Monday, March 23, 2026

How Autism Came to Be...the Spiritual Dimension

 

Can Autism be a form of Spirit-Possession?

Here is a question that I pose to Master Li Hongzhi of Falun Dafa after reading some articles at PureInsight.org this morning and also Lecture 3, the section on animal or spirit possession. Of course in light of today's scientific world, there is a scientific explanation for everything, and to even hint at a spiritual cause is to invite all kinds of attacks of superstition. Nevertheless I want to explore this possible connection and how to deal with it with an open mind.

Question for Master

Master has a fair explanation on "How Humans Came to Be" at Pureinsight.org

One question arising with me lately as an educator is, what about those who have mental disorders? 

We are seeing an over 200% rise in autism cases over the past 20 years in United States. Some believe there is a correlation with the schedule of over 80 vaccination shots that babies in the USA receive. Their baby was normal at birth, then at about 1.5 years, they began to develop autism. 

Being in a classroom with over half the children (ie. 10-12 autism) students is very difficult. They are taxing emotionally, psychologically, and socially. They cannot understand simple logic. 

When you leave at the end of the day, at night, you have very strange dreams. Some will seem to even project an intelligent para-consciousness that is communicating using words and utterances that are predictive, prophetic. It is as if in another dimension they are trying to take over you, and have you fix them, because their para-consciousness recognizes that they are not normal, but they want to be cured.

Master has said that for those with serious health issues, they cannot be fixed. However those who put their mind and effort into learning cultivation will naturally have their health improved. 

Well, I am not sure they can be taught to cultivate, 

In the United States, I doubt they will allow me to teach Falun Gong meditation especially in public school. Can and should they be taught to cultivate? If they cannot do this or practice Christianity, what will become of they? Are they destined to, if not already, "animal-possessed"? 

I am not sure, but for a few, unfortunately, I do think so. The reason is because their defectiveness makes it easier for them to be prone to or controlled only by the basest of instincts, like animals. 

Sadly, some Special Ed teachers even able and abet this, thinking they are offering support and encouragement by giving them lots of junk food to eat. If they are given a handful of Skittles and Cheeto balls in the middle of the classwork even when nothing has been done and they are ignoring any instruction, what does that do? 

My observation is that those already prone to hyperactive ASD will be much more excited by the stimulants presented them than in any schoolwork. But it is not just the teacher. Parents send their children lunchboxes that contain nothing except bags of chips and cookies. The students become addicted to eating only junk food even for lunch. 

Adult Animal Possession

Another concern is that parents and teachers are animal or spirit possessed. They are at least eighty pounds overweight, they exhibit ravenous appetites, and they even take the leftovers from school lunches back to the classroom to eat for lunch or later on. 

If the teacher herself is sort of animal-possessed, or if the teacher assistant is spiteful and predatory, won't that eventually cause the students to become even more prone to animal and spirit-possession?

(The advantage of Dafa is that one can often sense when people are not as sincere as they appear to be, for instance, they sing sweetly because they are incentivized mostly by name-fame-gain rather than sincere love for the children.)  

What should I do to protect myself from these threatening Selves and Sub-selves emerging during day or at night under altered consciousness? 

According to Master, if one cultivates with mind-and-body, practicing the Falun Law (Truth, Compassion, Forbearance) and doing the exercises, one can progress and the Law Wheel will protect one from harm. The condition also is that one must make a good effort and improve one's character and xinxing (heart fate). Theoretically, the Law Wheel guides you but also protects you from the worst kinds of harm. Even if you have to pay your karma all at once, it will have been paid for by your virtue.

Karma Test 

Since I have been doing cultivation for a long time, I should be able to come to some conclusions.

Maybe I will even improve on those answers once I open my mind and heart to their hope for change. 

By cultivating Dafa, even with this karmic test of suffering a bad cold because one of the students coughed in my face, and another "wished me dead," and the teacher had a lack of strict behavioral consequences, I can try to recover my health. 

Even if I doubt these students can cultivate now or maybe ever, they are there to learn pro-social skills, and I did model pro-social and cognitive learning skills. Even if the TA and the teacher were instilling some cognitive dissonance or mixed messages, that should not dissuade me from the primary purposes for attending school. If this were School A conditions, the students would learn more self-control, classroom integration, and ultimately more inclusionary opportunities. 

In the Chinese cultural sense, they can learn about and gain "De" or "Virtue." By gaining and storing up De over time, they will evolve into a better character. In their next reincarnation, they will live a wholesome and fortunate life with many blessings. 

This is the classic Buddhist explanation for why people are born misfortunate and what can be done when you cannot help them personally. They are paying for karma from a past life, but if they improve by the end of this life, their next life will be better. 

Conclusion

Is it prejudice to say that ASD is the result of karma? 

In my humble opinion, it is somebody's karma whether the medical system, the parents, the newborn fetus, or their past lives. 

And for all of us who are in the industry of teaching, empowering, and cultivating these children, of course it is a struggle of philosophies. I routinely run into adults who sincerely believe that "over-coddling the youngster" is the best way to cure all issues. 

I don't think so. I told a librarian the other day about a young student sitting in the adult computers section and standing in his chair, why he can't go to the empty children's computer section (where the height of the tables are lower). She told me he could do whatever he wanted. The youngster simpered at me and made a face while peering and looking at what I was doing on my computer. 

I told the librarian that I had seen many a high-school student breaking down come graduation time. They were angry, they were frustrated, they knew they were going to be cutoff from their support system, and they had never developed the tools and self-learning skills they needed for the real world. 

They never connected the dots between cause-and-consequence because they were "coddled."

Our system of capitalism loves for everyone to hide in escapism, fantasies, virtual games, and learning about anything other than hard news, finding out the truth about America's new reality, and how we are being beaten down by those who would have us sitting and watching ABC News all night. 

If adults cannot practice personal self-discipline and higher spiritual goals and ambition, what of the children?

Only with the help of cultivation, the truth-finding alter can be honed and one can eventually rediscover the true-self and our real destiny and escape final disintegration. Even if one does not succeed in cultivation and reach the final achievement, there is this, a parallel version with Christianity one might say, that we must try to be charitable and bear our burden while leading others towards the light. 

"Suffering enables one to cultivate; suffering allows one to atone for sins and karma. Amid suffering, if one can still remain kind, be grateful, and be a good person, one is elevating oneself. Furthermore, salvation is a bottom-up process—it must start from the lowest place. Beings suffer in this place; there are interpersonal conflicts over interests, the condition of the natural environment is harsh, and people have to labor their minds and bodies for survival, so on and so forth. All these provide beings with the opportunity to elevate themselves and eliminate karma. Suffering can reduce karma—that is for sure. Amid suffering and conflicts, if humans can still remain kind, they will accumulate merit and virtue, and their lives will be elevated." --- Master Li Hongzhi, "Why There is Mankind"

Artwork by WokandaPix @ https://pixabay.com/photos/rocks-balance-lake-rock-balance-9193209/ 


Juggling Many Tasks School C

 

Students with ASD may feel trapped in their condition 

Understanding Autism Overshadows the Curricula 

At School C, where this observer and educator was at for several days, it became an exhausting experience. It is difficult to tell if, as happens in Special Education, the teacher is not playing the role of enabler or "devil's advocate." They are financially rewarded for having a larger class, and so they consciously do not work as hard to improve inclusionary opportunities. This would include overlooking very combative student behaviors, disruptions, lack of attentiveness, screaming, fits, and so on. The teacher would even hand out treats to students while they were being disruptive, which from my experience and perspective does not make sense. Why would you want the child to persist in their uncooperative behaviors? She spent a lot of time hugging (face-to-face style) and consoling (one at a time) when they were not wanting to engage in their work. These students were alternately criticized by the teacher to her assistant for being combative. Why did she not have any classroom reward system such as a school rewards program or points program set up to professionally encourage holistic student growth? Finally, observer reports that as a result of this imbalance, better students or those who are better disciplined and finish or attempt to finish their work are systematically overlooked. The TA also seemed to openly harbor prejudice against students not of Latino ancestry which can be rather hurtful for the Hmong students and one white female student. As for the Mr. L., suffice it to say that I had never seen a man engage in Jacob and his shadow combat with his student, Z., during the day. Did it chase the bad-angel out of Z.? It didn't look like it, but it did end up exhausting them both...

Because of the atmosphere of self-promotion and institutionalized bias in favor of the white-privilege teacher, it would have been difficult to point out some of the issues noted above without encountering denial and defensiveness. Instead, the observer wrote a letter of general observation.

Letter of Observations

Dear Ms. G., and Ms. P.,

My impressions with Mrs. H. of Room X at V. elementary are mostly positive.

