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For a high school teacher, is understanding methods to teach more important than knowledge of the subject?this is a crucial question, especially if the teaching assignment is in a low-come area school. white middle-class schools tend to have a majority of students reading at the national average, by definition because the tests are standardized on that population. standard textbooks and lecture methods of instruction are usually adequate for learning, though changes in methodology would accelerate learning in these schools and prepare them better for college.students in low-income area schools can rarely read the textbooks they are assigned in any subject matter, so the expertise of the teacher’s knowledge of the subject matter could be crucial in developing methods that would help these students learn better. the problem, however, is complicated by the shallow knowledge of most college graduates except perhaps in their majors, where i’d guess that most of them can read advanced level authors like shakespeare, twain, faulkner, hemingway and the like with much more comprehension than any of their students. they only need the barest of supporting summaries of their texts to make sense of what they read. they are not prepared to give extensive lectures, and most are not effective by any measure. their personal understanding of most of the assigned material is fine especially if they have used online versions of sparks notes on famous writers. but it takes real training to be an effective lecturer, and they saw few models of that during their college classes.in middle-class area schools i’d say that at least 66% percent are reading at the national average and perhaps more now that more lower-income schools are included in norming process. these schools are still underachieving, but no one notices because their test scores are fine. their grades are even better because they are tuned into their school’s culture and they can read their teachers better than they can their assignments, so their grades are fine as well. they aren’t learning much past simple recall summaries. and most of them don’t their schools any better than the lower-come kids like their schools.but kids in lower-income area schools have the reverse of the number who are reading at the national average—only about 33%.i have more than anecdotal evidence for that last claim. the grade distribution at my school, 3-miles from the mexican border, stayed permanently fixed in the same bi-modal split for 20 years. every was accreditation showed the same numbers every four years:40% A’s and B’s….and 40% D’s and F’s.that’s a damning stat, huh? but in some respects it may look encouraging that there was still a substantial number of kids with above average grades. no one, not even the teachers at our school, really believed those grades were “authentic” measures of achievement. the most honest assessment was that we had a large group of nice, hard-working kids, who showed up on a regular basis, and did their homework (this was a key factor in getting A’s). they picked up enough of the lecture summaries to write minimally successful summaries of their own. their state standards exams showed that they were averaging around the 25th percentile in reading comprehension and even lower in vocabulary.our textbooks looked like the sets in middle-class schools, which meant that they were essentially unreadable for most students. no matter the subject are, but especially in english classes, where the language had multiple layers of meaning, even the dumbed-down summaries were inadequate. not much learning is going to occur in a classroom where only person in the room who can read the story is the teacher. all courses in every subject matter were simple courses, taught by college majors, as preps for future college majors. the teachers taught what they had been taught. now, what’s wrong with this picture? what my high school buddy, who became a specialist in learning disabilities, called “the elusive obvious.” what was wrong was that in any single course, the number of kids who had any definite idea at that time of what they wanted to choose as a major was very small, about two or three kids at the most. so, teachers were teaching with highly specialized focus on very complex readings well beyond the grasp of even those two or three kids in the class who were somewhat interested.what about a different approach? what about choosing textbooks which were student-centered and accessible. by sheer luck, our district was targeted by an unusual offering of popular readings from a major book company. it was a staggering offer, under the umbrella of a comprehensive elective program. we weren’t going to offer english 10 - 11- and 12 texts for each grade level, but instead we were given as many class sets of specialized semester electives as we could imagine teaching. we got to pick our favorites genres and/or authors to fill out the program. we had courses with the following tiles: creative writing, writing the short essay, literature of sports, myth and folklore, humor and satire, drama, black literature, the short stories of ernest hemingway, spies and private eyes, reading short stories (several different collections were available), modern novels, something strange and for those who didn’t want to jump right into this format i constructed semester courses, and wrote district program descriptions with goals and objectives, for each of the three traditional textbooks. we didn’t want to force anyone to have to teach courses they had never taught before. the next year only two teachers were teaching from traditional textbooks, but each teacher was only teaching the modern semester of the readings.we were now consumed with a programming nightmare. computers were still incapable of handling complex functions, so had to work by trial-and-error with the counseling staff to find a workable programming approach. here is the only program that would work:semester courses only, all courses could be taught in any order and at any time in the three years of high school. all