what is to be done?

somehow, reading this piece on incorporating the maker movement into schools, as a learning/problem-solving tool, makes me wonder if we should have tried harder to make it work with our local school. but we had tried for a whole year and it felt like time was running out. with unresponsive, slippery (i honestly wonder if they're part eel) leadership, that smiles and nods to your face and fills the air with fluffy spindoctor speak and then goes away and does nothing, it felt like such a daunting task, so we gave up and moved sabin to a new school. we are blown away at the difference already and it's only been a little over a week - she's motivated, she sits down and diligently does her homework every evening (and she actually HAS homework every evening) and she comes home talking about what she learned (even stuff about hitler!). she never did that at the old school, not once. getting her to tell something about school was like pulling teeth.

but some part of me thinks that the old school should have had to get their ducks in a row and shape up. they should have been required to perform and even excel. and we should have been proud and happy to be there. they owe it to the community, because little communities like this depend on having smart, motivated people to keep them going. we pay a lot of tax (don't get me started) and i wouldn't mind it if i saw results here within my community. and with a grade point average of 4.7 as opposed to the 7.1 of the school we moved to, it wasn't even a contest. and apparently the local superintendent insists that the school is ambitious and that the scores are exactly where they should be. which is the whole problem. how can, what is arguably a D+ average on a comparable american scale, possibly be deemed ambitious? even the schools which are full of the purportably problem immigrants have much higher scores than that. and these are normal, bright, middle class kids with danish parents (hmm, i wonder if the immigrants are really so bad?) so there's honestly no excuse.

but i still feel very sad about the whole thing, even while i'm sure we made the right decision. the class itself was great - socially, they functioned just fine, everyone had someone to be friends with and there was no serious bullying. the problem was the teachers and even more so leadership that tries again and again to cover up problems and doesn't welcome conversation and dialogue which could lead to solving them. frankly, our little town deserves better. it's too bad that so many of us (as of tuesday this week, 9 will have moved from the class of 26) had to choose to leave instead of continuing the dialogue. our kids deserve better and we simply couldn't wait any longer.

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stupid things hard-core christians say.

hilarious, but also really, really sad.

and possibly more than a little disturbing.

the comfort of ice cream or why we're looking for a new school

so weird how one thing going wrong can weigh you down completely and drive you to crave ice cream, which is arguably better than driving you to drink. and by you, you may have guessed, i mean me.

we're well into the second week of school around here. at the end of last year, there was a a bit of trouble with her homeroom teacher (i wrote about it here). after the mail of the mixed metaphors from the principal, there was silence and nothing really changed. then came the summer holiday and the silence stretched on. then came the first week of school. on the first day, the same teacher was there in homeroom, tho' they announced that she would be moved to the special education class and a new teacher would be taking over the class. that teacher wasn't there yet for the first week (tho' it's unclear why), but the regular schedule wasn't in place yet either, so that was more or less ok.

but as the week progressed, the stories i heard each evening painted a more and more worrying picture. students being told to start behaving like responsible, mature young people in one breath and not being allowed to stand up and plug in their computer (which they are required to have with them in school since the school does not provide computers) without raising their hand to ask. which is it? do you want them to behave responsibly and act for themselves or do you want them to sit down and shut up? you can't have it both ways.

i also heard tales of a student who used to love math, but nearly cried in frustration during a long-winded explanation by a teacher who apparently didn't notice that all motivation and desire to learn was draining from the students as he droned on and on. and i heard stories of a young teacher who has reached a point where his back is so against the wall that the slightest question from students makes him defensive and he sends them out into the hall. it is, in short, a series of stories of a school in crisis.

on top of it, the school has fostered an environment where if you're the best at something (e.g. english), it's not ok to say that or show that. but instead, you have to hide in the crowd and pretend you don't know. i brought this issue to the attention of a number of teachers last year, but nothing changed.