I would like to share my impressions about the school and the classroom so that I do not have to share them publicly elsewhere. I was placed in Mrs. H's room between Tuesday and Friday and there were an average of 15-16 students in the room, all special education in grades 1-3 or ability Kindergarten to 3rd grade.

1) First, the care and concern for the students orderly arrival and departure is impressive. The outdoor security and lunchroom staff are on the ball, so that the children better understand that they deserve and should promote a safe, positive, social environment. It is a plus that both the V.P. and Principal are doing duty in the cafeteria. Both the administrative staff, S. and S. were very helpful and experienced.

Some concerns:

2) Red Nose Day seemed to be well-intentioned but maybe many children didn't understand what this is about. I shared with Mrs D. who was actually outside picking litter (using tongs) that we have at least two children in the class who are in very low income category. Having been there myself, I do fully understand that homelessness can affect the ability of the children to be bathed, have their nails trimmed, and wearing their father's hand-me-down shoes. I did bring this matter up with Mrs. H. about T. and K. being in obvious need (bathing, shoes) but Mrs. H. seemed to take it the wrong way. I was thinking along the lines that maybe the school nurse could have a box set up with toiletry bags for the children in need as is frequently done for the homeless during community outreach. These bags would contain: cleanup cloth, dry bath liquid, nail trimmer, toothbrush, etc.

3) Third, after being in Mrs. H.'s room for 4 days, my impression is that several students can be placed in Inclusion classrooms part-day. This would allow them to mainstream with at-Grade level students and experience a "normal classroom" which would be healthy for them socially and academically as well as psychologically. It seems that the students such as H., M., P., M., for instance, possess the social skills to mainstream even if they are not all performing exactly at grade-level in every subject. Twenty years ago, it seemed as if mainstreaming the students came first, then pulling out for Special Education.

4) Fourth, obviously the problem students absorb a lot of the class-time and available teaching time. With the help of two aides and one TA, it seems to sort of be under control. Z., A., T., and J. seem to be the most difficult, including even tantrums and throwing their computers on the ground. There should be no exception about cleaning up messes left around and under the desk, but J. has a bad habit of tossing his work, his crayons, and books on the floor nearby, so does T. (J. made personal threats against me.)

5) Fifth, it was exhausting for me after only four days working there, even though Mrs. H. thinks I did a good enough job to come back in the future. It's a bit far for me, but I'll think about it. My challenge with my disability is I really don't want to use the water-closet in the main office because it may not flush down everything or even clog it up. The plumbing is old, and there is no plumber's suction cup to push things down should it require. I wanted to use the library staff restroom, but I am worried that the staff might be offended to see me use it. I will bring a can of air-deodorizer to spray if they let me use the bathroom in the future. (The facility is not fully ADA compliant for staff it appears.)

5a) Mrs. H. seemed to be pretty good about reminding us of breaks, but she seems not to take much break herself. The way the class schedule works in her room, and the classroom exigencies that the best extended breaktime is about 10:30am, but I am fearful of taking a full lunchbreak at that time. I am also fearful of entering the staffroom, because they may not want me there. After 11:00am we are focusing on finishing I-Level, then lunch, then recess, and then math, and then by that time, there is almost like no break needed.

Anyway, I have to see if you are willing to allow me a longer lunch at 10:30 am inside the staffroom and to be able to use the bathroom in the library.

6) Sixth, mostly the aides were very nice and easygoing, but Mrs. A. (TA) asked me probing questions a few too many times. On the first day, after school, I already told Mrs. H. about my background and Mr. L. and Mrs. A. were present, so unless they are deaf, I think they heard me describe my qualifications. As a cancer-survivor, my outlook on life is entirely different from 25 years ago at the end of my first career. I have had my opportunities diminished, but I was able to get through my masters degree program. I don't like to talk about my background, so maybe I didn't tell them about the masters degree part. Mrs. A. acts like I am running the gauntlet and prepared to compete and play ball with her. 

No, I am just trying to work and earn a small living. I don't have to talk about whether I have children or not, and I don't need to hear Mrs. A. talk about Mrs. H. and whether she has a family or not. I am not there to compare notes. Suitable topics for conversation for me are: weather, school schedule, life perspectives, teaching philosophy, health, health of the students. My life ambitions are limited to practicing and applying and learning current teaching skills. Of course I do continue to take CEU courses online related to teaching.

My real goal is to get to Heaven and share the need for everyone to try to be less ignorant and greedy and proud, as this, in my humble opinion, is gradually killing our society and causing much grief and desperation all around the world. You may not agree with me, but that is my foremost goal in life, because God gave me a second and third chance in life to live, a life which is to grow in faith and love in service for all of humanity.

Submitted respectfully,

[Author name with some qualifying degrees attached]  

Conclusion

While the teacher is largely successful in implementing basic and individualized curricula there are some persistent behavioral management problems that she has foregone looking in her larger class. She is unable to encourage several combative uncooperative students to pick the stuff off the floor which they routinely throw down. At the end she has just basically given up on that. Meanwhile if anyone else admonishes or advises the student they face threats by the student or unfriendly gestures or defiance. Some students spend their whole day basically dawdling and doodling. However from the appearance, the majority of the students are able to accomplish some work that is exhibited around the room. The overall school atmosphere emphasizes competition rather than centralization and cooperation. 

Artwork by Mimzy @ https://pixabay.com/illustrations/autism-awareness-autism-spectrum-8489742/



Hiding behind facades: School A vs School B in ASD Achievement Training


Obey or else is the favorite matrix of f-institutional control 

Why is there an achievement gap in ASD? 

Here are some notes from observation at two different schools in the district where I spent a few days each in ASD classrooms.

School A

School A is in a moderate mixed income class neighborhood in south city. However, one can believe upon stepping into the campus that this is in north city. That is there is a high achievement mindset embedded throughout the campus from the security to the maintenance. Everyone arrives early and there is a can-do attitude with thoughtful arrangement of campus classrooms outside to allow ASD students to safely circumambulate the school corridors during time-out.

There were seven ASD students in one classroom grades K-3, however mostly the emphasis is on a curricula designed around grade 1-2, since at least four students have speech-communication challenges. The classroom took a day or two to get used to, but one gradually notices the extent of relative effort and accomplishment on display throughout the classroom. There is artwork from Christmas strung creatively from a ceiling string. There are compositions emphasizing a recent unit on zoo animals. There is an anticipatory board with displays about the current transportation through history unit. In the front of the class below the large-wide-flat-screen display is a display of the sign language alphabet. The sides of the room also include cabinets for storage boxes for math-learning toys, books for reading, and sensory manipulatives. 

The day was well-structured in intervals of 15 minutes to half an hour, so there was limited idleness and encouragement of students to appreciate school activities. When students arrive, they have an option for breakfast and then bins. All of the students are brought to campus by their parents, which allows face-time with the teacher. All of them are bringing lunchboxes with snacks if not lunch and snacks. The students have a homework and student folder for turning in to the teacher. The student folder is for taking notes from behavior and progress. The students are capable of sedentary (voice controlled) play and comprehend basic directions and rules for the classroom. 

The morning includes circle time (daily review, calendar, reciting, anticipation for end of week field trip). This is followed by work station time or sensory time. This is repeated twice before recess. Following recess is a snack time with educational videos. The videos are well-chosen, for instance, clean-up time video, scholastic videos accompanying an educational unit, and after recess or before lunch a quiet soothing time video. The videos encourage focus particularly as Ms. F. will halt the video for review and questions or to complete a screen fact sheet. There are designated times for independent learning because there is space for individual desks facing the front screen. 

Throughout the morning and afternoon the speech communication therapist would come in and pull students out for sessions. Having a permanent, experienced consistent therapist such as Ms. S. was extremely helpful as she would also come in for observation and take notes. Several other people came in for observation and notes, and in fact, Ms. F. was very welcoming of these observers and encouraging of their passive involvement. 

During lunch the aides assist with lunchtime and recess. The students are included in the recess with grade-level recess classes. They are also included in the same hours that normal grades have lunch in the cafeteria. 

Afternoons are times dedicated for intensive workgroup or independent computerized math learning. The students have their own tablet and computer to perform individualized curricula based on their current level of math, plus compensatory techniques to compensate for speech communication styles and tactile learning preference. For instance several students have multiple choice style math games, click-and-match, click-and-drag, or animated puzzles. Ms. F. is also encouraging them to use the whiteboard for practice drawing letters and numbers. Almost every student can use a pencil properly, use an eraser, and color with crayons, and print their name legibly on their worksheets. Math class is reinforced with a final lesson in completing a math class worksheet. The teacher writes in the answers for those students who only understand counting. Every student is capable of counting to at least 10, and recognizing those numbers.