courses were ungraded (anyone at the school could take any open course no matter their grade level—my first modern novel class had 12 seniors, 11 juniors and 12 sophomores). all students would register in an open arena where tables were set up with all faculty members holding their ibm computer punch-cards for each course they taught. one nice feature was that courses could be opened and closed during registrations as the need arose. we just sent program notes to the computer room and got sets of ibm cards back within an hour or so. we had to stay flexible and calm during these hectic registrations days. by the second year we had reduced the time to register the entire school down to three hours, and we were done by noon.we had no idea whether any of this would work, but everything worked like a charm. kids loved its flexibility, teachers loved the way the choices became official before school even started and we could all begin teaching our courses on the first day of school. we usually a two-week period of unstable class rosters with lots of last- minute transfers. this system had almost no transfers. almost all course had accessible reading materials. the snazzy title spies and private eyes had to be dropped in the second year because the pulp-fiction stories had too many vocabulary words the kids couldn’t read. that was a surprise. the hemingway short stories was a surprising hit and became very popular. his stories were short and readable but much more complex than they appeared. literature of sports was very popular and myth and folklore was also a surprise popular choice. this program was incredibly flexible and accessible in content. i guess that was enough radical changes. i didn’t see much change in approach at all. the texts usually had “discussion” questions that were a step-up in interest and at encouraging divergent thinking, but most were simple-minded and formal questions of little learning value. all the writing courses became very popular. creative writing (mine) always closed first with all seniors and even the college prep writing courses were very popular. but the approach for creative writing had wonderful texts and didn’t require any innovative lessons, but i still used lots of a-v support when i taught the courses.my writing the short essay course was my own invention and had no textbooks, but lots of xeroxed readings (single pages only) from all collegiate lower-division courses they might encounter. i taught expository essays that had timed limits (simulating college mid-terms and finals) and stressed completeness of answering the questions being asked. we had reports fro early on that the average gpa at uc san diego for our freshman there was 1.4—probation. i set out to change that. that one semester course soon produced a second, more advanced course, called college prep compositions. these two courses were the most radically different in terms of methodology. i soaked the course in documentary films from the national film board of canada and a wide range of advanced musical formats from classical to fusion jazz, and i offered extra-credit for attendance at the local foreign film theater, which became a popular date night for large groups of my students. i had learned from former students that foreign films were very popular among the teaching staffs at san diego state and uc san diego. using references to a bergman film, for instance, would give you bonus points on most essays. i also set out to counter a primary psychological problem facing my students, the wholesale attack on their traditional beliefs in the fist two years of college. i loaded them with library research on short topics with controversial topics (“was jesus of nazareth born on december 25th?”), and challenged them with short passages from sartre, jung, plato and weber to name just a few. i gave them practice in listening to lectures that would shock and challenge them, then taught them how to defend themselves. i loved using passages from studies in sociology like milgram’s studies in obedience, to start examining controversial issues. the elective program lasted another ten years before it was erased with a single stroke by the back-to-basics movement. i never had so much fun teaching and i saw other teachers were having fun for the first time, too.other departments had not been nearly as willing to experiment at first, but once the elective program stabilized so quickly and efficiently, others added more and more electives of their own. the PE department had some particularly innovative courses, but math and science stayed with nearly the same courses and sequences and added only one course, an oceanology class, that was new and a “probability” course in math got lots of attention from a young, hip teacher who was close to a professional gambler. unfortunately, the social sciences department, with an even wider range of possible electives than english remained unwilling to offer a full elective program and remained largely in a static stage of offering mostly their same program of history courses, but the were forced by the english department’s program into non-linear semester courses with mixed grade level rosters which seemed to irritate them. by the third year of the program, for instance, no english teacher was teaching a traditional semester course. everyone there had found a group of elective courses they preferred. by contrast, the social sciences had no one with a completely different course selection of new electives, though there were as many offerings from the textbook company in the social sciences as there were in english, but only a few members of that department chose even one new elective program to teach over the next ten years.why such a difference and even resistance from the largest department in the school? the only observable difference was the gender factor. the social sciences had only three female teachers and the english department had only three male teachers. this was a typical gender divide in most american high schools. and there was one other crucial difference that the english department had that no one other