Molding the Next Generation of Citizens

I've always enjoyed reading middle level literature written by middle level educators.  Its nice to read about the level I teach at by others who understand the unique challenges of working with adolescents.  While I was reading This We Believe a few points caught my eye.  I kept seeing phrases like "high expectations," "taking responsibility for their lives," and "competent, self-sufficient learners."  This I think is the real challenge and mission of middle level educators.

As a middle level Literacy teacher I don't teach kids how to read or work on hand writing, instead we analyze literature and learn how to write to specific audiences through a variety of genres. At the Middle Level kids are becoming young adults able and eager to participate in the world around them.  Much like in academics, the social climate is much different then in elementary schools. These academic & social differences make it hard when districts bring teachers from all levels together for professionally development.  We work at our levels for a reason! We don't always understand where we're coming from, and unfortunately, not everyone cares to.

Anyway, I feel I'm getting off topic.  What I really want to say is at the Middle Level preparing students to be productive informed citizens in the world they live in is paramount.  To a certain extent this is, and should be, the focus.  I often tell people that what we do socially at the Middle level is just as important if not more important than academics, but really it all blends together.

All those phrases I mentioned, and often say myself, all point to one thing: we are doing a disservice to kids when we hand hold.  The more teachers & parents make excuses for kids, the less we expect from them, the less we demand they advocate for themselves, the more we stunt their grow toward becoming self-sufficient, responsible, competent, learners.

I ask educators and parents of these kids, isn't that what we all want? Don't we want 15-year-old students to advocate for themselves, strive to do the very best at all they do, and get to a point where they are independent of support systems that must end at some point?  

Imagine for me a world where these kids are grown.  A world where these grown kids think they only have to do half the work their peers do, but get the same pay on payday.  A world where these grown kids think they can't get fired from a job because they "have a right" to talk on a cell phone while on the job.

When we don't have high expectations for kids, they don't reach very high. When we don't teach and expect kids to speak up for themselves, they never will.  When we teach kids that if mom & dad yell loud enough they will get their way, they will become entitled adults.  When we become obsessed with accommodating for a child, they will feel as if they will only have to do half the work and work half as hard.  

When we start approaching education like their is no safety net, no second chances, then we will start producing students with high expectations for themselves that take responsibility for their lives, and are competent, self-sufficient learners. Because really there is no redo.  Holding kids back doesn't work and most of the time does more harm then good.  

So why no urgency? Why grip that hand tighter and tighter the older they get?  

Is it fear of an empty nest?  Is it fear that they will reflect negatively on us as adults in their lives?  

Come on, isn't that a bit selfish?

So on the count of three everyone let go of that hand.  One...two...

Parent Involvement: Honesty is Always the Best Policy

I've had the unique opportunity of teaching in two very different communities in two years. Last year I found myself disappointed by the lack of parental involvement.  This year I often wish for many parents to take a step back and let me do my job.  

So which problem is worse?  

I guess "helicopter" parents that can be pushy and overbearing at times must care a whole lot, right?  I've found it easier to disarm an overactive parent, then try and convince a parent to care about education when I can't get them to respond to a phone message or note home.  

My point of all this is that one way or another, issues with parent involvement, or lack of, will always be a part of teaching.  Often times we forget that kids are an extension of their parents. Their traits, good or bad, their worth ethic, their fears and phobias, and their ability to handle social situations all connect kids to their parents.  When I meet parents every triumph and every issue I've had with their son or daughter all seems to click and make sense.

When it comes down to it parental involvement, whether positive or negative, usually comes down to parent teacher relationships and affective communication.  

The simplest way to improve parent teacher relationships is to be honest. Crazy I know!  It's amazing to me that educators have such a hard time being honest with parents.  Now I'm not suggesting giving up on tact and professionalism, but why must we sugar coat to a point of lying to parents? What reason is a good enough reason to be dishonest with parents about kids?  I can't tell you how many times I've found myself in meetings where everyone knew what needed to be said, but no one had the guts to say it. We are doing a disservice our students if we can not effectively communicate with their parents.  In a diplomatic and professional manner, utilizing the right words,  you can tell someone almost anything without offending them.  And of somebody is offended by a truth that must be addressed, then so be it.  Many that I work with are afraid of litigation.  My philosophy on litigation is that you can sue for many reasons, but telling the truth is not one of them.  

Because many are afraid to communicate the truth to parents they don't communicate at all. This is almost worse than being dishonest.  A lack of communication can be seen as a forfeit of responsibility for a students learning.  In a time when I as an educator am stressing parent & student responsibility for one's own education, how can I remove myself as a participating party.  Student success is built on the reciprocal triangle of parent, teacher, and student involvement, responsibility, and communication.  

We must remember that we are models for what we teach and preach. What we want from our students and their parents we much not only teach with words, but teach by example.