Although there were several on and off "crisis management" incidents, the goal appears to be to help the student transition away from that and try to prevent such incidents from absorbing and wasting classroom learning time. When such incidents occurred there was an emphasis on learning from as an example, while not overly shaming the student; the teachers tried to allow teaching moments to manage such incidents to coincide with in-class break time. 

Teacher had familiarity enough with each parent to feel comfortable calling them if necessary during the middle of the day and also additional face time with them at the end of each school day. Parents were even invited inside to sit their child at the desk in the morning if they want to. It was not an issue insofar as campus security; there is parent sign-in. 

The final half hour is usually bin time just as during the morning session at the start of the class. The students often like to play with the same toys they did before, but some are capable of assembling jigsaw puzzles even up to a twenty piece puzzle set. Because of anticipatory lessons and training, all the students were excited and engaged about the upcoming zoo trip. One thing is Ms. F. does not spend much time debriefing this observer, but this is okay for the most part. The other thing is that several teachers referred to this classroom as "the crazy classroom" and had this attitude that seemed stigmatizing. Ms. F. deserves more encouragement and support for her hard work. 

As far as this observer's interactions with the teachers, staff, and administrators on this campus they were helpful and pleasant in a genuine kind of way. The office manager is very helpful and capable. The staff have a love of plants and this is obvious in the decor of the staff lunch room even, and the campus is a welcoming place for parent-teacher meetings. The teachers in room 16 were also warm and welcoming and did not press this observer for too many details or appear overly preoccupied with shoptalk or grapevine news. 

School B

In contrast, School B was a bit of a disappointment. Mrs. V., the substitute principal, was warm and welcoming, but most of the office staff were also substitutes, so there was an appearance of not being so well-versed in protocols. The campus is older and the classroom size of approximately 20 x 30 was insufficient for 12 active ASD students. The security was not very friendly, and the neighborhood did not feel that safe, as this observer noted several cars lingering on the northern fence line of the school. 

The tone of the school, which is supposed to center around warriors and progression towards high school and beyond, appears dominated by an urban-ghettoized atmosphere. It is almost as if this is an assertively blue-collar dominated workforce with an emphasis on maintaining workforce turf by fostering a lower achievement standard environment. 

Mrs. C. led me to believe that this is what she like to be called and it was not till later that I realized everyone else called her Mrs. A. Mrs. R., her teaching assistant, insisted and persistently called me "teacher" in what sounded quite sarcastic. I reminded her several times that I wanted to be called by my first name or Ms. C but she persistently ignored this. To make matters worse, Mrs. R., who told me that she had recently transitioned from being an office administrator to becoming a teacher or teaching assistant, appeared to enjoy using her smartphone quite a bit during the class times. She said that she was creating a "yearbook" on the students by taking photos of them with her private phone. She called a student, A., her "mimi" and "baby" and asked me if I didn't agree that he was like a big cute baby. During workgroup time, she was thumbing through her smartphone reading district notices and news, and throughout the days, she appeared to enjoy talking about grapevine workplace news and job openings and her opportunities or past interviews here and there, and what she thought about this school or that school, and the payrates offered at those locations. She did not appear to have much formal certificated teacher training or understanding of pedagogic theory. 

Twice she also attempted to misdirect this worker as the contract at this school was 1-to-1 with a certain ASD student whose mother came to drop her off and pick her up. Instead she told me that I should bring this boy and that boy to the bus stop, and twice, these boys were extremely difficult to handle. This was after another boy had already bit and scratched this worker during a work centers session. Ms. A. led this worker to believe that all these students were in kindergarten, when age-wise they were between 5-8 years old at least. This would be based on physical size and the appearance of mostly adult-teeth on at least 5 of the boys and 1 of the girls. 

The classroom curricula was also extremely lax and this appeared quite intentional. For instance, students arrived by bus or brought by their parents after 8 am, and there was breakfast time until at least 8:45 am, and so this left the students sitting for quite a long time at the breakfast table in the back of the classroom near the sink. The students would lose interest in eating and start playing with their food, standing up, and or try to wander away. This would create "behavioral" crisis encounters with the teacher and the teacher aides, which the teacher would document in great detail in her log, what the student did, how he or she misbehaved, how resistant they were, etc. 

This kind of behavioral "crisis management" occurred throughout the day with various students. On one level, these distractions gave the class something to focus on, and emphasized the importance of staying seated. On the other hand, there was a lack of curricula or structure. There was a lot of video viewing with rather unchoice videos from YouTube. For instance, mornings and afternoons, the teacher liked to put on "Danny Go" videos, featuring a strange man and his team acting out their learning adventures. These thematic videos have a very helter-skelter plot, and Danny Go and his team also like to jump, climb, run, and dance a lot. Obviously with the ASD students it really tends to trigger their hyperactivity, and it makes it almost impossible for them to stay seated. So it depends whom the teacher and assistants want to focus on for "being out of their seat." Very little academic learning is taking place because these videos are not prime learning material; they are learning entertainment or secondary reinforcement material.

The other chunk of the morning or afternoon is spent on centers, but these are also of a limited variety curricula. For instance, this observer was responsible for 1 of 3 or 4 centers. At DBB the only activity offered is assembling puzzles or reading books. Since no child in this class is capable of reading yet, when given a book, they would rather hyperactively thumb through all the pages and then toss the book down or throw it aside. If you try to engage a student in a book, they might linger on a page for a space of 3 seconds, and clearly they have not even been shown what a book is for. As for puzzles, most of the students are very good at assembling 5-10 piece puzzles. They have done the same set of about 12 puzzles enough times, that they probably have the pieces memorized. My 1-1 student even was assembling the puzzle pieces face down, assembling them from the backside. 

The teacher did do math center with several students who were capable of or teaching them subtraction, but more often than not, this resulted in the student developing a tantrum and breaking into tears and fits of screaming. The other aide at HRW seemed to do a decent job at teaching them "handwriting." Note since nobody actually used pencils, crayons, paper, or notebook, I was not able to personally ascertain exactly how she was teaching HRW, except that there was no student work on display on any walls. Mrs R., as stated above, was merely mostly scrolling through her phone while attending the students at PRT, which appeared to be a play-time station (grooming a doll, train car set, car set). 

Undoubtedly for a staff of three, the 12 ASD students are a load even during recess and lunchtime. For instance, during recess several students keep throwing wood chips at each other. At least one boy has a fascination for tossing the wood chips up into the air to watch them fall down. He has the same stimulative fascination with playing with paper against the air heater in the classroom. They also will block or sit up against the steps leading to the slide making it hard for other students to use the slide. Several of the students will try to wander off. During lunch time it is similar that they will play with their food, or not eat anything, or interfere with another student trying to eat. None of them appear to understand how to say "thank you" although one child, a gal, has much better interpersonal skills than the rest, and will even greet the janitor. She is only marginally ASD or has some learning, basically math, challenges, so hopefully she may eventually transition out of the ASD program. 

According to Ms. A., however, she is not necessarily encouraging of parental involvement. She told this observer that the white protective gate for the doorway was to "prevent the parents from entering and staying inside the classroom." She does stay afterschool and talks to each and every parent who stops by, but she does not seem to want them actually inside the classroom, maybe because she realizes how small and dingy it can appear to be for outsiders and newcomers at first. She does appear to be capable of using the time wisely for her teaching management tasks, for instance, during morning breakfast, during the hour-long sensory training time with playdough, and while the Danny Go videos are playing, she does manage to get a lot of grading, teacher notebook, and planning type work done, with time to spare to talk with Mrs. R. about her career.

For instance, one good unit plan that she developed was a Lego assembly unit accompanied by Lego videos and she did find two or three Lego videos which encouraged the students to chant the alphabet and rehearse their number counting capability of mostly between 1-10.

Conclusion

In School A, the teacher and her assistant consciously worked on the whole student and created as inclusionary an environment as possible so that those who are in mainstream classrooms understand grade-level work. At-grade materials are adapted so that the students aspire to learn and engage with the world around them. There is adequate time for social and interpersonal growth so ASD students develop better self-awareness. As a result, every student knew how to use pencil, paper, and crayons. This did also created noticeable stress for the teacher and her assistant, however, the parents are more pleased with the overall outcome, and parental involvement with student experience and growth was high. 

Photo by author, DC Prison near Stadium Armory


Sunday, June 26, 2022

Rollbacks, extortion, shortages---What do we do?

 

                            Church of the Epiphany has continuously helped those most in need

Rollbacks, Extortion, Shortages----What do we do?

