برچسب: Active

  • Thom Hartmann: Time for Progressives to Become Active In the Democratic Party

    Thom Hartmann: Time for Progressives to Become Active In the Democratic Party


    Thom Hartmann, accomplished author, blogger, and podcaster, urges progressives to learn from the success of the radical Right. The ultra-Right as for many years a fringe group, far from the power center of the Republican Party. Now the extremists control the Republican Party. Hartmann explains how they accomplished this feat and why progressives should do the same.

    He writes:

    What if, lacking an organized resistance to fascism like we have had in previous eras (the civil rights movement, SDS, BLM, the Wobbly’s) the Democratic Party itself could play the role of producing radical, positive transformation across America?

    Sound crazy? It’s actually happened twice.

    The first time was in the 1930s, when Franklin Roosevelt’s New Deal literally flipped our politics and the American economy upside down, turning us from a raw, harsh capitalist system to a democratic socialist system with Social Security, legalized unions, unemployment insurance, a minimum wage, workplace safety rules, massive infrastructure construction, and millions of Americans being employed directly by the government to end poverty.

    It happened again in the 1960s, with Lyndon Johnson’s Great Society, producing Medicare, Medicaid, the civil rights act, the voting rights act, food stamps, low income housing, National Public Radio, a transformation of our educational system for the better, USAID, Job Corps, VISTA, Head Start, a major Social Security expansion, The National Endowment for the Arts, and what was essentially free college.

    Sunday, I was on Ali Velshi’s show on MSNBC a conversation about protest movements. I pointed out that back in the 60s, when I was in SDS, there were a number of groups that were quite active, particularly on college campuses, but today most of them have been gutted or banned. 

    Black Lives Matter has disintegrated, the movement against Israel’s slaughter in Gaza has led to universities rolling over and capitulating, and the #MeToo and abortion rights movements are essentially leaderless.

    Which leaves the Democratic Party, as I mentioned on Ali’s show. Billionaires and racists turned the Republican Party into a neofascist protest party over the past decade; progressives and those of us who want to preserve democracy in America need to similarly says control of and radicalize the Democratic Party in the tradition of FDR and LBJ.

    There is a vital lesson progressives must learn, which is how the far right took control of the Republican Party over a decade ago and forced the entire Conservative establishment to lurch so far to the Right that they’ve even dumped people like Liz Cheney and George W. Bush.

    If progressives hope to have any shot at influencing today’s Democratic Party and kicking out the corporate sellout Democrats and replacing them with real-deal progressives, then we need to get to work right now to do exactly what the Tea Party did a decade and a half ago to take power.

    And it starts in our own backyards.

    Let me introduce you to the now-defunct Concord Project, a right-wing organization that, a decade ago, was in charge of helping the Tea Party’s Successful effort to take over and radicalize the GOP.

    The Concord Project expanded their get-out-the-vote strategy beyond just traditional phone banking, canvassing, and putting up “vote Republican” signs. Instead, they decided to infiltrate local politics by encouraging Tea Partiers and conservatives more generally to become “Precinct Committee Members.”

    Here’s their pitch in their own words from one of their Obama-era YouTube training videos:

    “What’s the most powerful political office in the world? It is not the President of the United States. It’s Precinct Committeeman.”

    So why is a Precinct Committeeman (or person) so important?

    “First, because precinct committeemen and only precinct committeemen get to elect the leaders of the political parties; if you want to elect the leadership of one of the two major political parties in this country, then you have to become a precinct committeeman.”

    As in the oldest and most basic governing reality in a republic: true and effective political power flows up from the bottom.

    It starts with Precinct Committeemen and women — people who are either appointed or win local elections with very few votes at stake, in some cases only 10 or 20 votes — to gain positions that pretty much anyone can hold but which wield enormous power.

    It’s Precinct Committee Persons who elect district, county, and state party officials and delegates, who choose primary nominees that then go on to hold elected office, and who help draft a party’s platform.