Bullying: Teachers as Punching Bags

I'm not what you'd call a "veteran blogger," but I've been reading and writing these for a few months now.  In that time I've realized that this medium can get very negative, very fast.  For this reason I try, and I emphasize "try," to reign the negativity in.  But today I find myself without restraint.  The time has come to set the education world straight, and frankly I don't care if it comes out negative or not.

So what's the topic of the week folks: bullying.  Now I know your thinking bullying is an issue everywhere, how is this  a new and relevant topic.  I'm not talking about student bullying, I'm talking about seeds that were planted years ago, and now unfortunately, have bloomed into a full on epidemic: Parents bullying teachers.  I'm not sure anyone has ever coined this phrase, but I know all educators can relate to feeling like a punching bag at some point in their teaching career.

In my short career I have had my integrity questioned, been accused of discouraging children to make their own decisions, I've been forced to change curriculum with threats of lawsuits, and the icing on the cake: I've been accused of being Over paid!

I've been sent hate email, had parents go straight to the superintendent with questions I could easily answer, I've even had parents accuse me of hiding student materials (books/computers).

Crazy, unheard of, insanity you might say.  But if you're a teacher your response to all this would be "yeah, join the club."

We have reached a breaking point in education.  A line has been crossed that I'm not sure we can recover from.  The idea that all people, regardless of profession, are treated with a little human decency is now athing of the past.  When I receive daily emails that are sent district wide questioning my integrity, professionalism, and motives, that borders on defamation of character.

The constant threat of losing your job, a lack of resources and time, long hours, expected unpaid overtime, the lowest pay, and now becoming the punching bag for anyone who wishes without threat of retaliation.  It's real easy to to swing at a target you know won't ever hit back.

The worst part of everything I have just said: our kids are watching.  Kids watch this behavior, they learn it, and then they copy it.  That's the thing about kids they're constantly watching the adults around them to help understand how the world works and how to act within it.  Think of what we have just taught them.

Can things change, sure they can change.  But the next generation of parents just saw first hand how little we think of educators in this country and how they don't deserve their respect.  So I wouldn't expect that change to come soon.  That change will only come when the world finally realizes that we're all teachers in one why or another, and we're on the same side.

  

Differentiation = Good Teaching?

After listening to the Rick Wormeli podcast I realize that I never really knew the true definition of Differentiated instruction.  

For the longest time I thought that differentiated instruction was offering a completely different version of the curriculum to each student based on need.  Often in conversation I would say, "I don't have the time, resources, or manpower to meet students needs in this way."  Not until now do I realize how foolish that must of sounded.  The funny thing is nobody ever disagreed with what I was saying.  It could have been out of courtesy, it may have been out of our knack for agreeing with teachers when complaints are offered involving what we all need, but don't have.  Or, and I believe most likely, people didn't really know what was meant by differentiated instruction.

Wormeli's myth, that this type of instruction is about offering individualized instruction, is what I was always taught.  The perpetuation of this myth is not only discouraging and overwhelming to new teachers, but quickly becomes an impossibility once significant time is spent in the classroom.  

I like what Wormeli had to say about changing modality not content, and grouping based on what you've learned about them.  If we were going to group for the sake of grouping, then we would all just track our students.  Gifted, Special Education, and everybody in the middle.

It turns out, shocking as it sounds, that differentiated instruction is just simply good teaching.  I always thought I was no where near where I wanted to be as a teacher because of this myth.  It turns out I'm a lot closer then I thought, we all are.  Good teachers are teaching with multiple intelligences in mind.  Good teachers are meeting kids at the level they learn best.  Good teachers not only believe that fair isn't equal, but they show it in their classroom by helping kids reach high expectations at their pace, within the methods they need.

Over the last few years the differentiated instruction question has come up in every interview I found myself in.  With classroom diversity at an all-time high I always knew this question was going to come up, but I always worried what I would say, and more importantly what others wanted to hear from me.  I think now I have the correct answer that I wasn't sure I had.  So next time I'm asked, "what does differentiated instruction mean to you?" I'll say with confidence, "differentiated instruction equals good teaching."

Practice Makes Perfect: A response to "Teaching Literacy Across the Curriculum" (Middle Ground-April 2007-Vo. 10)

As a Reading & Writing teacher I of course see this idea of literacy as a "shared responsibility" as a great one. From my travels I have become aware that not all teachers share this enthusiasm. Some believe that literacy falls on the shoulders of those that teach it, and I agree, but what these few don't realize is that we're all teaching literacy in one form or another.

Take vocabulary for example. Textbooks in content areas are designed to present vocabulary appropriate to the concepts being taught. Concepts taught at one grade level don't always match up with the reading levels of students within the average content area classroom which usually include special education students. Content area teachers will always be teaching science terminology or the vocabulary of the roaring 20's, for example, in addition to the concepts. Primary sources are another good example. Journals, letters, and eye witness accounts aren't written with grade level in mind, but are essential to offering students authentic points of view.

