Proponent of Teacher Obsolescence Theory Becomes Obsolete

Renart_illuminationExbox, SD—Nicole Intendo, professor of education at Avante University, received notice on Wednesday that she would no longer be needed in the classroom. Instead of taking her classes, students would spend the the time playing video games.

Intendo works relentlessly to propagate the theory that traditional classroom teaching (narrowly defined) has become obsolete in the wake of educational technologies. According to sources, Avante University has enthusiastically decided to apply her ideas.

“That is insulting, preposterous, and un-research-based,” said Intendo. “Research has shown that classroom teachers in kindergarten through high school have become relics of the past. But in college and graduate school, it’s an entirely different matter. We need to shape the wants of aspiring professionals. Too many young people enter our education program with fantasies of standing in front of the room and presenting something fascinating about a subject. We have to combat their outdated sense of purpose.”

According to Intendo, research has shown that all aspiring teachers are essentially “industrial and hierarchical” in motivation. They want to teach the students something they don’t already know.  Video games, by contrast, are entirely interactive; you can’t get through the game unless you are actively playing. Therefore, says Intendo, it is essential that she disseminate the research as often and as widely as possible—through classroom lectures, TED talks, radio interviews, and pocket-size bullet points—so that the American public at large will be exposed to the facts.

“If I lose my position,” she said, fighting back tears, “there will still be kids in Boston or Dallas who have to sit and listen to a teacher talk about how to solve an algebraic equation or how a sonnet is structured or how World War II came about. Why should they have to suffer through that? All that information is on Wikipedia. What they really need is a screen, keyboard, and challenge, all tailored to them. It’s so obvious, once you look at the research—but it takes me about two years to get this across to any given student.”

Asked how teachers could possibly be evaluated accurately in a class driven by video games, Intendo pointed at a bar chart on the wall. “Teachers are all-important,” she said. “Everything they do impacts a student’s future outcomes. See that graph? It shows a teacher’s direct effect on future earnings, down to the dollar. This is why they have to accept their new roles and step out of the way.”

Intendo’s students have questioned her conclusions. “I think she’s comparing apples to Apples,” said one, who requested anonymity. “I enjoy video games, but they don’t belong everywhere. I’m taking a great class on Chaucer and Cervantes right now. Is there a video game for this?” He quoted from the text:

This Chauntecleer his winges gan to bete,
As man that coude his tresoun nat espye,
So was he ravissed with his flaterye.

“What are we supposed to do—play a game where we’re the rooster trying not to be killed by the fox?” he taunted. “Oh, and maybe sprinkle in some word challenges, like ‘ravissed’ and ‘Chauntecleer’?  I’d rather take the course, thanks, and play my favorite games in my own time.”

“My favorite high school classes had teachers who actually taught us stuff,” said another. “In music theory class, the teacher taught us harmony and counterpoint.  She made it really interesting, with examples from different kinds of music. She got us to notice things. Then for homework she had us do exercises and compose pieces. That’s the kind of teacher I hoped to be.”

“That just proves my point,” said Intendo. “As you can see from these comments, new teachers imagine themselves at the front of the room. They have some favorite teacher who set the example for them in that way. But they have to get weaned off their own experiences and start looking at data. They absolutely need me for that.”

Intendo, who gave a TEDTalk about the future of education, believes that education professors, when they lecture, should do so in TED style. “I don’t lecture all the time,” she said, “but when I do, I practice every move in advance, so that I project total confidence. I make my multimedia effects really grabbing. I keep the ideas simple so the students have a takeaway. I bring emotions into the picture. I even share a little about myself. My point is not to fill their heads with useless information but to convey the most essential data in about 20 minutes.” The rest of the time, she said, was devoted to “turn-and-talk” activities, where students would come to a “scholarly consensus” about what had been said. At the end of the lesson, they would fill out a two-column chart with the headings “I used to think” and “But now I know.”

