Harry

Corporal punishment in state schools in the UK was made illegal in 1986. This is the story about how it was eliminated in one Local Education Authority, Oxfordshire, before that.

My dad became CEO of Oxfordshire in 1978. He was young, and opposed corporal punishment, but knew, as he puts it, that “in a time of cuts, if I went to the politicians and asked them for money for canes they’d ask me how many I wanted, and did I want the luxury versions”. So he didn’t talk to them about corporal punishment. Instead, he surveyed the schools on how often they caned pupils (caning was the only formal form of physical punishment, though I do remember witnessing some less formal physical punishment from particularly brutal teachers when I attended school in a different LEA). When the results were in, he gave each school a list, showing a league table, with the numbers of canings at each school, but the names of all other schools redacted. The head at the top of the list was shocked to see that his school accounted for 25% of all the canings in the LEA, but dad said something to the effect of “its ok, that’s the way you like to do things at your school; I hear the swish as I drive by” [honestly he might be making that bit up, though its quite believable if you know him]. The following year canings were down substantially, even at that school, but it was still at the top of the list, now accounting for 33% of all the canings. Again, he was reassuring. Within 2 years, the league table was empty — there were no canings.

When the government (a Tory government, remember!) proposed prohibiting corporal punishment in all schools, the politicians in Oxfordshire were distraught. “How are our schools going to keep order?”. Dad assured them there’d be no problem, because he’d been monitoring corporal punishment, and had discovered that none of the schools had been using it for some time.

It occurs to me that someone should interview my dad for some more of these stories before he goes doolally or kicks the bucket really.

A colleague from the school of Education who is visited my (in person, on campus) classes for the first time expressed surprise that out of 40 students total (distributed equally between two classes) only 8 are male. Both classes are in a classroom that is inside a large, new, well-ventilated building with a large atrium in which students typically sit and work (silently). Normally, I would say, that the students in that space are about 50% male. But, prompted by my colleague, I have started counting: from outward appearances the ratio of male: female seems about the same as in my classes. I’m on campus most days, so have started counting (its easy, there’s hardly anyone around). Every part of the campus I am on has about the same ratio, and that includes the Engineering side of campus which I walk through twice a day even when I am not, otherwise, on campus. I’ve inquired with my students: they report roughly the same ratios in the spaces they frequent and that among their friends a much larger proportion of women than of men are taking classes in person.

I presume that the registrar has data on who is taking our in-person classes. I’m curious whether people on other campuses have noticed the same phenomenon, or whether it is specific to Madison or even just that I have a highly unrepresentative experience. If it is a general phenomenon: why?

Here’s a piece by Deborah Parker at Inside Higher Education which describes what it has been like for her teaching in-person this semester. My experience has been almost exactly like hers, the main exceptions being that nobody spoke in Italian in my classes, and that attendance was close to perfect.

Speaking for myself here: teaching in-person has been almost completely normal. It turns out, for example, that once you have met in masks two or three times you stop noticing the masks. Sometime in October I bumped into a student with 3 of her friends on a walk and we had an extended conversation for about 20 minutes. Afterward I realised I had no idea whether she, or her friends, had been wearing masks (I was, but they didn’t have to be) — later she told me that she and one friend were maskless and the other two were masked, but honestly I had no idea. It shouldn’t be surprising that sitting at a distance feels normal – there’s a fairly rigorous social norm already of leaving an empty seat between oneself and the next student if one can. [1]

I would say that teaching in a mask is more tiring than normal teaching: I imagine that has something to do with speaking louder, and presumably getting less oxygen. But the teaching I’ve done over zoom has been exhausting, so teaching in a mask is less tiring than the available alternative. And there are many compensations: one gets to move around, share smiles and laughter with the students, hear the ambient noise, and share a sense of camaraderie.

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In 2016 I was blithely confident that Clinton would win right up till about the last 3 or 4 days. It wasn’t exactly because I believed the polls: I just couldn’t really believe that swing voters would vote for someone as manifestly nasty and ill-suited to office as Trump. Previous Presidents during my time in the States were not manifestly nasty, and whereas I assume that Nixon was, he was also obviously capable of doing the job, and anyway those were different times. I understood perfectly well, because Nate Silver kept insisting on it, that statistically there was a non-trivial chance that Trump would win. But I didn’t believe that enough of my new compatriots were either reckless or vicious enough to make him President.

Then, in the final few days, I became uneasy. (I think this unease informs the post that I made on election eve, which I thought was lighthearted and optimistic, but which my daughter interpreted as a prediction that Trump would win). Sure, there was the intervention by a major government agency attempting to influence the outcome. But what made me feel worse were i) noticing that my Republican, but previously never-Trumpish, relatives seemed to have become Stepford Wives/Husbands and ii) observing the complete lack of energy that students on campus seemed to have around the election. On the day itself, from the moment I walked to my office, I just felt dread.