and lastly, there are new school reforms being implemented, with longer school days and apparently, in the case of our school, less breaks - they have one break in the middle of the day, but otherwise, no breaks mid-morning or afternoon (tho' other schools seem to have managed to put together a schedule that gives kids a breather). odd, i take breaks during my work day, to go to the bathroom or grab a cup of coffee or just have a little breather, so why wouldn't kids be even more in need of breaks to help them refresh and be able to concentrate? you'd think people who work with kids would know this.

there are half-hearted attempts to supposedly make things better and create a better atmosphere, but they are too little, too late. for some reason, the bad leadership is convinced the class is the problem, not the teachers, tho' this same class was the most harmonious one with the best class environment when they left the elementary school at the end of sixth grade. six people have already left the class - moving to other schools and even going to efterskole a year early, but apparently the leadership doesn't see this as a big, flashing red light. and now, we too are looking for a new school for sabin, because this isn't good.  i don't want her to be demotivated and uninterested in learning because of weak teachers and bad school leadership which doesn't have the sense or ability or wherewithal to support their teachers properly in good time. i'll admit i find it very disheartening and tho' moving her is a big step, the situation is really that bad.

i do realize these are luxury problems compared to race crimes committed by police officers in missouri and journalists being beheaded by terrorists, but this does loom large in our little world.

sometimes you have to call a spade a spade

that pipe says "danger zone"

imagine this scenario: you're coming down with a cold and feeling a bit achy and under the weather, so you're making yourself a nice warm cup of elderberry cordial. your phone rings and you answer, stating your name in lieu of hello, as you've been forced into coerced taught by the culture of the country in which you live. the person on the other end doesn't identify himself, but instead sarcastically asks who he has gotten hold of. you repeat your name, mentally kicking yourself for not asking who the hell he was first. then he finally reveals that he's the rhino from the ungdomsskole (remember the one that's supposed to be taking sabin to st. petersburg in 10 days?) and you've filled out the visa application totally incorrectly (despite filling it out exactly as he advised you on the phone last saturday) and you need to turn some password over to him immediately, as he's sitting at the russian embassy in copenhagen. you say that rather than turn over a password (who does that to someone on the phone?), you would gladly log into the application and make the requested changes (tho' he hadn't said what they were yet at that point), since it should probably be you anyway as the child's parent. and despite not having said what the changes should be, but just condescendingly accusing you of filling it out wrongly, he gets very snippy and demands your password again.

you're standing outside, since the reception is rubbish in the house, but you can't for the life of you remember any password on the visa application site. and if you did set a password, it's one you commonly use (you bad) and you don't want to just hand it out to some condescending asshole on the phone. so again, you try to calmly state that you would be glad to log into the russian embassy system and make the changes (provided you are told what they are, since, again, you filled it out per the rhino's instructions while on the phone with him last saturday). since he was at the actual embassy, they would surely be able to access the updated form on their end and use the correct information.

but he goes on in the most condescending tone, as if you are a small, dull child, saying the equivalent of "listen here missy" (høre nu her) that you must immediately turn over the password to him or you can just go to copenhagen yourself next week and secure the visa. and that point, you completely see red, switch to english and end up calling him, and i quote, a fucking asshole, among a rather lot of other things, which may also have included swear words. bearing in mind that danes use the word fuck freely and it doesn't have the same impact to them that it does to you, you mean it with every fiber of your being in that moment and you mean it in the strong american sense of the words, even as you realize you probably shouldn't have gone there. but seriously, this asshole, who has been abominably disorganized and has still, tho' the trip is due to leave in 11 days, not provided an itinerary, flight details or any other information about the trip, has the nerve to be a condescending prat to you on the phone because you filled out a form as he instructed. unbelievable.

as you might guess, all of this happened to me this afternoon. and after i hung up and went inside to make changes to the visa, i learned that there isn't a password - all you needed was the visa application number (which he had on a physically-printed piece of paper) and the first five letters of sabin's last name, which was clearly stated in the blank beside it. there wasn't a password. so he was a complete ass for absolutely no reason.