department had. me. i was the crucial difference and i had a very different background from the rest of the teachers. i had been drafted, but more importantly i had offered my limited teacher’s experience to revolutionize the army’s special agent program.that revolution occurred almost accidentally. first, i was headed to vietnam as an infantry officer, but a last-minute change in the army’s structure took precedence over the need for combat officers. they needed more officers in intelligence and we were all offered immediate branch transfers to military intelligence. i had already submitted a request for that branch transfer, so i knew i’d get that transfer. the army saw my teaching credential and assigned me to stay at the army intelligence school to teach in the special agent course. first, i took the course itself, which was interesting and i could see where my background as an english teacher might be helpful in a couple different departments teaching that course. there was a substantial number of classes in report writing. intelligence agencies needed intel and agent reports were an essential first step in any intelligence operation. the special ops dept had the coolest courses which included counter-terrorism and black ops. the classes had experienced field operatives teaching the classes, but they needed someone to teach them how to teach more effectively. all their classes were straight lectures and the instructors were obviously uncomfortable in that role. that’s where i wanted to be. another dept was also attractive. they had to teach young agents how to interview people during the required background investigations that military intelligence ran to make sure their staff had proper security clearances. this was a massive dept with trained actors who enforced the proper interviewing technique with explosive humor whenever an agent would ask the “wrong” kind of question. i’d like to write scripts for that dept and would enjoy becoming actor, too. the legal dept was the most highly trained group of the course, loaded with top ivy-league lawyers they duplicated the socratic method used in law schools and were the most effective teachers in the school by far. and they gave gravitas to the rule-of-law that many intelligence operations dismissed as “legal technicalities.” well, i had loved being in that dept but they didn’t need my help.three of us had finished the agent course and had been given our assignments at the intelligence school, but my assignment was not to any dept in the special agent course. previous to taking the agent course, i had been temporarily assigned to an adjunct committee while i waited for my agent course to start, about three weeks. this committee had a simple task. they taught everyone assigned to teach courses at the intelligence school how to teach. it was a five day course, and it was a joke. the only “method” they taught was the simple lecture, no matter what the content, but they were especially concerned that all instructors would stay “on task” and cover every “teaching point” in the assigned lecture that had been written for them. i was not assigned to this committee as an instructor nor as a writer of this short 5-day how-to course. i was given paperwork, but the committee was nearly dysfunctional, and there were always problems services the huge number of new “instructors” that needed their course. i was asked several times if i could “step in” to teacher a class, and i was glad to do it. i must have drawn someone's attention there, because my orders assigning me to the school was not to teach in any special agent course deduct but was to this hole-in-the-wall committee. i was upset, but what could i do? i began wondering if they would allow me to extend the length of the course to 10-days with more helpful ideas about teaching. or, i could offer my services to any dept (like special ops) that might like some added teaching support. this was a one-year assignment and after that, my orders to vietnam would come. i was upset, but not nearly as upset as another young officer who was very angry that his orders were “wrong.” he was guaranteed by a friend that he would be assigned where the friends also worked. he was upset. i was, too, but not like him. i asked where he had been assigned: special ops. that’s great assignment, i said. you can have it, he answered sarcastically. then he asked what my assignment was. now, he was very angry. that was where he was supposed to go. how did i get his assignment? i just shrugged my shoulders. his friend was the spec 4 clerk-typist who handles all incoming and outgoing correspondence, and was perfectly placed to direct his friend’s request to join him. but something had gone wrong. maybe my assignment to “his” committee had also been requested by the officer in charge there. that officer was long gone by now, shipped to vietnam. i said i’d switch assignments with him. his buddy would handle the paperwork and no one would see that his assignment had been changed. my change of assignment would attract attention, but i was pretty sure i could bluff my way through reporting to special ops. their course had taught me how to construct a plan of “plausible denial” if i ran into trouble. so, i was planning my “cover story” as i walked to the department of special operations with orders that had my name written in elegant cursive and the original persons name neatly crossed out. i had catholic school palmer-method cursive handwriting. it looked like a woman’s handwriting—some secretary. no one cared, especially once i told them that i was a credentialed teacher. it also helped that the officer i reported to had an X in his name. captain xenakis. was i greek, he wanted to know. irish, i said. i had dark red hair and two irish grandmothers.i immediately began asking other instructors if i could help in any way. they hated the scripts they had to use, so i asked how they’d like to teach the lesson. that’s how i started. i changed the lecture method and substituted an inquiry-method where they asked their students to solve a particular “problem” that has occurred in the