    They’re also generally the first people who elected officials meet with when they come back into the district. And those officials listen carefully to what Precinct Committee persons have to say. 

    So, the Concord folks told their people, if far right Tea Partiers moved in and took over Precinct Committee seats then they’d also be able to nominate a slew of Tea Partiers to hold higher offices within the Republican Party and for primaries.

    And those Tea Party Republican Party primary candidates would then be winnowed down in the primary to one Tea Party Republican to run against the Democrat in the general election. This way, Tea Partiers would end up dominating the GOP.

    That was their pitch: take over the party from the inside, from the bottom up. And it worked….

    Open the link to finish reading.



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  • The Power of Laura Brettle’s “Active Observation” + Hope to See You in Miami

    The Power of Laura Brettle’s “Active Observation” + Hope to See You in Miami


    “Shea, you mentioned the word “equal”…

     

    In a few weeks I’ll be in Miami with my colleague Hannah Solomon talking about techniques to Check for Understanding (There’s still room to join us: info and registration here). 

    One of the things we’ll talk about is the power of Active Observation–the idea that building systems to harvest data and observations about student thinking during independent work is one of a teacher’s most powerful tools.

    Here’s a great example of what that looks like and one reason why it can be so powerful, courtesy of Laura Brettle, a Year 6 (5th grade) teacher at Manor Way Primary in Halesowen, England.

     

    Laura starts by giving her students the task of describing the relationship between two fractions, which are equivalent.

    They’ve got two minutes to answer in a “silent solo stop and jot.” Here Laura is cue-ing a familiar routine. Whenever students think in writing it’s called a stop and jot. Having a name for it reminds them that it’s a familiar routine and familiarity is important- when a procedure is familiar to the point of routine, students can complete the task with no additional load on working memory. All their thinking is on the math, rather than the logistics of what Laura has asked them to do.

    But Laura has some great routines here too! As her students write she circulates and takes careful notes on her clipboard.  She’s able to spot students who need a bit of prompting and to take note of students whose work is exemplary. Because she has notes on what many of her students think, she’ll be able to start the discussion intentionally.

    “During the active observation,” my colleague Alonte Johnson-James noted when we watched the video with our team, “Laura monitors student thinking/writing in her first lap. As she launches into the second lap she begins to drop in feedback. First, to push a student to make their answer better and more precise. Additionally, she challenges students who might have finished early to push their thinking to identify additional equivalent fractions. She also recognizes where students struggle and uses intentional, appreciative Cold Calls of Shea and Joanna to explain how and why 5/6 and 10/12 are equivalent.”

    And of course she does that in the most appreciative of ways.

    First she asks students to track Shea: “Shea, you mentioned the word equal.”  In doing so she’s let Shea know that the Cold Call is a result of her good work– she’s done well and this is her reward. And she also tells Shea what part of her answer she wants her to talk about.  It’s a great way to honor students and make them feel seen for their hard work and to make Cold Call fell like an honor.

    But you can see that Laura’s notes were really comprehensive. She also credits Finn for using the word double in his answer too.

    Side note for one of my favorite moves–she magnifies the positive peer to peer symbol of the hand gestures students give to show they agree–“I can see people appreciating…” this helps Shea to see how much her peers approve of her good work!

    Next Laura goes to Joanna. “What I liked about your answer is that you showed the calculation…. we know it’s double but what calculation did you use?”

    Another super-positive Cold Call that makes a student feel honored for her work. And a very efficient discussion of the problem in which Jen has let students discuss the key points but avoided wasting any time.

    We often refer to this as “hunting not fishing”: while students work, Laura “hunts” for useful answers and tracks them. When she calls on students she can be ultra-strategic and efficient, rather than calling on students and “fishing” for a good answer: that is, merely hoping that they’ll have something on-point to say.

    Her simple but beautifully implemented systems for gathering data during independent work allow her to work efficiently and honor the best of student thinking.

    If you’re as inspired by Laura’s work as we are (Thank you, Laura!!) please come join us in Miami to study this and other techniques for getting the most out of your classroom!



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