there is a worrying thread running through all of the encounters i've had thus far with the ungdomsskole. it started already at our parents meeting when the leader of our local outpost told a highly sardonic and condescending (not to mention sexist) story about how sometimes young people's mothers call him to sign their kids up for things that he thought the kids should sign themselves up for. i suppose i'm being put in this box as well, as i am a mother who, funnily enough, is involved in preparing her 12-year-old daughter's visa application for a trip to russia. apparently, these kids should just do these things for themselves. and if, as a mother, i want to know something more about what my child will experience, is that seriously too much to ask? an itinerary, possibly some flight details, for a school trip to russia? isn't that just a given? these disorganized clowns haven't even managed that. on the other hand, it's likely that the trip will fall through, as they've gone to hand in the visa applications far too late. from what i can read on the russian website, it will take at least ten working days, maybe 7 if we're lucky, and there are only 6 working days left before their departure.

i truly hate to find myself becoming one of those sort of righteous danish women, but there you have it. i've been pressed into it by a condescending, misogynist ass of a danish man. and while i will admit i shouldn't have called him a fucking asshole. he really was a fucking asshole.

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and to take our minds off all of this, some interesting photos.

or have you read sinead's open letter to miley cyrus?

princeton or bust

thankfully, i had no odd dreams of dominatrix school principals, instead my nightmares were of an education system bent on making sure my daughter becomes a plumber or electrician (not that those are bad professions, it's just that i'm not sure that's the route she should take).

there was much talk last evening, by an overly tan man with long, white hair (can you say 70s leftover?), of how the kids would be counseled towards their ungdomsuddannelse. already in the 8th grade, they will make a plan for their future education (because you totally know what you want to do/be when you're 13). that rings a little soviet in my ears - having the state decide what you'll be at an early age and then seeing that you become it. i think russia groomed a lot of scientists that way. but denmark's ambitions are a bit lower, it seems they're more interested in grooming carpenters and plumbers (tho' there aren't enough apprentice spots for these professions, so many people taking those courses never become those things). but, we shouldn't forget that low ambition is what keeps the danes at the top of those happy lists, so there's that.

but it all raises my hackles. partly, i will admit, because i'm not entirely clear as to what is meant by ungdomsuddannelse (youth education, if i translate literally). here, mandatory school is through the 9th grade, with an optional 10th grade (many people take that at an efterskole (a boarding school that specializes in something or other - often sports, or riding or music or even media studies)). after that, if you eventually want to go to university, you tend to go to a 3-year gymnasium (somewhere between our high school and the first year of college). if you're not university bound, you can go to technical schools of various kinds. is it those technical schools and maybe even the efterskole that are ungdomsuddannelse, or is it all of it, including gymnasium and university? that's very unclear, even in the three pages of materials they gave to us last night.

basically, i want to know how they're going to help my child get into princeton. or if they're going to try to lead her down a path towards moped mechanic (that was actually mentioned). i'm being a bit facetious here. i'm not sure i really want her to go to princeton (berkeley or columbia would be ok too), but my point is that i want her to think that anything is possible and not that she has to follow a narrowly prescribed path determined by some aging hippie who didn't even know her when she was in middle school. and how will we ever know where she's going if she doesn't take the SAT?

that's the other thing that's not clear. since there's not much standardized testing in denmark, how do they determine what they call uddannelsesparathed (educational readiness). is it entirely subjective? is it determined by a bunch of teachers who frankly, have been questionably educated themselves in seminarium that are somewhere in the neighborhood of a suburban american junior college academically? are the kids out here in udkantsdanmark (the countryside/fringes) especially pushed in the direction of such professions by current political forces? (a story i heard on the radio yesterday suggested as much.) can your location determine what you can be when you grow up? the future of my child is hanging in the balance here and i can't see what it's balancing upon.

the only thing that's clear is that it's denmark's current goal to get these kids out there and through their education as quickly as possible so they can begin to be good little taxpayers. let's face it, those politicians aren't getting any younger, so they need to ensure that the next generation is paying for their pensions.

and now i'm off to google boarding schools in switzerland.

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that's four more items off my "to blog" list from the parents' meeting last evening.