Death of the Black and White Boards

Back in the 70's when I started teaching, I regularly developed bursitis in my arm from writing on the blackboard day in and day out. Even though it hurt, I remember having a real sense of satisfaction as I wrote the schedule and the day's lessons on the board. I always used colored chalk, printing some things, using handwriting for other things, and drawing pictures. It was a creative effort and it took a good 30 minutes most days to get the board prepared for the day. I think the students appreciated my efforts. After school, I diligently washed all the boards with my pail of water and a sponge.

Towards the end of my 30-year career in Minneapolis, whiteboards began to replace blackboards, which were seen as messy and hard to clean. Mpls could not afford too many of these whiteboards, however, given the number of classrooms in the district and their legendary budgetary constraint. The markers alone one used to write on these boards were ten times more expensive than a box of chalk. I continued to have blackboards in most of my classrooms until I retired five years ago.

While subbing in Edina today, I was welcomed, or perhaps catapulted is the better word, into the 21st century. I learned that whiteboards are now passe and the young teachers most likely do not even know what a blackboard was. In the Edina Schools, where the money flows freely and technology is king, every classroom is now equipped with a smart board. You and your students don't write on blackboards or whiteboards anymore. Your computer projects lessons on a screen and the students interact with the constantly changing images. One can even write on the screen with some sort of magic pen. The writing somehow disappears when the teacher waves a magic wand. St. Louis Park, and I assume Minneapolis, do not have these devices in every classroom, but they probably should, or more correctly, would, if they could afford it.

The class I subbed in today consisted of elementary students with Down's Syndrome, autism, and retardation. The lesson plan written by the classroom teacher said the children were to begin their day sitting on the carpet in a group to have a calendar lesson, a math lesson, and a song. Fine, I thought, no sweat. Then as I read through the plan I realized I was to use the smart board for these lessons. I was about to panic when the wonderful para-professional, Kara, stepped up to bat for me. She must have seen my distress because she cheerfully asked: "Would you like me to teach the lessons for you?" I told her yes, that I was from the blackboard era. Kara taught the opening lessons using the smart-board as I sat watching with my eyes popping out of my head in true amazement.

When called on, the kids jumped up off the carpet, dashed to the computer-driven screen, and with their fingertips racing about, put objects on the screen in the correct order, added and subtracted numbers, rearranged the calendar, and much more. At times the kids used colored pens and wrote on the screen. The engagement of the students was striking. Kara even taught this old dog how to use the smart board. Proficient, no, but I was able to teach a reading lesson all by myself using the smart-board later in the morning when Sara had to take a student to music class.

I only taught a half day but it felt like a full day, or more. The room had students coming and going like clockwork, each with their own educational plan assisted by a team of para-professionals. The smart board was used frequently all day long in the classroom, along with computers and teacher-directed lessons using old-fashioned paper, pencils and books. Students used manipulative games and puzzles, listened to tapes with music, had snacks and took time-outs. I had no time to even pour a cup of coffee from my thermos, let alone drink it. I thought regular ed was tough, now I know what tough really is!

I was left alone with a first grader with Down's syndrome for a few minutes at one point in the morning. The para said upon leaving: "Whatever you do, don't let her escape from the room." The minute the para left the little girl began running playfully about the classroom, hoping I would chase her and hiding in places where it was hard to fish her out. At least she did not escape. An autistic boy to whom I taught a reading lesson lost his temper and began pounding on my arm with great force. At least he did't kick me in my arthritic knee! One little girl with seizure disorder kissed me and told me my hair was beautiful. (I knew going blond was the right choice.) The children were all very lovable but labor intensive. Those who do this sort of work everyday definitely have reserved for them one of those many rooms in heaven we have all heard about.

The regular teacher arrived back and I proudly told her I was feeling pretty darn smart after Sara taught me to use the smart board. I went on to tell her what a very busy, highly organized and challenging place this classroom was. She smiled and said it was indeed a challenge teaching these kids, but she loves them all so much. There is always more to teaching than technology.

*Special thanks to my sister, Julie, for encouraging me to sub for her in Edina where she teaches English as a second language. I am learning a lot!