It was Facebook, yes? That was the first hegemonic message board of the internet? Some college kids using the latest radio to communicate—and it was free in the main sense?
Twenty-odd years later, college kids (now called teachers) use apps, like "ParentSquare" or "Gradelink" and there are others, I'm sure, to deliver messages to parents. Keep in mind, when we were kids, parents would hear directly from teachers a total of "near never". Seriously. When did any of your teachers speak directly with your mom or dad? Parent teacher conferences offered an opportunity for the conversation to take place, but the parents had to show up. Some did, some did not. No big thing.
In 2024, teachers, at least two a day, post updates on these apps. Read that again. I'm telling you that on average two teachers each write messages to parents each and every day. The number of messages is staggering. By my thinking, the only parallel to draw is when someone that is lying talks on and on. Total time and energy spent creating and communicating the lie far outweighs whatever the lie is meant to conceal. But the words keep pouring out.
Let's get to it. Here is the doozy that I received yesterday. (Nothing has been redacted—I wanted you to have the authentic experience.)
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Quality of Play for Upper Division - Please talk with your student
Good afternoon Families,
Upper Division Teachers are asking for parents to have conversations with students early in this week about PLAY. Research and observations supports the value in play for learning, growth, and development. Both structured play (like organizing teams to play a soccer game, or run a game like 4-square, or playing UNO) and unstructured play (students imagining scenarios and acting out stories of their making with peers) are incredibly valuable experinences in growth and development.
Teachers have noticed recently that some of the unstructured play students in which small groups of students are participating in at recess sometimes resemble their video gaming or media experiences. Some of the things we have observed recently involve pretend armies, weapons (swords, light sabers, guns), and while we understand that students may have different permissions and levels of supervision at home while playing these types of games, we are discouraging the expression of these games at school to ensure the actual safety and the protect the perception of safety of everyone in our school community.
Because we are an open campus and we are purposefully structuring our space and day for multi-age academic and social groupings, it is important that Upper Division students remember to code-switch, or filter their words and behaviors at school. We are an academic workplace where the focus is on learning. Quality play is necessary, but not sufficient, for learning.
As part of our focus on Leadership, we would ask that you remind your students that while we are mindful of their interests and want them to enjoy thier play times, we will ask them to modify or change their play if is seems inappropriate. We would like this discussion to continue, so please also talk to students about how to respond to adults who interrupt their play if it seems unsafe, disrespectful, or unkind for our K-8 school community. While they are encouraged to challenge the process and enable others to action, a positive tone of voice and body language that indicates respect is necessary for success when negotiating with adults about code-switching. Modifying their play to be appropriate for the place and space is a non-negotiable part of our Social Contract.
Our Upper Division students are charismatic leaders who make a difference in the lives of their peers and teachers. We are all so glad to get to work with them every day and we are grateful that you share them with us. Please let us know if you have questions or concerns. And thank you for your active partnership in raising them to be caring and thoughtful individuals.
Thanks!
Upper Division Team
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I have read and re-read this manifesto many times, too many times.
In an English 101 course I enrolled in around 2013 at UCDenver, I learned the term "Discourse Community". That is what you can call places like Starbucks and their odd size names. (Grande etc). Discourse communities occur everywhere and for many reasons—nearly zero reasons being nefarious.
Again, like my Report Cards in 2024 post, the trouble here is the teachers clearly know better. The writer of this email cannot be incompetent. The grammar is fine (subject-verb disagreement in second sentence and only one misspelling "thier" after the bold para). The flow is also fine (though a bit unaware of itself to be "good"). And most importantly, the entire message is focused and captured by the subject line. In other words, no one hijacked anything. It wasn't a passive-aggressive, "Read Here How Great Your Child Is", when the content is really saying, "They're horrible and it's your fault—do something." Nope, it is focused and singular. These are rarities in 2024.
The problems, instead, are fourteen-fold and listed below for clarity:
1. What is "Quality of Play"?
2. What is "Upper Division"?
3. Why is "PLAY" capitalized?
4. No sources are provided for "Research and Observations".
5. Did you just define "structured" and "unstructured"?
6. By "small groups" do you mean A. Only a few bad apples or B. Every time a small group forms? Follow-up: If "A", what does research and observation show regarding putting everyone on blast, instead of using a "praise in public, criticize in private" type posture?
7. Do you look at my student's browser or device history? Are you monitoring what we watch together (or separately) in our home? How would you know what their media experiences include?
8. What is an "open campus"?
9. What does "code-switch" mean?
10. Is "filter their words and behaviors" any different than "think"? If not, isn't that more your role than mine?
11. Is, "Quality play is necessary, but not sufficient," a threat to take away recess? Sub-question, why is "play" here not capitalized?
12. What does, "challenge the process and enable others to action," mean?
13. You wrote, "Our Upper Division students are charismatic leaders who make a difference in the lives of their peers and teachers." Is that different from saying, "These kids attend school in America in 2024"?
14. Finally, how would you distinguish an "active partnership" from a "partnership"?
In the end, why is there a "discourse community" for the parent/teacher relationship? Why? I don't want the relationship in the first place, because in the first place it hides the teacher's (possible) failure—nothing more. And in the second place, I do not have the time for it. This post took over an hour. Who has that much time each day? Certainly not teachers. Definitely no one but me.
Let's stop wasting time, no? Is there anyone against that?
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