In a time of new frustration and vexation, it's easy to succomb to all kinds of acting out. Maybe that is why the Triad has decided to raise once "settled" issues. Over the past week, we've seen a new "contest" over the right for women to have abortion, and a new cry and hue over Republicans wanting to roll-back Affordable Health Care Act. 

The strange and incomprehensible thing is that this comes amid the Democratic insistence for mandatory COVID-19 screenings, mandatory vaccinations, mandatory Green Passes. The only opt out for people not wanting to take these precautions is mandatory self-quarantine, being fired from work, or being kicked out from school. 

Worse is a new "wokism" agenda that creates very strong pressure (think Title IX funds and other government measures) to adopt the new agendas of inclusionism. It has infuriorated many parents who would rather not subject their pre-school children to sex-education, facing their race-guiltiness, or peering at their genitals.

The extortion end is as I just mentioned---threat of withholding funding. This is happened in churches all over the United States which pretty much marched according to the National and World Council of Churches "wokeness leadership." But this also includes all media as well as many professional organizations. Even the American Society of Civil Engineers has jumped aboard.

Even as an Asian minority advocate, it is shocking to suddenly see the number of ads, number of magazine editorial positions, number of writers, and auxillary staff who are---and not just by quota---now African-American. Given that for many decades, Civil Engineering magazine was one of the most difficult in its acceptance criteria for publishing, very selective on which project or study to accept for display, it is surprising to see the new "wokeness." 

To even things out, a new editorial criteria---probably written into their editor's manual---is a mania for requiring anyone interviewed to affix ALL their certificates titles behind their proper names, meaning someone will have about six abbreviations listed behind him/her/it, which makes for a very uncomfortable reading. The magazine is already incredibly doused dry with a mania for Guinness Book of World Records recitation of impressive facts, figures, dollars, machinery, tons, size, volume, under budget, minimum time, safety record, innovation, savings, profit, technology, corporations, but now, there is heavier emphasis on lots of continuing education, degrees, certificates, and in short, a mania for careerism. In one safe interview, a female-engineer admitted her greatest hobby outside of work was watching the Boston Red Sox. A very safe hobby, indeed, and for which she would never be fired---unlike if she said she were a madhatter poet or novelist. But for the rest, an atmosphere of overly succinct, clipped up provisioning of information ---and brow-beating---reminds one of the word "gaslighting"---sort of how mainstream media also now mostly operates. That is just my opinion, of course.

Of course, homophilia has always been a sort of quiet in-the-closet kind of thing at various engineering and technology firms. This even becomes default where the "man conquers nature" theme predominates in many civil engineering companies. But now LBGTQIA+ is acceptable anywhere. It can even make it difficult if you are "trying to screen people out" on the basis of "sexual orientation" even if only for self-protection. Add in the splashes of color and no wonder that a year or so ago the ASCE national convention was held in Las Vegas, NV----well, maybe they took a trip to Lake Mead to inspect the intakes---more on that later.

Gratefully, I have ceased pretty much to contemplate on that in terms of personal interest for some time, and it is admittedly partially due to becoming post-menopausal after receiving radiation treatment for cancer therapy. One's hormones drop, and with it, gradually, even the hot-flashes have subsided. A sort of fatigue does tend to arise in its place...middle-age makes you rethink life, to be sure.

Even for a mild-tempered person, it is a challenge to navigate and negotiate all the changes internally and externally. In America, it's a given that Red or Blue, the pendulum pretty much will swing pretty far right or pretty far left. Although the same groups are marching in a neoliberal, free-market democracy direction, something that has allowed third and second world nations to rise, stringent measures remain in place in the States, because irregardless of the low unemployment statistics, the truth is quite different----everyone knows this. Some years ago, in another article prepared for APAforProgress, my research indicated that the real unemployment rate, before the Covid crisis, was over 18%, and so if you factor in all the people who are underemployed today, the current rate may as well be about 25% at least. 

As a progressive, I can't say liar outright. I read the Red-side of course, and accept that there is a lot of corruption involved with this war in Ukraine---and that the President and his son had been involved there since 2014. There are even videos that this son purposely produced, perhaps for the sake of exoneration, displaying his addictions. Unlike the average citizen who would be jailed, he is now in a state of permanent rehab, with security or secret service guarding him while he creates "first-rate" art pieces in his new career as an "artist." Whatever.

The most pressing problems are occurring because as even foreign vloggers are pointing out, a rise in gas prices faster than inflationary rises means that many more small businesses may go under. That will quash the recovery from Covid. Catherine Austin-Fitts even goes so far as to speculate that "It's not a turndown, it's a take-down"---what the big-picture is from the world elite standpoint. She essentially says that from the point of the Bilderbergs, taking down the middle-class will be profitable because all that will remain are the megacorporations----Walmart, Amazon, Target, Microsoft, etc.----who can weather the inflationary storms. 

A shrinking middle-class, no matter how the government states it, means fewer jobs, more underemployment, greater competition or cheating or nepotism for what remains, and higher barriers in achievement (except for the Title IX hiring quotas). So what only requires a high-school-degree to actually design a smart weather station network, DIY home appliances, solar farming, or whatever will now "officially encourage a Ph.D. in engineering" for acceptance in peer-reviewed magazines.

In other words, as the Libertarians see it, the 1%'s desire for governmental or world centralization with fewer benefits for the masses necessitates and enables a parallel growth in technocratic surveillance and monitoring to make sure that we all conform. Meanwhile, the shots or RNA-doped fruits and vegetables will ensure that our glasses only see "GREEN" just like the citizens in the Wizard of Oz did.

SO WHAT ARE WE DO DO? WHAT CAN WE DO? 

Voting means nothing. Our voices go unheard. Acting out, unless you are LBGTQIA+ and a person of the right color, will tag you as an insurrectionist. And the society has admittedly become outright heathenish. Whether it is spirit-dinners, pagan festivals, Voo-Doo jewelry, freemasonry tattoos, the city has become a jungle for signifyng trendy tribal stripes. This is the leopard that Dante encounters early in his saga in the Divine Comedy

Our society, centered around right vs. wrong, black vs. white, is by design breeding divisiveness with the only centrist theme being consumerism. That is the point of the rollbacks, extortion, and shortages----we will be at one another's throats before thinking to peer into our own American Soul. Is there anything else there besides a black hole? One is reminded of a recent NASA revelation that at the center of our galaxy might very well be evidence of a black-hole. Will the word "black" be contested anywhere it's used? Maybe we need to rename the hole, so it doesn't sound "racist." That kind of shallow, straw-man, vein of thought now derails any scholarly discussion, test-scoring, admissions criteria, last-man-in-space, etc. 

One thing I am consistently reminded of in the middle of all this harmfulness is that of one vignette in the Journey to the West (Monkey) saga. Sanzang and his pilgrims are travelling across the river of pregnant waters, and he and Pig become pregnant. The first principle of Buddhism is Ahimsa, do-no-harm, yet in this tale, Monkey finds and provides the precious mountain water allowing the fetus to be eliminated from his bowels. 

So being from a Catholic background, the first thing we think is why this is allowed? It turns out that although it is not encouraged, it is okay to eliminate the unborn fetus, especially if it will interfere with one's spirituality. Here, Sanzang was on a special mission from Emporer Taizang to fetch Buddhist scriptures from India, scriptures that would enable a full Mass for the Dead----people who died prematurely---in the underworld. To appease those ghosts, to allow them to rest and prepare for the next reincarnation was more important than bearing children.

But even if one is not on such an important mission, the whole ideal of individual rights, of the First Amendment and Declaration of Independence, is freedom to express (and the Word is Action even in the Bible), should preserve for women the right to abort an unwanted fetus. Of course in the age of "wokism" it is now called into question (read Ketanji Jackson Brown, J.D. who famously stated that she cannot tell what a woman is) perhaps, what kind of woman has that right?

No wonder according to identity politics, I can rightly (and some, such as Senator Elizabeth Warren are doing just this) claim to be a part-black, LGBTQIA+ person, to spin the tale that I qualify for a certain Title IX hiring quota or grant. Whether anyone would believe me is another question----rather doubtful as the judging is for the benefit of name, fame, or gain, not actually for gaining entrance, say, to the Woodley Park National Zoo. 

Ahimsa can be applied to oneself to avoid harm for oneself. We are not trained anymore to think in spiritual terms of protecting oneself for spiritual benefit, for promoting individual tolerance, for advancing on the path towards truthfulness. The same values are found among the Maronites---there are beautiful lectures by Walking the Holy Land tour guides, Andre and Tony Moubarak, on Aramaic prayers.