Last week a 22-year-old told me that her best friend has thanked her to making her vote in 2016. Her friend had still not voted by 30 minutes before the polls closed, and K told her she had to go, that it would only take a minute, and that an election isn’t over till its over. Her friend says that, given that Trump won Wisconsin, she would never have forgiven herself if she hadn’t voted against him in her first election.

This time around? Well the previously never-Trumpish relatives are still in Stepford. And while I spend most of most working days on campus, its a very lonely place — I never see colleagues, and the students are sparse. Even so the early polling stations that were up over the past couple of weeks were full of students voting whenever I passed (often at not-at-all peak times). I predict that on my campus the student vote will be very high indeed. My instagram feed is packed with students and former students urging their friends and family to vote, telling them exactly how to do it, and for whom to vote. Even the young Sanders enthusiasts whose friends were anxious that they would not vote for Biden have fallen into line. Whereas in 2016 Nate Silver was constantly emphasizing how likely a Trump win was despite the polls and his own model’s projection; in the last few weeks he has constantly been emphasizing how unlikely a Trump win is despite the polls and his own model’s projection.

I hope you all have a plan. Good luck, everyone.

The Wisconsin State Journal ran this article (for which I was interviewed) about return to school. (For reasons I don’t understand, the article is not accessible in many countries: sorry). A colleague in the Economics department emailed me after seeing the article saying that, quite apart from admiring the picture of the back of my head, he envied me the in-person experience, and wished that the campus had a physically distance-able space for his 420-person class. The email brought into focus the thought that I’m kind of a free-rider here. If everything were in-person I don’t think I – or anybody – would be feeling safe, or enjoying it very much. But, given how we are actually doing it (with most teaching online), I feel very good about teaching in-person, and will regret it if we aren’t able to continue through to Thanksgiving (which is the plan). I have those of my colleagues who are not teaching in-person to thank.

How are we doing actually doing it? Well, it’s true, as the article says, that 43% of classes have some in-person component. Every single in-person element is small, socially distanced, and masked. And the 43% figure might really mislead you. For many classes ‘component’ is a key term. I’m thinking of a 240-person 4-credit class in which everything is online, except for 3 discussion sections. That class is included in the 43%: but out of 960-person-credit hours, only 60 are actually in-person. I don’t know the exact proportion of credit hours that are in-person, but judging by conversations I’ve had with students, and comparing the trickles of students on campus with the usual crowds I would be really, really, surprised if it is as much as 15%.

And I really do mean trickle. One of my classes is T/Th 11am in the Business School building (one of the few buildings new enough that all the rooms really were designed for learning). Usually during that slot the building is heaving with students – like Christmas shopping on Oxford Street but without the packages. Normally all the classrooms are fully occupied. Last Thursday, at what would usually be its busiest time of the week, the building was almost empty, with most classrooms free. It was no challenge at all to keep a 6 feet gap between yourself and the next person. It wouldn’t have been a challenge to maintain a 60 feet gap, if that were your preference.

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We tested some teaching strategies in a physically distanced classroom today. We filmed the proceedings, but obviously the film isn’t ready yet, so here are some initial thoughts.

First a caveat. The room was great: a room designed for learning. Good acoustics, screens on the walls, comfortable chairs which move easily and silently, and 6 tables each of which would, in normal times, seat 7-8 students. So, the best case scenario (I want to get us into some bad rooms soon).

Here are the rules. Everyone must wear a mask; everyone must remain 6 feet apart at all times, and there was no amplification (not a problem, in fact, in this room — I understand that in other rooms some sort of amplification will be provided). No moving of furniture is allowed, but moving students is, as long as they always at least 6 feet apart.

I’m hesitant about drawing conclusions, especially given how good the room was, but, for what it is worth, our whole team was surprised by just how well it went, and I’m much more optimistic about what my students will experience in the Fall than I was yesterday.

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As I’ve probably made clear, I have no knowledge of or interest in any other sport than cricket (well… there’s also softball, obviously). Professional cricket has now restarted in both the UK and in South Africa. In South Africa, yesterday, the first match opened to scenes of the entire playing and management personnel taking a knee in support of the Black Lives Matter movement. Here are some pictures:

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The first is thought is just this: Gina’s post about parents and teachers prompted me to notice that I never posted about the white paper that Jake Fay, Meira Levinson, Tatiana Geron, Allison Stevens and I wrote for the Safra Center for Ethics series on the pandemic. Here’s the abstract:

