Issue link: http://educator.cta.org/i/81027
LETTERS AND COMMENTS (continued) recognize the instant they gaze upon them. I use technology for writing quickly; it's easy for me to express my thought while writing this response. When a teacher of younger students doesn't take the time for students to write in Danielian and then in cursive, the students miss out on learning design elements, and they spend less time developing the ability to focus in a way that is meditative, when all their mental and physical energy is quietly spent on acquiring a skill. Think about how important that is. This is how they are when they work at a computer, focused on that screen. However, working at the computer is more passive, when students are engaged in writing they are using more of their brain, because they are using are coordi- nation of visual and motor skills. — Rebecca Arce Gray San Diego Education Association PARENTS THINK IT'S GREAT Whatever grade I taught — first through eighth, elementary or middle school — for my "sponge activity" on their way into class my students would pick up their cursive sheet (manuscript for first- and second-graders) for the day and copy it carefully, along with two grammar sen- tences to be corrected on the back. Trust me, the calm and concentration as they worked gave them time to settle down and gave me time to handle roll and other brief and necessary business. By the end of the year, the improvement was obvious even to them, and they took great pride in their handwriting. We had handwriting tests with small prizes awarded twice a year. No one got less than a C, and quite often the most at-risk kids in the class had developed the best handwriting! Another plus: Parents thought it was great! — Joan Walter CTA/NEA-Retired SCIENTIFIC RESEARCH I think the comment about calligraphy being unnecessary denigrates the rich history vital to so many countries and religions around the world, some of which even believe it is sacred. The author disregards all scientific research on the topic of cursive writing. Cursive can help students' literacy skills (James). The facts indicate that cursive is as- sociated with higher academic achievement, including better test scores. Another idea that wasn't explored was the use of handwriting instruction for assisting all students, especially those with disabilities. Cursive "hones dexterity [and] fluidity" (New York Times) and helps "dyslexic children in learning to read" (Huffington Post). Cursive can be difficult to teach, and it requires students to have patience, practice, and develop self- discipline, which is exactly why schools — especially those with disadvantaged popula- tions — need to teach it. We need to maintain 8 California Educator September 2012 high expectations for all students and teach concepts that are most beneficial to students. — Celina Collins CTA/NEA-Jurupa CURSIVE IS PATRIOTIC! Cursive penmanship is an art form that is an extension of the writer and has historical significance going back to the Magna Carta and Declaration of Independence. Can you imagine if history-making documents were generated on the computer in your choice of font instead of in the bold, declarative cursive of a patriot? Cursive writing evokes greatness or importance, and printing implies simplicity and insignificance. Due to the emphasis on standardized testing and score-keeping, classroom teachers have very little discretionary time to teach the fine art of cursive writing. My school, San Joaquin Elementary, participates in a monthly "Golden Pencil" handwriting contest, and students are recognized for excellence in this neglected subject. It is apparent that if a teacher is able to carve out some time to practice this skill with students, the students respond with some impressive manuscripts. — Anne Hughes Saddleback Valley Educators Association CURSIVE IN COLLEGE As a biology professor at CSU Sacramento, I deal with the consequences of what teachers in elementary and high school teach. I do not particularly care whether a student writes in cursive or prints, but I have a hard time believ- ing the assertion that students take longer to write in cursive than when printing. That speed is going to be critical when they get to university. While some professors have succumbed to the lure of multiple-guess ex- ams, many of us have not. We expect carefully articulated answers written rapidly and clearly, and if a student takes too long, they are simply not going to finish the exam. Furthermore, I cannot grade what I cannot read. So, whatever you teach your students, be sure that they can do it quickly and legibly. — Ronald M. Coleman CFA, CSU Sacramento DISENCHANTED FORMER TEACHER I absolutely agree with CTA President Dean E. Vogel's editorial "A visionary framework" in the June/July Educator, especially his opinion about the current teacher evaluation system: "It's not fair, it's not accurate, and it's the lazy way out." For the second time in as many districts, after receiving stellar evaluations the first time in each district, I received unsatisfactory evaluations as I neared the end of my proba- tionary status, and was told each time that I am "not a good fit." Assuming both districts are correct, which I adamantly oppose, I wonder what the real reason for the reversals are. I suspect it is because I am older than what is considered desirable (58) and I am at the top of the pay scale for what would have been my seventh year (2012-13). Let's not forget that districts don't need a reason to get rid of experi- enced teachers. An equitable evaluation system would not allow this to happen. I am far from perfect, some of my meth- ods and beliefs may be outdated, but I am a good teacher, who has decided to call it quits. Not because of teacher burnout, but because of an unfair, dysfunctional system, and I am tired of spineless administrators who lack forthrightness. — Robert Lynch Former teacher in Pasadena Unified School District and Amador County Office of Education ESP ARE CULTURALLY COMPETENT, TOO The article "Are you a culturally competent teacher?" was well-done and timely except for one glaring omission, education support professionals (ESP). The article could have been more inclusive and truly reflected a student's day at school. ESP collectively have as much contact with students, deal with the same issues, and need the tools to handle them. Educating students from different cultural and ethnic backgrounds occurs in the school office, on the playground, in the cafeteria, on the school bus, in the quad at lunch… I could go on all day. Among the 5,000-plus ESP members of CTA, I know there are many great ESP educators who could share stories of respecting culture and ethnicity to provide an environment where all students feel welcomed and valued. — Jolene E. Tripp President, Redlands Education Support Professionals Association JAPANESE AMERICAN INTERNMENT I read the article in the June/July issue that focused on teaching about the Japanese American internment during World War ll. Sac- ramento has brought public attention to this time in history. Mary Tsukamoto was instrumental in setting up a program in 1983 titled "Time of Remem- brance" in which fifth-grade classes through- out the Elk Grove School District are taught about this wrong that was committed. There is now a permanent exhibit in the California Museum in Sacramento dedicated to the Japa- nese internment. Our classes study the history, read a book titled Journey to Topaz, and go on a field trip to the museum, where they are given a private talk with camp survivors. It is an amazing program, and the students love it. — Marie Wenger Elk Grove Education Association