It's Time for the Sun!

I have hit the exhaustion point.

 

With the negativity surrounding this fall season, I find it easy to get bogged down and see the world through a dirty window rather than the clearness I typically experience. The never-ending Donald Trump nonsense, the naysayers who continuously berate area school systems, the currently beleaguered Cleveland Browns, . . . , I have hit the point where I am declaring "enough" . . . it's time to focus on positives that put smiles on my face rather than succumbing to the anger, disappointment, frustration, and hatred that I see encompassing so many of us.

 

To accomplish that, I am highlighting people of character--strong character, that is. My life has been influenced quite often by people who represent what I consider to be goodness. Seldom, however, do I spend much time thanking them face-to-face, but today I am zeroing in on a few who have made my world a much happier place merely by their role modeling without their even knowing it!

 

Dr. Paul McFadden has morphed into a dear friend, one I greatly admire for many reasons. Chief among those reasons is that I have never heard him speak negatively about anyone, regardless of whether we agree or disagree. A man of faith and impeccable wholesomeness, Paul devoted his professional life to being a medical doctor, one who treasured the interactions with his patients, who would repeatedly interrupt his personal life to address the medical needs of those who contacted him, and who to this day is never judgmental about others. You see, Paul is an old-school guy, one who values honesty and integrity. A product of an old-school Newcomerstown family, he and his siblings grew up having to work fulfilling the obligations that went with a working class family. Doing chores was second nature to him because that is what his parents expected; that work ethic shaped his life and his career allowing him to be a well-respected doctor but, more importantly, a well-respected man. When I see Paul these days, he makes me smile because I know he is going to tell me something funny or he is going to make an observation I had missed. Bottom line is simple: He has been such a role model not only because of the family he and his wife Linda have nurtured but because he is a humble man who proudly represents positivity and class. I know of no greater compliment to offer this fine man.

 

Mr. Jim Heller is a retired teacher and coach who served in many schools, most notably in Dover. A man's man in many ways, Jim makes sure when he encounters people that the focus is on the other individual, not him. As a man with a quick wit, he is unique, but his knowledge and interests are vast perhaps stemming from his lifelong passion for reading. The contributions he has made and continues to make only further cement my respect for him. In addition to his teaching, he was a long-time track coach and athletic director leaving his mark in many ways, but these days he is intent on honoring those people who have made a significant impact on the Dover High School athletic scene by--in conjunction with others--advancing the school's Hall of Fame. His role--exactly the way that he wants it--is truly "behind the scenes," but without his passion for preserving the past athletic accomplishments of our community, this Hall of Fame dies a slow death. Truly a man of faith, he and his wife Diane are such important figures who have always reflected positivity and can-do attitudes, as shown by Jim's devotion to being physically fit at age 80! When I visit with them, smiles prevail because they understand that the happiness in life needs to be shared. To me, both Jim and his wife have been role models for such a long time--positivity is contagious, and so is character. In short, they are in my Hall of Fame simply because of who they are and how they have lived their lives. What could be a more important legacy than that?

 

Mr. Jay Huston is as quiet and humble man as anyone would ever meet, but to me he is a testament as to how to overcome adversity and live a happy, joyous life centering on placing family first and himself last. To those who know Jay, they clearly understand my description, but for those who do not, Jay remains a mystery, so I must explain his story. Growing up in Port Washington in a family of four boys and caring, loving blue-collar parents, he was a typical small town kid: excelled in four sports as well as academics, involved in school activities, and married his hometown girlfriend, my sister, who shared the same criteria as Jay. Upon high school graduation, he enrolled at Marietta College where he graduated with a degree in petroleum engineering, launching a successful career in that field. As he was ascending the petroleum ladder, however, his life took an abrupt turn: His wife, Carol, was diagnosed with Esophageal Cancer, and from that point his life was never his again. Fighting a fourteen-month battle, Carol passed, and Jay, who had pretty much forfeited his career to take care of her, faced life with two small children in a market where the oil and gas industry was facing a downturn. Working several jobs that he knew he was not tailored for, he trudged forward until meeting a woman who ultimately would become his second wife . . . and what a jewel she is to this day. They eventually had another child, making their family complete, but Jay never again dove into the petroleum industry, instead focusing on a career in the steel mills. That's his story, but here is the real story of what makes Jay such an outstanding man, a role model I will love forever. The man never complained--he accepted his "lot in life," always moving forward, often working seventy-hour weeks to keep his family going. Surrounded by a loving family, his only "me time" was when he was able to go to the Tuscarawas River and fish with his best friend and cousin, Mike McCune. Unfortunately, Mike later died in a job-related accident, essentially depriving Jay of a treasured relationship. I am not writing this to say "Ah, poor Jay"--nothing like that whatsoever. No, this tribute is about his character, his perseverance, and his acceptance of what life deals him. Yes, he has experienced heartbreak, but in his mind, those negatives have only served to make him stronger. To this day, his most valued treasure is his family--children, in-laws, and grandkids. I say it again: I have never heard the man complain. He is a beacon of optimism, a guy whose charming smile makes me realize that when strong character dominates, life is truly grand. For me, his role modeling is contagious--I think the world of him because I know he is genuine, honest, and so grounded . . . my kind of man.