Along with the economy and health care system, schools are an essential third pillar in promoting community resilience and rebuilding communities’ physical, economic, emotional, social, and cultural health in the wake of the global COVID-19 pandemic. Schools serve as sites and sources of community resilience in five distinct ways: they distribute social welfare services, promote human development, care for children, provide stable employment, and strengthen democratic solidarity. Yet long-term physical school closures—along with impending budget cuts driven by cratering state and local economies and tax revenues—make it extremely difficult for schools to perform any of these roles. We recommend three steps for restoring schools’ capacities to support community resilience. First, state and district leaders should set metrics for achieving access and equity in each of the five roles that schools play, not just in academic achievement. Second, to establish these metrics, policymakers should develop or strengthen mechanisms to engage diverse community voices, as local community members often best understand the specific ways in which their own schools support or impede community resilience. Finally, Congress should allocate significant increases in federal funding to support public schools and districts for at least the next two years; these allocations should include strong supports for high-needs districts in particular.

The second thing is less a thought than a request for the economists.

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My plan is to teach in person in the Fall.[1] Three classes: a small class for training TAs; a 10-person class (cap is 15, but for reasons that will become apparent I will not be recruiting to the cap) on teaching and learning; a 30-person upper level ethics class. All will be taught under strict social distancing rules (6 feet) and with everyone required to wear masks. [Needless to say, by September perhaps everything will be online anyway, and, regardless, we’ll have to be prepared to go online at the flick of a switch].

So. How will that work? For now, I’ve requested an additional timeslot for the 30-person class, so that I can do the following: one 75-minute meeting a week with all 30 of them which is more lecture/Q&A than I generally like, and then split the students into 2 groups of 15, each of which meets for a more discussion-intensive meeting. Still — even with 15 students it will be a huge challenge to run a discussion under social distancing rules with masks.

The best resource I’ve come across so far in helping think about the problem is this excellent post by Derek Bruff. He’s considering blended classes (in which some students are videoconferencing into the classroom, and others are in person in the classroom), but the suggestions also seem feasible with all-in-person classes. I have not been an enthusiast for the fishbowl in person, just because I tend to be in crowded rooms with poor acoustics and the moving around of chairs and tables makes it awkward. Well — that won’t be a problem this semester! and I can see fishbowls working well. I’m also considering a variant on his suggestion about pair work — Split the class in two, move them to opposite walls, and make them do the pair work by phone with the person they are standing opposite.

I’m going to be on a team to work up suggestions for our campus this fall. (My college’s team on online teaching already reported, and the results, which I think are both excellent and very well presented, are here). The challenge is that, as far as I know, nobody has actually taught under these conditions before. [2] I’m hoping that we will be allowed to convene groups of students sometime in the summer, go into classrooms and find out how things would actually work (and make films to illustrate various strategies for colleagues).

I would really appreciate other resources and suggestions!

[1] Our campus decided to move all large classes online for the Fall, and that the smaller classes would be split between online and in-person (with all classes online after Thanksgiving). Instructors don’t choose their mode of delivery, but my department at least has been able to match instructors preferences with modes pretty well (I was struck by how many colleagues said they would prefer to teach in one mode, but would accommodate to the needs of the department). Being reasonably fit, under 60, and, frankly, missing my students, I volunteered to teach in person.

[2] I have found exactly one picture of college teaching during the 1918-19 flu, and the students are all wearing masks, but are not physically distanced. Even if I’m wrong and plenty of physical distanced instruction during that pandemic, I’m guessing there’s limited social science about it.

My institution requires a Scholarly Activities Report every year, which includes subheadings for research, teaching, and service. There is no heading for pastoral work — indeed, pastoral work is so unrecognized officially that I don’t know if there is a word for it (“pastoral” is the word they use in Britain; I think ‘mentoring’ is the nearest equivalent in the US, but, for example, the only official recognition of ‘mentoring’ for undergraduates my institution has is an award for mentoring undergraduates specifically as researchers, which is not what I’m talking about here). But pastoral work is an essential component of keeping the enterprise moving — helping prevent students from dropping out, helping them deal with the stresses that inhibit their learning, or distract or demotivate them, and just sometimes being a friendly supportive presence at the edge of their lives.

Of course at American universities over time faculty outsourced a lot of pastoral work to student services professionals. And some of the work – mental health counseling, financial aid counseling, and some academic advising – is so specialized that it would be inefficient for faculty to learn the relevant knowledge and skills.[1] But faculty still have a lot of pastoral work to do – typically, on a residential campus, a teacher is the main adult that a student regularly interacts with, and is the best placed employee to notice if something is going wrong, at least when it is affecting academic performance. And teaching is an intimate activity: successful teaching requires a certain level of individualization and mind-reading that inevitably requires and results in getting to know the student somewhat, and in healthy relationships of that kind students are at least somewhat liable to seek support beyond the academic. If this wasn’t happening at all something would be seriously wrong. And if it is happening, it is time-consuming.