In order to face the difficult trials of the end times---I know the term is debatable---some people would say all older people think in terms of the end times---but I am referencing the transhuman agenda of forcing humans to become dependent upon technology for everything---the very first most important thing is to fortify ourselves spiritually. It is what got me through the most difficult times in life. My brother helped me in a time of horrible transition during the 90s, and I want to thank him, but he won't communicate with me anymore. So has my sister, my mom, my other brother, and even my dad. I want to thank the Church of the Epiphany minister who smiled at me even when I was in tears and waiting to be admitted into Patricia Handy House for homeless women. I want to thank so many other people, even if there were bumpy roads to travel upon----they often wish you weren't there, for instance. 

In a glance back, a flash-back as it were, I often wonder what would have happened if I remained where I was in California. The fact is that the school system was very nice to me---the teachers and teaching system is really by and large very dependable and friendly. I would have or should have tried very hard for a TA position but evidently was not interested enough. Now that system has been decimated by Covid---the rebound will not be enough to allow even 3/4 of the people laid off to return.

But one of the things that kept holding me back, and I must be honest here, was the very fact of my background in civil engineering. It was not as if I had some kind of crime that I committed---no and this is obvious from other records. It was the fact that from various working experiences, the engineering culture was, in my experience, quite repressive and vindictive especially in cultural and conformity expectations. The overriding mission demands that one embrace capitalism to the core or at least be willing to live in the dark and follow orders like a soldier. If the owners of the company are wheeling and dealing, if they are using their small planes to do some "additional work" or if they are cheating or wasting money, nobody should say anything. And everyone is supposed to love company parties.

Even today, once they let you go, once you leave the company, unless it is for a better position, there is an open shaming and blaming which takes place. If it is a large corporation, such as a county government, the bad-mouthing, reasonable or unreasonable, spills over to all kinds of places, to all kinds of people, even the county public library staff. A huge shadow of false-consciousness forces you to look behind, even when you have taken huge strides forward.

When I wrote those tales of survival, of victimhood, to help me move away, I was not imagining, and some would recognize this, but others would try to shrug it off, as if somehow the victim is complicit. Anytime someone is victimized or gaslighted in bully workplaces, it is akin to being raped. I say this now in the 21st century, and it is an acceptable thing to say, otherwise I might not write it out like I can do now. 

The Asian response has always been somewhat along the lines of conform, obey, be decent, work harder, become better qualified. When I try to explain that this does not always work, that one must be assertive, the old-school types will not understand me at all. Then I point out how the other minorities, namely African-Americans, are not afraid to act out, scream, file lawsuits, use mass-action. I mean, they really can be mouthy and loud, and it seems they are even promoted---they do not face the backlash that normal employees would have, and especially Asians.

Here are a few points that I must try and reconsider though. First, ASCE has for many decades made a point of excluding African-Americans. I even pointed that out to the staff at one point for some reason or other, probably in the interest of combatting bigotry and bullying. Second, African-American rise-up is specific to their racial identity. Good or bad, those identity politics do not connote transfer for other minority races. We can hold it against them or not, that the push against the glass ceiling only benefits themselves. Third, no hard feelings. For every one African-American making it in engineering, becoming "successful," there are likely a 9/10 who did not. It's a very competitive field because of the upping of the middle-class ante. ASCE claims there's a shortage, that salaries are higher than ever. But the truth is there has ALWAYS been a shortage in engineers---even before I graduated from college there was that myth of shortage and high pay. 

If you ever notice how plentiful the hiring ads are for mechanical engineers, that may be the real picture. Maybe one mechanical engineer is hired for a small company manufacturing tools. At a larger company, maybe a handful of engineers and the rest technicians. On board a cargo ship probably only one mechanical engineer. The hiring ratio is based on economics, and the more automated our society has become, the less the hiring of professionals. To this add the penchant now for private-public partnerships or contracting out A/E work of all types. Even when that drives up the costs, it presumably saves on the hiring and retention of in-house staff. I have absolutely no doubt that the days of design rooms full of road-design technicians are now numbered---the A/E technocracy is demanding that.

But strangely one has to ask who remains in place? Often the managers themselves are complicit in ensuring that whatever is on the agenda takes place. Thus if the agenda includes several rounds of environmental reviews (benefiting environmental consultants) or long battles of eminent domain (to ensure that millions are doled out to county lawyers fighting for high speed rail) or increased privatization ensuring that the manager has a hatchet job over the engineers, the manager who does what is told will remain in place no matter what.

It's never been easy in engineering. It's why a healthy fraction of civil engineers would rather work in construction, branch out into related technical fields, or drift from project to project. It's why even now, I personally know of several African-American male engineers who opted to teach school instead. Of the African-American female engineers---there was one in my graduating class---everyone was making fun of her for being near term pregnant while taking courses. Turns out maybe what she was doing made sense---it would be easier for her to justify a hiring with a little one she was being forced to care for---especially on her own.

So here is my prayer from the Lead, Kindly Light prayer book from June 25th:

Christ Displayed in Our Life

Consider how great a profession of faith, and yet a profession how unconscious and modest, arises from the mere ordinary manner in which any strict Christian lives. Let this thought be a satisfaction to uneasy minds, which fear lest they are not confessing Christ, yet dread to display.

Your life displays Christ without intending it. You cannot help it. Your words and deeds will show in the long run where your treasure is, and your heart. 

----Profession without Ostentation


Saturday, February 8, 2020

Teachers Fraud in Hiring Shortages

Musical chairs and draconian workplace

(Originally posted in February 2020) 

It's been a few years since I last posted and it seems I should have covered all the issues. However time moves on. 2020 is an election year and the teachers' unions and pensions have sapped the teaching system to the point that new hires commonly move from school to school for at least the first five years of their careers. Unlike in the 1970s, teachers no longer stay at one school for decades at a time.

My motivation today involves an increasing tendency for Fraud meaning the practice of falsehood or being a fake or faking it. Deception is used for personal gain or advancement. A related term is Corruption which I take to mean a sum of addends such as:

Mismanagement + Entitlement = Corruption

The factors in fakeness and corruption in my current locale coupled with the gig economy is hollowing the traditional public school systems and taking its toll on workers. Here's an example of an article by Madison.com published last fall, "Classroom 'exodus': Education schools grapple with finding the next generation of teachers as more leave the profession." 

The author points out a lot of situational irony embedded in the idea often promoted in the media that we have endemic shortages of white collar professions: teachers, nurses, engineers, and doctors. As an Asian-American female engineer, my experience is the opposite. The so-called shortages are based on employers need to select only one best qualified applicant among a huge pool of talent since the engineer's salary has climbed to $80K. As a teacher, my experience is a dissimilar but parallel story of underemployment. Certainly I am grateful to have grown all-around in human awareness and intellectual development; however, in education the competition is couched in subtle cues and complex psychobabble. In short, teaching shortages are due to high turnover in an industry that has become the manufacturing counterpart of musical chairs.

Teaching schools dangle the material incentives of becoming one of the increasingly select tenured employees. You will receive loan forgiveness if you work in a Title 1 school. You will receive full union pay and benefits. You will accrue societal merit and recognition in civic society, for growing the dreams of the younger generation. You still get your summers off, and can spend that time pursuing your dream hobbies, or travel around the country and showcase all-American glamor.

Today very likely up to 50% of teachers are no longer experiencing all those wonderful things. Imagine that applies to the ones who are staying in the field, not leaving for greener pastures or sneaking into desk jobs where the stress might be lower. All teachers must center their statements around their love for children, teaching, and the education community. (Gone are the days of the stern spinster or nuns whose love was based upon abstractions). Nor is it even like the 1970s when you had nice affable teachers who took time off in the middle of the day to play golf, take their children to the doctor, and felt compelled to share stories about their travel adventures and hobbies. Those teachers might really have cared about poor children enough to bring them bags of gently worn clothes. 

In contrast, today's beautiful teachers point the children toward social workers and are proud of their controlled moral dysfunction or existential support for anomie.

As I stated in "Substitute Limbo" you will be duly marginalized and live the shaky life of a permanent substitute teacher if you dare to share your love of art, theater, journalism, writing, politics, religion, or anything else under the sun in a way that threatens the ego of your supervisors. (And it turns out that many permanents have tender egos or fake appreciation). Their opinions don't just apply to rookies; pronouncements are used to thin-out and lay-off seasoned teachers as "ATR Purgatory" (Absent teacher reserve) is used to isolate and shame those teachers who dared to question or march or organize or wear a political button.