operation. all these “problems” were based on actual cases these experts had worked. their stories were great and they loved their new scripts. within a couple months i had rewritten every lesson in the department, and had gotten each script approved officially. i was also looking for an area of expertise that i could develop for myself. most lesson really required extensive operational experience in the field. but there was a single hour class on “radical groups in the USA,” which was incredibly out-dated, so i rewrote the class as a two-hour presentation and updated the content to meet the needs of new field operatives. the research was fun and teaching the classes were great. i took a clue from the actors around me and decided that i’d set the first hour up as “a radical” who had been given access to debate a well-known member of the dept that was exactly the kind of person who would do such a thing. that other person never shows up, of course, and i began arguing with the military officers in the room about their conduct in an immoral war. this always got very heated and right before someone came top grab me, i’d slide my official name and rank into the lecture slot for the class instructor. i also had an officer outside the room to stop anyone from the class who would be sent to report the disruption going on. it worked like a charm and made me famous.as my year tour of duty came close to ending, wrote up a radically different program that would use re-enactments of intelligence scenarios to create on-the-spot “problems” that needed immediate responses. every class in the dept would be recreated in this dramatic process with five or six student on stage rotating in and out as they all took shots at find the school-solutions to the continuing problems. this was my parting gift to the dept that had welcomed me so completely. they really liked the program, but were worried that it wouldn’t work without me being there. i showed them that wasn’t true. there were plenty of experience field operatives who would also be good at fixing the scripts as needed. i had given rather explicit directions. anyone could make the necessary adjustments with the structure of my notes and advice from staff. i really thought the plan was easy to implement once the idea was accepted. the proposed change of program was given to all the special agent depts and they were all enthusiastic and anxious to try it. captain pyle from legal was especially supportive and said my implementation of the harvard school of business’ case-study program was especially effective. i’d never seen the harvard program, but i saw how it looked like i had. as my transfer date approached my department members were constantly stopping by with questions and suggestions for making the program better. i was happy to so much input and was busy writing suggested changes as my deadline neared.we all knew when our exact date for transfer would occur and the transfers for my section began alphabetically, so in formed my department that i had about a week or so before they to me at the very end of the list. a classroom had been reconfigured a coupe weeks previously and i spent a lot of time in that room testing the rear-screen projections of backdrop photos of actual field offices throughout the US and europe as required in the scenarios. the photos were stunning in transforming the empty classroom into a realistic field office. changes of venues that occurred throughout the complex storylines could be made with a simple flip of a switch. the colonel in charge of special ops asked for a sample demo of how the program would function. we found several recent grads from the traditional agent course that had just finished. they were all on hold in casual status waiting their next assignments through the world and were anxious to have some brush-up exercises.everything was working quite well and the reactions to the program’s opening scenarios were enthusiastic. meanwhile my time for transfer was within a day or even sooner. the orders didn’t come. nor the next week, either. everyone else had been transferred, except me. i never knew for sure why my orders weren’t issued but my department was sure that the colonel had requested that i remain to implement a crucial new program.that program was a bold revision of a lecture-format process into a dynamic discovery-method program worth of john dewey’s famous “learn-by-doing” methodology. at the very moment i was a changing the agent course, secretary of defense bb macnamar’s whiz kids were transforming all of the army schools with their performance-objectives with strict accountability guidelines. that reformation which would soon spread into all of american education was being ordered into place with a single directive. those educational experts were very interested in my program and my extensive network of goals and objectives. in the second year of my stay in the special ops department, they were constant visitors with hundreds of questions and suggestions. i’ve never experience such interest and positive encouragement from any administrator or district in 30 years of teaching in public high schools.when the moment came in my second year at a new school, i was ready for a systemic change in both content and methodology. i got a new and much-needed change in content materials that were directly designed to be student-centered. there was not a comparable change in methods to teach that content. small steps, i guess. i was spoiled by my early success in the army, of all places, and also by the innovative elective program that operated successfully for over ten years, which was quite an achievement in its own right. my assessment of the content vs methodology argument falls more heavily with methodology, but radical content (compouter skills, information service jobs) might force a sea change in methods of teaching. absent such pressure, i’m afraid it is mostly business as usual in our schools.one final note: talking about systemic change may turn out to be a substitute for actually doing anything about it.

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