It is hard for anyone on this board to pass judgement on the quality of the lesson without seeing the product (in this case speeches) that students produced at the end of the period. There are many ways people learn and the fact that he addressed the whole class for four minutes does not automatically mean that students didn’t learn. For the naysayers, have you ever learned something without a lecture?

I am wondering what Shael’s goal was in the lesson (what did he want students to be able to do at the end of the period) and whether or not he felt he achieved that goal. Is there evidence of students achieving that goal?

I hope Shael’s visit will encourage other deputy chancellors to go back to the classroom (hopefully a variety of different types of classrooms) for a day as well. I think it should be a requirement for Tweed employees.

Doesn’t he realize that high percentage of administrators, with no experience in teaching and no understanding of the science behind pedagogy, will EXPECT teachers to present a PERFECT lesson and will EXPECT teachers to have ALL the students (30-34) to have reached a full understanding of the lesson within 45 minutes.  I made a computation error on the board but the students and I were engaged in the “emotional content” of the lesson and the principal u-rated my lesson because of the one error, which was immediately corrected the next day. 

So Shael, you are incorrect in assuming that “emotional content” will overrule an imperfect lesson because today’s Leadership Academy Administrators want PERFECTION and no teacher is allowed to err.

1) Re “That’s exactly as it should be, he said, even if it means that teachers sometimes don’t step in when students struggle or show confusion…”  Way to UN-define setting the bar.  Since when did deciphering what the heck the teacher had in mind become a goal?   

2) Re “emotional content,” what is this, a Bruce Lee movie?  (Google it.)  Indeed, if only these kids felt more fervor pro or con, their arguments would have been more effective or persuasive. 

How many kids in that class are going to have an “emotional content” memory of a honcho who told them confusion was a goal, not a glitch?

Next up:  The Emperor’s New Clothes.  Please debate the pros and cons of various zipper lengths.  I’ll preach for four minutes on the benefits of my boss being well dressed, and then circulate to foster a sense of empathy while trying to maintain a furrowed brow.

How about a fourth essay: affirmative action for graduates of NYC public schools under a decade of Chancellor Bloomberg (sic)?  Avid readers may recall the coverage of remedial classes being needed at CUNY, etc.

Or… another debate:  teacher appreciation vs. mayoral control.  Discuss.  Maybe come up with a slogan or graphic Kenneth Cole can use on a billboard.

Now don’t you feel appreciated??  I know I don’t.

Also, were the students supposed to drop at his feet and thank him for coming? Whether they are apart of some publicity stunt or not, these 18 children are the reality of the need for affirmative action in “undeserved communities”. They still need to pay for Manhattan College, Delaware State, Genesseo. SUNY Potsdam, the University of Rochester, Colby College and the list goes on.

If you want to reward hard-working kids, you alleviate some of the burden of affording college from them and their families instead of setting up some ” show and tell how eloquently I can debate in front of some guy that doesn’t actually care”. 

Also, he didn’t actually teach anything…the AP exam is a week away….did he think he was Captain Save NYC Schools in (an insanely pretentious) 50 minutes?

I