“My classes are revolutionary, if I may say so myself,” she said. “It occurred to me the other day that I am changing the face of teaching and learning. I have to keep this up. If Avante gets its way, we will slide right back into the status quo.”

Learning to Govern Oneself

What is Teacher book cover test3Happy New Year (of several kinds) to all!

For the past two days i have been in Dallas, where I spoke at the Education Forum at the Dallas Institute of Humanities and Culture (and participated in panel discussions, plenary discussions, a seminar, and more). This year’s Education Forum celebrated the 30th  year of the Dallas Institute’s Sue Rose Summer Institute for Teachers, as well as the publication of the Dallas Institute’s wonderful book What Is a Teacher? Remembering the Soul Of Education Through Classic Literature, to which I contributed a chapter. I have just begun reading the other chapters, with great enjoyment. I met many people at the Forum and recognized many others from the Summer Institute and various Dallas Institute events. In addition, I had a chance to work through some ideas that have been on my mind and that I plan to carry into the school year.

This year, in my Ethics and Political Philosophy courses (for tenth and eleventh grade, respectively), I will bring up (and return to) the idea that education prepares a person for self-government. Self-government is not the same as “self-regulation” (a concept that Elizabeth Weil takes apart, with partial success, in a recent essay in The New Republic; more about that another time). Rather, it involves drawing on one’s knowledge and understanding to make numerous choices and decisions. None of us can escape being governed in some ways by others–our political leaders, our bosses, our teachers, and, in childhood, our parents–yet we can come to understand the terms of these arrangements (and question them intelligently).

The difficulty is this: self-government involves what seems its opposite: laying aside our own urges and immediate judgments in order to learn or consider something foreign to us. It may seem unrewarding, at first, to make one’s way through John Stuart Mill’s On Liberty, but that treatise opens up rich ideas about intellectual liberty itself. Similarly, it takes great patience to listen to another person in the classroom, be it the teacher, a classmate, or even a musical recording–yet such listening can be a way of adding to one’s resources and treasures.

So, we will be discussing the idea if self-government (intermittently) while reading Plato, Aristotle, Kant, Mill, and many others. It’s a tricky and paradoxical concept–but it plays a role in many texts and has a great deal to do with education.

“Measure Every Teacher Now!” Shouts District

thermometerNew Gaffe, NY—In its rush to get all teachers measured, the New Gaffe School District has ordered its schools to use any standardized measures at all, even if they bear no relation to the subject being taught.

“The point is to launch the new system and fire the bottom five percent of teachers,” said district chancellor Mark Islip. “We can’t waste time here. If we wait, the status quo will come sliding back down on us, like… a landslide. We’ve got to get the reform rolling. We can tinker with it later.”

According to the new directives, teachers of untested subjects may choose from an array of approved measures. One option is to take the students’ temperatures at the beginning and end of the year. “The September temperature, that’s your baseline,” said Islip. Then your June temperature may be higher, or lower, or the same. If it’s higher, it may mean there’s higher engagement in the class, or it may mean there’s a flu going around. We’ll take it as growth, in any case.”

Another option for such teachers is to use the English language arts test as a baseline and the mathematics test as a final exam. “Hey, you never know,” said Sandy Sullivan, a Reform Implementation Consultant (RIC). “The progress from ELA to math may be substantial. Music teachers might even get a boost.” When asked what “progress” from ELA to math would mean, Sullivan shrugged her shoulders. “We have to stay open-minded,” she said. “It could mean something.”

Not only teachers of untested subjects, but teachers of subjects such as chemistry and physics (which aren’t typically taught over multiple years) must use a baseline outside of the subject. “How can you have a baseline in physics, when the students don’t know any physics yet?” asked George Metropoulos, a physics teacher who, by virtue of being a teacher, clearly doesn’t know what he’s talking about. “This whole thing needs reconsideration.” Metropoulos was given three options for a baseline: the previous year’s social studies test, the third-grade reading test, or the number of sit-ups each students could complete per minute, timed under officially approved conditions.