 

How else can I say it? People of character are often overlooked because they may blend in with everyday society rather than toot their own horns. Among us all are those who have made impacts, who have influenced us in ways we never realize until we begin to reflect. The individuals mentioned above fit the profile I admire in others; on days when I may find myself thinking a little too much about my needs and wants, I bring myself down to earth by thinking of my friends whom I consider to be much better than I. Their friendship is valued, but, most certainly, my hope is that we pause, get off the negativity that surrounds us, and truly appreciate what we have right here, right now, in our lives. Maybe that can put a smile on your faces as well as mine, reinforcing the old adage that sunshine is the best disinfectant!

Teaching College Freshman English . . .

"My kid has been accepted into college! I'm so happy!"

 

 . . .and you should be. Your child has begun a journey that is in many ways a reward, yet it is also one that can prove to be exciting, challenging, lonely, and, certainly, financially burdensome. My task today is to offer insight into what I see as a freshman English teacher at the university level to perhaps assist current high school students and parents as they head down this road.

 

After several dormant months of recharging the writing side of my brain, I am ready to "hit the ground running." When writing, of course, the writer must be knowledgeable, credible, and trustworthy. I never know if my reading audience could check all three of those boxes about me, but I am confident enough to throw my thoughts out there and, at the least, stir a few reactions, positive or negative. As I begin my seventh year of teaching college English, I have made many observations that have correlated with my thirty-five years of teaching high school English. To make my points most effectively, I have bulleted each section:

 

*Hoping I am not dampening too many spirits here, but I must begin with a downer: Getting accepted at a college/university is really not that difficult (with the exception of the so-called "prestigious" ones). Universities are in a competing numbers game; so many are trying to sell their programs while hoping to attract students. To keep the doors open and to maintain quality doctorate-prepared professors require student numbers. If those numbers fall short of expectations, consequences result such as elimination of programs (note: The University of Akron), release of professors, and decreased building of updated structures. In short, that is simple math: Keep the numbers up and the university thrives. If numbers drop, heads roll. To prevent the negativity, higher education schools are often willing to accept those students who academically may not be academically prepared (thus the high number of remedial classes offered to incoming freshmen because of numerous academic deficiencies). No, getting accepted to a university is not a major hurdle.

 

*The problem stemming from my previous point is this: Retention of students beyond the first year. Rearing its ugly head, students' lack of preparation places so many schools in a financial and academic quagmire. As stated, kids can get in to a university, but can they stay? As parents, we like to believe that we are talking about the "other" kids, certainly not ours. Unfortunately, often those "other" kids are our own. So many find that when they begin college, the maturity, the studying habits, the preparation, and the desire are lacking. As that slippery slope unravels, students frequently find at year's end that they have pretty much wasted a whole lot of time and money. Obviously, a disclaimer has to be inserted at this point: I am not referring to all students, by any means. However, I am referring to a common problem universities are facing: How do they get kids to recognize the seriousness of that freshmen year? National averages--including all universities--seem to indicate that approximately 75% of the first-year students come back for round two. On one hand, that number sounds about right. It is a "C" average in the academic classroom, so if 3 out of 4 kids make it back, that is impressive . . .unless you are the parent paying for the 1 who did not make it and now face paying an imposing loan of approximately $25,000 for one year with nothing to show for it except the debt!

 

*Given my two previous points, allow me to delve into what I frequently see in my freshman English writing classes, which I strongly suspect is not limited to only my classes. I am quite fortunate to have taught several motivated students who are outstanding writers before they ever enter my classroom. My contribution to their learning is usually finetuning their final products. They are mature, serious students who clearly are well read, well taught, and well nurtured in how to present their thoughts.

 

A second group is those who are not nearly as motivated or as prepared. Unfortunately, many of them have a lower threshold work ethic that limits their wanting to improve. I can deal with those kids quite easily because most of them are our typical kids who lack motivation for reading and writing. Indeed, their motivation may be sports, the hot girl/guy seated in front of them,  or just the desire to get a grade and get out of there--nothing unusual about that. The problem, though, is that quite often these kids' preparation is lacking. So many had enrolled in non-college preparatory English classes (as they have told me, "because I didn't want to take anything hard in high school"). Believe it or not, I encounter many students who have never written a research paper, have done limited reading, and have written so few papers that it is obvious that their high school background as well as their choices have not prepared them for the challenges they encounter. As the dated Midas Muffler marketing jingle expressed, "Pay me now or pay me later!" Later has a price tag. 