At one school district all the teachers were supposed to wear black tee-shirts on Fridays symbolizing their support for the War Troops. Good principals wore the U.S. flag button on their lapels (same as in government offices). The message was that if you didn't do or support those things, you were an unpatriotic and therefore bad person. You earned a black-mark that could jeopardize how you are rated by students and peers. However just like living under any regime, Arab-Americans were not spared if they did all the right things; they endured harassment and criticisms anyway. (Mostly, fake liberal-proclaiming, elite-worshipping teachers who are mostly white don't give a rat's arse about culture really; it is all so they offer one another positive handshakes on being politically correct.) 

Popularity is not supposed to matter at schools. If you are conscientious, care about the children, plan wonderful curricula, and produce improvements in class performance, why would anything else matter? Because since the 2010s everything has become data-driven. When you attend training, it is not to improve your area-expertise or your philosophy; instead, there is a relentless push to quantify everything. If you are a teacher-leader, you will be scientifically studying how to modulate student behaviors by conducting test-cases on types of strategies which work, and charting the results. If you are a professor at a university, you can no longer teach just using a textbook; you are pushed to excel at developing fully self-navigable courses online including holding virtual discussion groups. (The less actual classroom face-to-face you have, the better, so academia and IT can pocket the change). 

All the fields are being pushed toward their limits by Artificial Intelligence according to Socialist Worker's article, "Let them eat Data." Some children do well in self-mastery programs, while unfortunately many do not. After all, is not one of the purposes of education to include healthy socialization of the child? What is healthy about being tracked and managed whether as a family, indigent person, child, homeless child, displaced worker, or privileged model citizen?

Thanks to the Patriot Act and progressively authoritarian Presidents, huge data centers such as the National Security Agency in Utah, have been built to allow collection of unlimited amounts of data on people, their habits, movements, interests, associations, etc. What they do with this data is often unclassified (meaning they can do just about anything with it). My belief is that we are attempting to build The Tower of Babel using computers, automation, technology to create The Ultimate Robot.

If that sounds paranoid, let me share how my most recent job opportunity came and went. Teach for America (TFA), one of the largest alternative teaching certificate programs in the United States developed a subsidiary named Enriched Schools in 2012. When a mentor shared this idea with me, I thought it was the grand opportunity I had been waiting for. The motto: Reimagine Substitute Teaching sounded exactly like what I had been waiting for all these years.

"You can be a substitute teacher while leading a fulfilling life on the outside as an artist." 

"Share your love of news journalism while teaching part-time as an English teacher."

"Be the actor, care-giver, minister, or cook of your dreams while earning extra income as a substitute teacher."

No Kidding, What a Hook!

There were things in the application process which raised immediate alarm bells, but I eagerly swept them aside. First off, the lie that "the application takes only 5 minutes to complete." No, that really was not the case at all; maybe the first two questions. There are at least 20 questions though. Second, the fact that almost everything was done virtually. Application, interviews, mandatory reporting course, uploading all critical documents (drivers license, fingerprints, medical documents) was done mandatory. Only the final interview and training were conducted in person.

What does Enriched or TFA do with all that information? It's really scary because they are hiring like crazy. Enriched has expanded to cities across the country in just a few short years. They must collect reams of data, and TFA with its $350 million dollar plus budget does so as well. They keep everything whether or not you are hired, work a few months, or they deliberately place you on no-call.

It's not like when you applied at the local school district two decades ago where there was a packet of paper forms to fill out, and then background checks. Today there is a checklist that would fill up two sheets of 8-1/2x11. Of course I did what homework I could, and my application was well-received. But the website (5 months ago) had NO real "About Enriched Schools" section. Just this page with glamorously joyful Substitute Teacher testimonials, and when you pressed the Join button you were whisked to the offsite application page which again promised to be fast and easy---provided you didn't need any Save buttons. 

Obviously their IT is talented and busy. Just a few days ago, they grafted on brand new About page. Much too late, I realised the About is packed with professional careerists in the Beautiful People category. They are all mostly TFA graduates who have gave Teaching Their All. 

"Why would anyone believe that elite careerists have empathy for authentic grassroots artists?"

We had recognized the fake button too late: They don't! They practically hate them! 
 
Most of the programmers and staff at TFA/Enriched spend many hours ogling at their computers, drinking coffee, meeting at WeWork style drafting tables, discussing applied pedagogy, and looking down their noses at outsiders. In D.C., we only really have two separate classes of teachers: The Leaders (elite, privileged, white), and The Field Hands (inner city, underprivileged, black). If you understand anything about D.C. Washingtonian History, it's always been this way. If you are pre-identified as Field Hand, if you want to be hired and stay on the job, you had better know your place!

(Nowadays it is not uncommon for desperate wannabee permanent inclusion teachers to share the most painful sob-stories; I have heard at least two stories of being in chemotherapy and others looking very much like they live in their car.) 

For West Coast educators it takes awhile getting used to seeing Inclusion Teachers (fancy-title for Special Education Aides) wearing super-tight torn jeans, converse tennis shoes, purple dreadlocks, garish fingernails, multiple tattoos, and gothic lip-stick. If their attire does not convince you, you know that in class they will often be engaged with their iPhone listening to Beyonce and Jay Z, or messaging with a vast circle of Facebook friends. If they strike you as minimally engaged or even underachieving, it's okay because they are entitled to their positions as an underclass drawn from the local poor, raising children, and often having grown up with their own Special Needs. 

The Teachers (mostly white, or mixed-black graduates of Howard University) can often barely keep their classes in order, but because they are privileged, they are not chastised and not even necessarily held accountable. If their class underperforms (which can often be the case since the Teachers do not assign that much homework in public schools---an unconscious form of ingrained classism since they would expect much more from their own), the Teachers can easily transfer to another school.

But if you are a Substitute or Guest Educator (how Enriched calls them), BEWARE. Enriched specializes in hiring minorities. You MUST pre-identify as Lead or Support, which is code for Teacher or Inclusion. The HR gave a hint that most of us should be Support. Foolishly, I asked for Lead. I mean that I did call in as Support, and tried doing that, but due to the shock of the Field Hand culture, and seeing how young and inexperienced the Teachers were, I decided to try Teacher.

That was what abbetted my downfall. I was told by the new supervisor and the Enriched Scheduler: 

"We are trying to find a school and location that would be a good fit for you."

No matter how I tried to explain that I was not picky and would work anywhere, they saw it differently, being my "intermediaries." Turns out these intermediaries did not believe that I was suited to work anywhere. They decided to cut me out of the list, despite the fact that I was well-qualified, showed up on time, did more than was required, and got along with everyone. 

My pointing out that they overhired people did not help. The new supervisor sent a message out in January about "We are having a problem, we need to hire more people. If you provide a referral we will offer you a $100 bonus." Because I had the audacity to text her back pointing out that I was not being offered work even half the days that I signed up for, she made an issue out of that. 

Thanks to Android apps, I am backing up ALL OF MY MESSAGES FROM ENRICHEDSCHOOLS DC, BECAUSE IF YOU SCROLL THROUGH THOSE MESSAGES, THERE IS NO EVIDENCE THAT I VIOLATED ANY PART OF ANY AGREEMENTS, WAS RUDE, OFFENSIVE, ETC. ON THE CONTRARY, OFTEN THEY WOULD MESSAGE ME THROUGHOUT THE DAY. 

ONLY AFTER BEING OFFERED VERY FEW DAYS WAS I FORCED TO TEXT MESSAGE THEM MORE OFTEN, BUT NEVER IN A WAY THAT WAS OFFENSIVE. Thus, it is patently false for them to have used this as justification to put my phone number on lockdown. It was cruel and draconian of EnrichedSchools to enact such measures particularly in lieu of their inexplicable, arcane decision-making on assignments and on evaluations. The new supervisor had no evaluations on me to speak of, but based her shutdown on over-reaction to words such as "sure" "snap judgment" and "used to scheduling my own work dates." 

FAKE TEACHERS AS MEAN AS FROM THE OLD SOUTH

Again, most West Coast teachers would not understand that Back East, the so-called liberal Teachers are just as class-conscious and race-conscious as in the Old South. They just hide it much, much better. In fact, they often truly believe that they are wonderful, politically correct liberals to the point of seeming to be toadies. But no matter how unkempt, anemic-looking, nerdist, and detached from Nature they appear, they will always remember they are white from their behavior to associations

That qualifies as fake in my book. What remains unstated or left off the printing press is that today's teachers (thanks to almost two decades of wars in the Middle East labeled as good for democracy) are constantly encouraged to police themselves, operate pan-optic rumor mills, and tolerate what outsiders might view as micro-aggressive, control freak, mind-control administrative programming. 