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CB’s visit to Madison a couple of years ago coincided with a concert by the Ukulele Orchestra of Great Britain, which I had managed to convince my entire family to attend, so he came too. Also in attendance were the only two undergraduates whom I’d convinced to come along. They both said, later, that they only came to humour me, and had assumed it wouldn’t be very good. But during the interval they were both wide-eyed and one said “why doesn’t everybody come to this? Why aren’t they really famous?”.

Both those students graduated this month, having both taken the smaller class referred to here. They, and I, convinced a remarkably large number of their classmates to get tickets for a performance in late March. (I think they were more persuasive than I was: one of them insisted that “Harry Brighouse told me to go to this concert and now I know that I should always do what he tells me to do, and so should you”). The plan was to all go to dinner beforehand, and then attend the concert as a kind of field trip. On the final occasion we all met in person nobody was quite sure whether we’d meet again (maybe that’s not true — I think I knew, because I asked one of the seniors if it was the last time I would see her) but we all knew that the concert was vanishingly unlikely, and in subsequent zoom class sessions several people said, several times, that was one of the things they regretted.

I know that plenty of people deserve more attention than my students (though — while all of them are healthy, several of them have been through awful things this semester). But when I noticed that the UOGB was producing some wonderful lockdown performances on youtube, I thought I’d just contact them and ask if they’d consider dedicating something to my students, just to cheer them up. In my letter I gave them ample opportunity to decline — indeed, I deliberately wrote the letter so that it would be easy to ignore. But after a couple of weeks their manager got back to me saying she’d talked to several members and that although they never do request they were considering doing something. Then last week she told me that something would be posted online on Sunday and I should watch it. It did seem slightly awkwardly phrased and cryptic, but I just thanked her and prepared to watch it and send the link to my students. And its not exactly what I had expected. I got a text from a student after the video went live saying: “Hi wait I can’t believe you had already emailed the orchestra!!! I emailed them last week to give you a shoutout in the video! you were one step ahead of me!”

Nobody knows what will happen with US colleges and universities in the fall, but it’s a fair guess that at least some, probably most, and not unlikely all, teaching will be online. Whatever is online in the fall will be unlike what was online in the spring: on the one hand people will have had a chance to prepare and train; on the other, classes will lack the glue that in-person meetings prior to going online made possible.

I’ll post some thoughts soon about how we might think about going forward in the fall, but for now I’m just assuming that some or much of our teaching will be online. In the spirit that learning about what seems to have worked and what seems not to have worked for different people will help us prepare, here are some reflections on my experience. I’d welcome your advice, but also your reflections on your own experiences!

I taught two classes last semester. One was 150 students, with 2 TAs, the other was 30, no TA’s. Let’s start with the smaller one.

Although it is a 3-credit class, we had 4 full hours (120 minutes) of class time per week. This proved fortuitous: I scheduled 4 hours for 2 reasons. 1) The class involves a group project, and in my experience students find difficulty coordinating out-of-class time to work together, so this provided them with that. 2) The cap was 22 but I anticipated (correctly) that it might be raised to 30 and wanted to be able to meet with them in reasonable-sized groups. So my plan was really that I’d meet them for 4 hours most weeks, but most of them would meet me for only 3 hours most weeks.
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I have a child who has declared they want to learn the guitar. NOW! And it does seem a rather good time to have him do that. He has an exceptional singing voice and wants to accompany himself because… well, because currently I’m his only accompaniment, and he is gradually realizing that I lack both talent and ability — including, importantly, having no sense of rhythm at all. But. My own guitar is too big for him, and the guitar stores round here seem to be closed for some reason. So, I want to buy him a inexpensive guitar over the internet that will sound ok and, just as importantly, will work with his small hands (he’s about 4 ft 8 inches, with hands that match). What should I get for him? In return for good advice I’ll endeavor to convince him to make some uplifting music recordings for us all….

Few colleges are talking opening about what instruction will look like in the Fall, and my prediction is that it will be a while before they do. There is an elephant in the room, which college administrators are well aware of, but most college faculty and the general public are oblivious to.

Here’s what we are all aware of. A decision about whether to continue with ‘alternative’ delivery (i.e., online teaching) in the fall may affect acceptance rates for selective colleges. A student may have her heart set on attending College X, but probably her heart is set on actually being there in person, and if she thinks that her first semester there will be online she may well choose, instead, to go to College Y, which also seems pretty good, if she thinks that College Y will be in person. (For simplicity’s sake I am ignoring the possibility that sophomores etc might decide just to skip a semester or a year, if we stay online in the Fall — that possibility matters a lot for the financial stability of the institutions, but not for what I am going to tell you). So, assuming that we are allowed to make choices about whether or not to be open in-person, there will be huge pressure to go in-person.

Here’s the complication.

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