“We’re dealing with a lot of nitpickiness and frustration,” replied Toby Winnow, an instructional coach who reportedly had “worked with” Metropoulos until the latter balked. “Clearly the baseline is going to make more sense for some teachers than for others, but in the end it makes sense for everyone. Think of it this way. The kids come in with knowledge of something. You add knowledge of something else. Subtract that something from the something else, and there’s your value-added, after it’s gone through a state-of-the-art formula. Simple as that.”

What if the new measurement system results in the firing of good teachers? “Oh, please,” said Islip. “At this point, we could fire teachers blindly and end up much better off than we are now. Research has shown that if you fire any five percent of the teachers, you will raise achievement by half of a standard deviation, and increase students’ lifetime earnings by precisely $124,932.56.”

Which research has shown this? “It was on a slideshow at the last superintendents’ meeting,” Islip replied. “Those slides are top-notch, prepared by the best in the field.”

“I don’t see how any of this makes sense,” said Ariane Tort, a tenth grader. “First of all, I don’t want any of my teachers fired. Second, I’m really good at sit-ups, so that means less ‘growth’ for my teachers. Should I slow down my sit-ups so they get more growth points?”

“Do whatever feels right for you,” said Winnow. “Remember, this has nothing to do with you. It’s all about the teachers. I know it’s painful to see them fired, especially if you like them, but change is always painful, if you know what I mean.” He paused for a minute. “It’s painful even if you don’t know what I mean. Even if I myself don’t know what I mean, or no one knows what anyone means. In fact, that last scenario might be the most painful scenario of all, or the least painful. Wow, I’ve gotten philosophical,” he mused. “I wonder how philosophy would be measured. The possibilities are endless. That’s the wonder of the new system. So much room for innovation here. We could even give the kids a typing test.”

  • “To know that you can do better next time, unrecognizably better, and that there is no next time, and that it is a blessing there is not, there is a thought to be going on with.”

    —Samuel Beckett, Malone Dies

  • TEDx Talk

    Delivered at TEDx Upper West Side, April 26, 2016.



    Diana Senechal is the author of Republic of Noise: The Loss of Solitude in Schools and Culture and the 2011 winner of the Hiett Prize in the Humanities, awarded by the Dallas Institute of Humanities and Culture. Her second book, Mind over Memes: Passive Listening, Toxic Talk, and Other Modern Language Follies, was published by Rowman & Littlefield in October 2018. In February 2022, Deep Vellum will publish her translation of Gyula Jenei's 2018 poetry collection Mindig Más.

    Since November 2017, she has been teaching English, American civilization, and British civilization at the Varga Katalin Gimnázium in Szolnok, Hungary. From 2011 to 2016, she helped shape and teach the philosophy program at Columbia Secondary School for Math, Science & Engineering in New York City. In 2014, she and her students founded the philosophy journal CONTRARIWISE, which now has international participation and readership. In 2020, at the Varga Katalin Gimnázium, she and her students released the first issue of the online literary journal Folyosó.


    On April 26, 2016, Diana Senechal delivered her talk "Take Away the Takeaway (Including This One)" at TEDx Upper West Side.

    Here is a video from the Dallas Institute's 2015 Education Forum.  Also see the video "Hiett Prize Winners Discuss the Future of the Humanities." 

    On April 19–21, 2014, Diana Senechal took part in a discussion of solitude on BBC World Service's programme The Forum.  

    On February 22, 2013, Diana Senechal was interviewed by Leah Wescott, editor-in-chief of The Cronk of Higher Education. Here is the podcast.


    All blog contents are copyright © Diana Senechal. Anything on this blog may be quoted with proper attribution. Comments are welcome.

    On this blog, Take Away the Takeaway, I discuss literature, music, education, and other things. Some of the pieces are satirical and assigned (for clarity) to the satire category.

    When I revise a piece substantially after posting it, I note this at the end. Minor corrections (e.g., of punctuation and spelling) may go unannounced.

    Speaking of imperfection, my other blog, Megfogalmazások, abounds with imperfect Hungarian.

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