Whenever you attend any district seminars, whether leaders or field hands, all employees drill one another over "where do you work" "what is your classification" which is code messaging for identifying job stability and income category. If you (like me) dare to mention Values, Homeless People Living Near NOMA Metro, or that you are Differently Abled, you will witness an incredible amount of hostility towards you even by "teachers who work at Schools Without Walls." Strangely enough, they will be leering and gossiping about your DARING TO DISPLAY DIFFERENCE!

(The double-standards in teaching has never been worse. As an engineer with teaching experience, they will not allow me to teach STEM; because more pay is involved those slots are rewarded to senior teachers---even if their primary qualification is teaching English! And the friendliness towards white male teachers has never been more favorable in Teacher Education; whereas in engineering the women are scorned and sidelined!) 

The current levels of fascistical expectations to conform and obey are enabling the acceptance of the dark government operatives. These operatives, disguised as anything from experts to nonprofits, are eager to infiltrate the system to support the profiling and setups needed for drug-peddling, child-sex-trafficking, establishing porno-rings, and promoting more satanic overtones in the school culture. 

At one West Coast school, this educator identified one white-male educator who most likely is a member of the Hell's Angels during his off-duty hours. One school principal glorified in his wartime exploits and often included sexual undertones in patronizing attitudes towards female employees. 

There have been lawsuits and investigations into the bizarre stories of child rape, and cultures of pedophilia in the LASD. But even at BSD we had teacher convocations that celebrated Michael Jackson look-alikes, making you wonder about the double entendre

What else can one make of the strangely unsettling push to expose toddlers to transgender sex clowns including taking riding-romps on top of the transexuals? MassResistance.org and HumansAreFree.com have reported and depicted these drag-queen presentations--- not geared to enlighten our community spiritually but instead to support all manners of bestiality. Instead the NWO Pawns in the Game (William Guy Carr) agenda supports labeling MassResistance.org as "right-wing" and even as "anti-LGBT hate-group"! 

CRAZY MESSAGING SERVICE

The ostensible reason EnrichedSchools DC gave me that they had an issue was that I was not accepting enough of their message system. As a past Substitute Teacher in a School District, I had the privilege in the past of scheduling my days and roles in the school district computer system by myself. EnrichedSchools.com serves as an intermediary, meaning they decide for you what school you will work at, in what capacity, on what dates. And they tell you they know what's best for you!

"They aspire to become the bonafide TFA subsidiary intermediary employers operating in urban cities around the country, thereby becoming in effect dangerous draconian gatekeepers of teachers aspiring to the middle-class, while retaining a non-unionized amoral underclass of field hands." 

Workers have to call in almost every single day, at multiple times, checking their messages almost every other hour as they transmit "inspirational" messages, ask you to clock-in, clock-out, provide feedback, and check on feedback. They will message you from 4pm to 10pm, from 5am to 4pm. And you are not allowed to say ANYTHING that is questioning, and WOE IS TO YOU IF YOU ACTUALLY DECIDE TO PROVIDE FEEDBACK ON A JOBSITE. 

Because remember they mostly sit on their butts all day long, so they LOVE TO DISCUSS which is the code for gossip, innuendo, faulty conclusion----ALL WITHOUT YOU BEING THERE TO DISCUSS IN PERSON. And if you dare to visit them in person (like I did) it became the means by which my new scam-artist supervisor decided to cook up a negative counseling memo. Even if I had tape-recorded our conversation and there was nothing there for incrimination, my being present gave her the excuse she was looking for. Incidentally, the day I stopped by there were no less than six more interviewees being processed through the system. When they are invited to headquarters, chances are they will be hired. So no wonder she is looking for an excuse to set my number aside! 

With regard to how friendly and understanding these staff are. One staffperson frequently addressed me "Hey, what about working tommorrow at...." peppering with messages afternoon and evening. I would accept and then she would message back saying, "Oh no, already taken."

I complained about the lack of courtesy and the unpredictability. They complained back that I should not message them at all except to say "Role Ready" once per morning. I would wait by the phone for several hours, starting at 5:30am, and then half the time, nothing.

Then in December (my second month), my old supervisor, Nhandi J., accepted a better position at DCPS. The new supervisor has all the characteristics of a classic ADHD. She began to direct her attention to me in ways that were deliberately targeting. Anything I stated would be twisted around.

"So I sense you are angry and have a negative attitude about our message system?"

I tried to pacify her and explain, no, really, I just wanted to there to be more consistency and perhaps they could explain to us exactly when, how, and at what times they will message. Saying "Sure!" to the scheduler should not be confuted as some kind of rude response. The new supervisor would interject herself right into the scheduling process and ask me if I could "call her back to chat." She knew that she is being very intimidating because we temporaries are already beside ourselves waiting patiently for message-placements, but then on top of this, this dame demands to chat (more like brow-beat) with you on "you-say, we-say, what-did-you-mean, you-must-have-a-problem" etc. 

Because she is my new supervisor, I tried to market myself as experienced in education, eager to work, filled with ideas to implement my Teacher-Toolkit of plans if ever needed, etc. I followed up with a thankyou note with my titles, A.Sc., B.Sc., P.E., M.A. She promised to get back to me, though I detected deliberate snarky meanness that from my decades of work can only mean one thing.

When I asked her if she wanted to get rid of me, she replied, "You are very well qualified, but you are free to look for other work if you want to."

THE VERY NEXT DAY, THEY PUSHED ME OUT OF THE MESSAGE SYSTEM.

ENRICHED HOOKS YOU INTO THEIR MESSAGING CYCLE, THEN CUTS YOU OFF COLD. NO WARNINGS, NO MEANINGFUL FEEDBACK, NO SECOND CHANCES. THEY PUT YOU BASICALLY ON A VIRTUAL LOCKDOWN AND WILL NOT EVEN ANSWER YOUR CALLS.

Meanwhile the fancy careerists at TFA and EnrichedSchools keep all this DATA about me that they will be able to keep and use for nefarious purposes. (We have many teachers here from Africa and other parts of the world). They will continue to brag about their successes in their fake magazines.

They are aiming for rising up the ranks of the capitalist pyramid foundation game, and they do this by using their many IT professionals to inflate or fake the ratings and reviews at places like Indeed.com and all the other suspect places where they can plant fake positive reviews or shill how THEY DESPERATELY NEED MORE AND MORE EMPLOYEES, WITHOUT EVER MENTIONING THE HUGE BACKLOG OF HIRED EMPLOYEES THEY HAVE LAID WASTE TO.

Believe me, most of these careerists at EnrichedSchools.com don't have the qualifications or life experience that I do, but being mean girls and toxic careerists, they really don't care that they are playing with the hopes and dreams of we independent contractors, perpetuating musical chairs and revolving doors, while pretending to the world that they earned their keep and are entitled to more respectability than the PhD driving a taxi or cleaning upholstery. These Teach for America, and EnrichedSchools organizations are so fake they develop teachers who willingly plagiarize unit plans, adapt material for their publications, fake connections with Native Americans, pretend to care deeply about your community, all while being narcissistically obsessed with growing their Beautiful Life portfolios.

This is why reviewers at Indeed.com recommend that you RUN THE OTHER DIRECTION, and do not take them at face-value. Other reviewers describe TFA as being only concerned about building relationships in the community (neoliberal code for establishment networking excludes the lower 50% disenfranchised underemployed grassroots communities) meaning they care more about advancing their brand than addressing your concerns with being placed in an over-sized classroom filled with at-risk students many of whom live in unstable neighborhoods with unemployed parents.

Is it any wonder that the new supervisor, a mean-girl-operative, understands her orders about what constitutes an unfit person? "Someone who is Gen X, experienced, well-travelled, well-qualified, connects with grassroots communities and people of color, is well-rounded, and delivers neat lesson plans because she is NOT committed enough to giving 120% of herself 120% of the time for a real TFA type!" (That, and maybe the fact that "She writes, blogs, opines about the state of the world and climate change"?)

My new supervisor addressed my concerns with utter mockery in her voice, showing nothing of the empathy, understanding, support, encouragement, that a new employee deserved. Her pretext for a dismissal said it all, that this is something they are doing ALOT NOT JUST TO ME. And just to knock the worker down some more, in response to my volunteer work at another educational nonprofit she said, "Oh, I know about them. We've worked with them before." Her remark meant that while she did not acknowledge my value, she is proud that she networks with them (which reminded me of some mean creepy engineering consultants I used to work with back in the 1990s).

SO AT THE END THE DAY, WE SAY: LET THEM EAT DATA!















Tuesday, September 12, 2017

Substitute Limbo in BSD



 Image from FridaKahlo.org

This is indeed a thorny and difficult topic to broach, the limbo land of working as a substitute, whether as a certificated substitute teacher or classified substitute aide at Bozo School District (BSD).

