ownership of, but my thoughts also appear in other arguments.
As the tech titans battle for artificial brain supremacy, there is a whisper of humanity being drowned-out in the cacophony. What is the reality of education? Is it simply “training” minds to process information? It’s safe to assume we’ve all had some type of “education experience” (as delivered through grade-, middle-, high-schools). Reading, Riting, Rithmetic are valuable building blocks to explore and develop an orientation to “the world.”
Imagine an AI learning in a public school? In the classrooms and hallways. Social interactions. The choices. The cliques, teasing, bullying…
The identities of countless humans are tied to inanimate objects, not just artificially intelligent systems. I AM my company, my car, my sport. The stuffed animal comes alive in a co-dependent relationship. The Story of Toy, animated, becomes real (and really drives consumption). Tech executives, if you’re eager to anthropomorphize AIs, take responsibility for them as well. To better understand intelligences, visit a school at lunch or recess. Imagine each of the students as AI agents, eager to learn, but not equal in ability or performance. The difficulties of managing and maintaining these “primitive” algorithms is well-studied, but not well-understood.
The future is data-dependent. Data implies a usefulness including utility. Well-formatted, diverse and deep information is generated for the market by creator-agents. As a content generator, I’m not interested in synthetic sources. My real-world documentation finds inspiration in my brain, constrained to organic stimuli. The sensors I use to find light and sound are built-in, to my skull. Capturing on a medium, documenting and providing context for learning benefits both natural and artificial intelligences alike.
I announce my contribution to creator-entity thinking with the post of “AI: Multi-Subject Training Data with Commentary and Roving POV” at https://youtu.be/hXDnsn0F3Ls
Brief description (more at YouTube): Experimental training video for artificial intelligence systems. Captured and edited with the goal of providing unique visual data subjects and commentary for programming, testing and training via a video framework (including audio).
Thanks for reading. My wishes to you for a randomly-inspired, happy 2025!
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