 

A third group consists of those kids who are there merely to play sports; yes, a large number envision themselves playing pro ball even though statistically the odds are stacked against that probability. In simple terms, these athletes are not overly concerned about being students. Many of them have been coddled in high school; I must admit I have been overly shocked by that. As an example, one student told me he had gotten "B's" in English throughout his high school years. I could quickly see that was a farce. When I asked him privately how that had happened, his response was that "I played football--they took care of me!" While I would like to think that is the exception, in this case, I think it was true. Of course, I am not implying that all athletes are ineffective students; no, I am saying that many enroll in school with sports being their only focus--that is a serious problem with serious financial implications!

 

Summarizing these three paragraphs is simple: If a kid is prepared academically, his college experience will likely be quite positive; if the kid is not prepared, the experience could be quite negative. 

 

*Advice to Students:

*Read, Think, and Write. To repeat: Read, Think, and Write.  

*Take challenging English classes in high school; if in a noncollege track but planning to attend higher education, switch to the college-prep track, one where a challenge is presented but is not overwhelming or self defeating.       

*Read the newspaper.

 *Read columnists' writing to stimulate thinking enough to formulate your own argument (so many kids have limited knowledge of state/national/world affairs . . . as a result, many have little if any opinions!).

*Read something enjoyable to you so that it does not feel like you have to do it (I began my love of reading via Sports Illustrated!).

*Recognize that you are preparing for what lies ahead--learn the grammatical basics and how to apply those basics to effective writing.

*Know topics well enough to be able to accept or challenge others' opinions--never forget that the sign of an intelligent person is one who views all sides of an issue before voicing an opinion.

 

Advice to Parents:

*Ditto to most of the above but add this: Monitor your students' English classes to ensure they are reading and writing on an ongoing basis. I am not suggesting being a helicopter or snowplow parent, but if you truly want your kids to succeed in their college experience, you need to know what preparation is being done AND that your offsprings are not simply "blowin' off" tasks they do not want to do.

 

 Bottom line, my friends, from my perspective, a large percentage of college freshmen are ill-prepared for the challenge they face in introductory mandatory  English classes. I pinpoint the reason to lack of preparation in meeting an academic challenge requiring reading, thinking, and writing. Yes, in most all cases, this can be prevented, but it requires a concerted, focused high school effort.

 

Think I'm exaggerating? If so, I'm just hoping your kid is not one of those who doesn't return for year 2 because of poor academic performance.

 

Just asking for a friend, who's paying back that $25,000?

Poisoning the Water

I hesitate to weigh in on this sensitive issue, but I am making the plunge: Dover City Schools.

Yes, we are  being confronted with an additional tax levy, one designed to compensate for the factual decline of finances from the state of Ohio. As we all certainly know, any increase in our taxes is invasive, unwelcomed, and sensitive--this second levy request certainly is charged with figurative dynamite. Coupled with the current taste in many mouths is the grade leveling proposal advocated by our school board and administration. At the risk of alienation, I am offering my three cents on three topics:   

1. Board of Education

2. Grade Leveling

3. Levy Request

In so doing, I am quite aware that these topics are on the minds of many . . .perhaps it is time for my voice to be heard.

 

Dover City Schools' Board of Education: I have an ongoing respect for all who choose to serve their community, particularly those who are in elected positions. Having observed many boards in action throughout my life, I know that the best boards are those that do not have a personal "ax to grind," those who sincerely put the schools' well being, financial concerns, and community needs ahead of their own. Granted, these positions are not always popular, but neither is leadership. I would assume that most individuals reading this blog have disagreed with any boss they have had--that is a given, but that responsibility of decision making goes with the territory of leadership. When decisions are made with schools, however, we all have opinions about how insensitive the members are, how unqualified they are, or how they simply do not understand. I get it, but I do not agree at all. I have read and listened to terms describing the Dover School Board as "stupid," "clowns," and "ridiculous." Trust me when I say that this is so completely removed from the five who represent us. I know these board members, I have worked for them, and I trust them. Never have I seen them be dishonest, self-serving, or unprofessional. No, I have not always fully agreed with their decisions, but, truthfully, that is irrelevant. Bottom line is this: These are people of integrity, and any attempt to deface them is a sorry attempt at looking for an excuse or a scapegoat. 