Anyone who is hired a BSD is initially very grateful because it signified they have jumped through all the hoops---and believe me there are many---and are able to get into the system.

You are grateful you now have a school account, your own email address, and access to the computer log in, where you can schedule your own work. In fact, many substitutes are grateful and can afford a part-time, temporary status forever. For instance, they are financially secure or have care-giving responsibilities or even work another preferably related job.

Snags around references

However the snags about working as a Substitute circle around the potential for transitioning to full-time, and in particular garnering adequate references or letters of recommendation.

In fact the former is mostly addressed in the plethora of transition to educator programs available through night-school. They also include government sponsored programs such as Teach for America. And many school districts (partnering with the local university) run Teacher Certification programs as well (even BSD offers this).

Both of the snags are somewhat interrelated. In order to qualify for a program, you must have adequate teaching experience and letters, for instance, a letter of offer to teach at a school.

The problem is, especially if you are an older worker, that it's very easy for Substitutes to become overlooked. Although marginalization is often couched more politely for certificated workers, there is nonetheless the stereotype of the Substitute somehow being not up to snuff.

In particular, if you are only on campus a few days a month, the principal or staff doesn't seem to  remember you very well, meaning they are unlikely to furnish you a letter of evaluation. Conversely, if you do not manage the classroom well or responsibly, they have the power to instantly write you up. Even if you have only had one bad write-up in the past 4-5 years, it may count against you.

(And believe it or not, if you have the audacity to complain about anything, they will invent a write-up about you or set you up for a bad situation).

This means that Substitutes (especially long-term ones) are often extremely willing to conform with any and all school district expectations. That wouldn't seem bad, but what if the expectations are somehow a bit unreasonable? For instance, every child must finish a 20 page classwork packet in 4 hours? At BSD, someone had the audacity to point out that the reason local test scores at one school might be low is because most permanent teachers at the school site are lax regarding assigning homework, especially on weekends.

Someone did not have the audacity to discuss the elephant in the room, which is that BSD sits in the middle of a city that is quite segregated, pitting the well-to-do north against the larger poverty-stricken south. The vise on social civility can be quite aggravating. You observe how nice the teachers are to the students, but then playing cat-and-mouse with the parents. The teachers are proud that they may be receiving extra pay for working in a low-income neighborhood for 8 hours a day, at the end of which they race back to where they live on the north side of town.

These are the type of teachers who have more money to spend on Starbucks than time to volunteer for the local food bank. These are teachers who worry about the high test scores of their children, while covertly discouraging after school study programs. You get the persistent, nagging feeling these types of teachers don't or can't take civic order too seriously, since the only neighborhood that really matters are the ones in which they are able to socialize among their peers.

Recently this came home to roost in that the BSD pointedly told someone they cannot furnish any kind of letter of reference, since they are only responsible for administration. Mark, these are the same characters who hire, evaluate based on employee data, and conduct substitute teacher training.

It was really the same snag we ran into earlier, but we thought that it had somehow disappeared.

Snags don't disappear

Here is more evidence that the snags of being in Substitute teaching limbo can land you in jeopardy.

If you are seeking support from the local substitute teachers union that you pay minuscule dues to, you can just about forget about it. At BSD, the substitute teachers union representative is none other than someone from the HR department at the BSD office. You file a complaint at your own risk when it basically is filing with the HR at BSD.

Are there national unions for substitute teachers? Sadly, they are somewhat few and far between. NSTAsubs.org seems to be running something resembling that, and they have conferences only once every few years. In fact, ironically enough, the site is now advertising jobs with Bain Capital, since Enservio seems to detect a similarity between teaching and becoming a claims adjuster for the insurance industry.

In fact, the possibility of you being a substitute for the rest of your career in teaching has never been higher, according to several sources. New York City is running a vast Absent Teacher Reserve. In the pool are teachers who got downsized due to school closures; teachers who failed to improve their students test scores adequately; and teachers who never are offered a permanent job.

Of course in NYC the salary for a permanent teacher is so high, that even half that income would seem to be quite respectable for substitute teachers willing to commute or share housing.

But can the bottom line, as Larry Littlefield points, be that ATR or Substitute pools will become the new trend because Teachers Unions and School Districts and States recognize they can't afford all those retired pensioned teachers? Littlefield, an accountant by trade, seems to have put his finger on the fact that the NYPSD allocates far more money per pupil than may be spent. If you can believe the figures, nearly four times more is allocated per special education student. Is it possible that the retiree pensions are so high that extra money must be stowed away from somewhere in today's budgets?

The Littlefield thoughtfully imagines a new cottage industry system where all teachers would operate as substitutes, and specialize in teaching online, earning about $20-22 per hour:


"For the more severely disabled, if a home setting were possible, the same pay could be had with a class size of just three or four. A friend whose child has autism fought with the state of New Jersey for years to get the state to pay for education in just such a setting, rather than in a factory school setting.
"And what would a teacher’s career be like in this sort of cottage industry network? Their first five years might be spent teaching, and being trained, in a “mothership” regular school that acted as a central node for the network. That school would make a school building experience available to those that wanted it.

"Then the teacher would start working from home, perhaps conveniently when they had become a parent themselves. Rather than teaching the same grade every year, with the children passed on to other area teachers, he or she could have the option to keep the same children for a decade, right from pre-K to grade 8. Learning a new grade, or math vs. English, wouldn’t be as hard if most of the instructing was done by other teachers, via programs and videos on the laptop."

Naturally this would have every public school district in the nation up in arms. After all, it is not as if charter schools have done that great a job. The Washington Post  ran a series of articles regarding the cornering of the public education market by charter schools. The perception of Walmartization; schools run like businesses; embezzlement of allocated funds; failure to adequately provide needed academic services; autocratic school philosophy; mistreatment of students and teachers; all of these are potential issues when schools become privatized. Working at charter schools, you may have anything from an overfilled school classroom, to inadequate down time for teachers, to absconding by the school administration, to a lack of balance in the curricula.

Hung in Limbo forever

Nothing so symbolizes the current crossroads in teaching as the story of the substitute teacher suspended for showing the students a film about Frida Kahlo.

Firstly, such a teacher ought to garner special recognition for offering her class a lesson intersecting history, art, culture, gender identity, yet instead she is punished for engaging her classroom. BAD!

Second, Frida Kahlo herself is a Latina heroine worth emulating to some degree because she possessed the courage, tenacity, and resilience to overcome different types of personal trauma in the form of disease, accident, marital infidelities, prejudice, and living in her husband's shadow.

She was literally the type of heroine who lifted herself up by her own bootstraps, her complicated sexual identity notwithstanding.

Today, increasingly, we live in a society of instant labeling, judgments, and scorn where one would have thought the Information Age would have advanced human understanding and tolerance.

Trumpsters might only see the surface, a gal with facial hair or hirsutism. A misfit consumed with her art in place of shopping mall narcissism. A woman with revolutionary ideas on political activism. 

How would a real-life Frida Kahlo fare today in the classroom we wonder? Would she be able to work as a teacher and still be an artist? Would not BSD punish her for her outspoken revolutionary tendencies? Would not the school administration and tenured professors try to squelch her sense of humor and fierce independence? How willing would they be to provide her accommodations?

Sadly, one can hardly imagine today's Frida Kahlo being accepted or being able to serve in Teach for America hardly. Why do I think this? Because teaching has become precisely what it should really not be, which is the Master's Degree in Pedagogy. A pedagogic person tends to be narrow-minded, overweening, and even materialistic or pecuniary (since why go to all that trouble if you are not in it for the money). They believe that if you want to advance in education, you must teach 24/7.

Though the teaching programs will never say it to your face, you are unlikely to be welcome to teach if you love writing or art or making music first. Those things must become a distant second and mostly third, meaning you must settle for being a dilettante rather than a real artist. More important of course would be the extra countless hours of volunteering needed to establish more references!

Of course, there are always exceptions. Maybe there are a few Frida Kahlos working in Limbo. We just don't know about them because their lives are troubled and fractured because they are floating from one temporary teaching job to another, their belongings in a mini-storage, and their art literally hanging by threads. In fact that would have to be the case if she ends up in a jobless limbo, as a part-time instructional assistant

Today's poor Frida Kahlos would be shorn of any benefits at all unless she set aside time for fighting for a higher minimum wage, for national low-cost health care, and for a guaranteed basic income. All of those things that only paupers need to be concerned about...

Thus, we don't need the Trumpeters to tell us how society is becoming undone. It is obvious that there are fewer and fewer Frida Kahlos being promoted in the media who have the time to juggle art, teaching, homelessness, and fighting for civil rights. Growing a mustache might just signify the audacity to endure in the boundless hate faced for bringing pointless matters up to social attention.