 

Grade Leveling: Before I offer my thoughts, I must stress that I admire the committee that was formed to combat the Board's leveling plan. I was so pleased that these parents cared enough to put their names and their reputations on the line as opposed to those who hid behind an anonymous Times Reporter "30 Seconds" soundoff or a vindictive and cowardly Facebook post. Demonstrating an affection for the community, their elementary buildings, and their children, they stepped forth in public meetings and voiced their concerns--they have earned my respect. Like so many proposals, however, their plan was not accepted. Believe me, I have had many proposals rejected by my bosses over the years--I do not like it when it happens, but I realize that is always a possibility. However, I disagree with the idea that the Board did not even consider the proposal. My instincts tell me that the issue was studied, but agreement was not to be found. For whatever reason, I do not know, but I seriously doubt the accusation that the proposal was not even considered--disagreeing does not always equate with out-and-out rejection.

 

My next observation is based on conversations with administrators from three school districts in Ohio that have undergone grade leveling; additionally, I have spoken with teachers who have undergone the same transition in two districts. I have also met with a Walsh University Education professor who offered her views and directed me to numerous research articles that address this issue. What I have learned is that for the benefit of education and for economic stability--once the initial shock of having students in different buildings expires--grade leveling presents a dynamic opportunity to experience growth in so many areas.

 

Quoting an administrator from one of these schools: "The good teachers became great teachers and the great teachers became outstanding teacher leaders--it is awesome to be part of. I don't think I could find a teacher on staff who would tell you they would go back to the community buildings."

 

Additionally, I was told this: "How exciting to be a true Dover kid from the start . . . not a South, East, or Dover Avenue kid and then a Dover kid . . .building a community from Day 1."

 

Finally, these words resonate with me: "I recognize and respect the emotions involved with this change, but I cannot support the 'reaching' concerns or hide my excitement for Dover and what this will really do for the schools as well as the community. A move like this could send Dover off the charts as far as achievement and instruction."

 

My point is simple: Change is going to occur whether we like it or not. In this community, for a variety of reasons, we are tradition bound and married to our buildings. However, that phase of the community will soon be in the rearview mirror. I sense that--like a distant memory--we will move on and what we once lived through and for will gradually become foggy. . . a time we do not want to forget yet one that is gone. I like the leveling idea, but its success or failure lies in the hands of the teachers, the administrators, and the parents. From my research and conversations, I am convinced that it will be a boon to our schools!

 

Levy Request: I probably am "stepping on toes" when I write this, but so be it. For those who were shocked by the levy request many months ago, I would say this: Had you been reading the literature put out by the district for the past several years? Had you read the articles in the Times Reporter about this levy? I am pretty confident that what I will hear is "Hell no--I don't read that rag of a paper or any of that other junk the school sends us--it's a waste of money!" Well, if we plead ignorance, I argue that we did it by choice--we chose not to be informed.  I knew the levy request was coming because we had been told for years that the levy in question had exceeded its financial timeline--the cuts had been ongoing for many years. Before I retired, I was teaching at the high school, and we underwent numerous cuts to save the district money. No, I did not like it, but its purpose was to extend the finances. . .and it worked. That levy was stretched five years longer than its intent. Believe it if you choose, but I know it for a fact: The stretching delayed the inevitable. Yes, the prevailing levy request for a new high school building complicated the picture, but I seriously doubt we will have many detractors when that building is done. Progress must be paid for--we know that. We are getting a new building, and we are in a financial quagmire, but the only people who can prevent further cuts are Dover taxpayers. I know I am voting for the levy because I trust the process of advancement. I do not think I am overstating when I say that I have always loved living, teaching, and coaching in Dover; if I have to pay more to sustain that excellence, I will, regardless the cost. Our schools are the hub of this community. Even for those who say too much emphasis is placed on sports, music, or whatever, the schools are ours, and I am proud of that acknowledgement.

 

The crossroad we are staring at is simple: We are either moving forward or we are moving backward--unfortunately, school financing in this state does not provide a "stay where we are" option. It is our call.

 

To bring this lengthy blog to a halt, allow me to explore what will prevent us from remaining on an upward trend: ourselves. We are blessed with a great opportunity to continue our progress if . . .

 

*our elementary teachers are as excellent as I believe they are, they will rise to the occasion and will continue to excel in their craft without feeling sorry for themselves because the "neighborhood connection" is disappearing--their excellence will be facing a new challenge!

*our parents and relatives can be great encouragers as opposed to continually bemoaning that the grade leveling is a negative and our schools are being run by incompetent people--they will be contributing to a positive culture rather than one of anger and resentment.

*our administrators and Board of Education can continue to lead and make the tough decisions with concern, intelligence, and foresight, we can accept the role of leadership and its impact on moving our schools forward.

 

It is our turn once again to display a strong voice in our future. Please, my friends, do not poison the water by allowing the perceived negatives and disgruntling attitudes to control the flow toward a positive future. We need this cooperative community to set certain frustrations aside so we can continue to move forward.

 

Only we can prevent the negatives from poisoning our schools' future. . .it's in our hands . . .and know that our kids are going to follow our vibes.