In a past blog I called teaching a "team sport." I also see literacy in the same light, but it doesn't end there. As a reading teacher I pride myself on being able to bring engaging literature and activities into the classroom in an attempt to capture the attention of my students. Part of this is including elements of content areas into our daily reading class. Whether we're learning about nonfiction through firsthand accounts of the 1902 earthquake, or discussing the political environment in revolutionary America to better understand "Johnny Tremain," kids are getting a little bit of everything while in a reading class.

As a teacher and coach I see kids improve the more they repeat skills. "Practice makes perfect," the old adage goes. The more we repeat, the more kids learn vocabulary and writing as the day goes on, the better readers and writers they will be in the end. Our classrooms are only separated by walls. The more integrated our curriculum becomes the more shared responsibility we take on for producing well-rounded students. This in turn makes our students better reflective writers, critical thinkers, and decision makers.  In the end isn't that what we want.

Jack of All Trades, Master of None

Nationally people have wondered why are we falling behind the rest of the world? What are we doing wrong in the U.S.? Many solutions have been offered to this problem:

"We need a longer school day or school year." Interesting when many districts in all states are considering 4 day school weeks to try and save money.

"We need more accountability, high stakes testing, grade level testing before advancement." Places have been doing this, especially increased testing. Has this worked? No. If you ask most teachers they would tell you that every time another assessment is added, instructional time decreases. Is this really the best way to make our students more competitive on the international level?

"We need highly qualified educators." Yes I would agree that the most qualified should be teaching our kids, but is anyone every going to decide what "highly qualified" means? The State Department of Education, our State Universities, and our administrations & steering committees, all answer the "highly qualified" question differently. Maybe once "highly qualified" has a meaningful definition it might start to make a difference.

So what is the problem? Standards.

I recently spoke to a middle school math teacher and asked her what the difference was between students now and students 10-15 years ago. She told me that they don't know basic facts & they know math concepts only at the most superficial level. I asked her how this happened? She told me that kids never masteedr these basic math concepts. She said that she spends most of her year catching them up to where they should've been when the year started, instead of getting them to where they need to be before they leave for H.S.

How did this happen? The answer once again is, standards.

Once standards became vast, we started to loose the depth in which we teach concepts. Our state standards are long, but not deep. Why touch upon 32 concepts in the course of the year when you could master 7? Furthermore, we preach engaging students through innovation, re-teaching the same things year after year will lead to student disinterest and frustration.

We need to make a decision in our state, will our kids be jack of all trades and masters of none, or will they be innovative, engaged, experts in the fundamentals.

Team Sports Are More Fun

After reading the first chapter in "Teaching the Best Practice Way," I wondered what was so different about the Waters school that made all that they did possible. I think the simple answer would be the people and the commitment they have made to good teaching, and by good teaching I mean engaging, authentic, hands on learning within thematic units. But I believe it's more than that.

So what is this missing ingredient? I believe that it's an affective team and team planning time. If you are a middle level educator then you know that common planning time is essential. Teachers, experts, and research all say that common planning is a must. But what these people aren't saying is that we need to want to work together as co-workers more than we need the time to.

I've been in two schools in the past two years. Two different districts, two different communities, and two very different schools. I have enjoyed this year much more then the last. The reason, the team of teachers I work with everyday. Comparing the past two years I noticed some very large differences:

Last year I had a paid mentor teacher, this year I have a more experienced teacher that willingly helps me whenever possible for free. Last year I routinely had teachers trying to dump work on me, this year I have teachers going out of their way to help me and make my day easier. Last year I felt out of place, this year I feel right at home. I attribute this to my grade level team.

I believe that team chemistry is the key to implementing most of what was said in the first chapter of "Teaching the Best Practice Way." A middle level educator once told me that change starts at your door, and if you aren't happy with your school then start right in your own classroom. Positive change is contagious. So I do think that many of the "best practices" can be accomplished right in your own classroom, but team sports are more fun. There is a certain level of satisfaction in knowing that you did something all by yourself, but my greatest moments in life have always been shared with others, and I think that is something that can be modeled by educators for kids to see.

When I think about the Waters school I imagine all the time spent brainstorming, planning, and coordinating. In order to do all that they did you have to have the time to work together, the want to work together, and enjoy working together.

Sometimes in education we forget that we go to a job everyday with our own version of an office. We often think of our students as the people we work with, but it's the other teachers that can make or break the climate that you work in everyday.

I know when you don't see eye to eye with those around you it's easy to wish that life was an individual sport. But the truth of the matter is that you are just one of many that work toward the common goal of offering a "quality education" through "best practices." Teaching, like life, is a team sport. Without a supportive team that enjoys creating exciting authentic learning opportunities for their students, coming to the "office" everyday isn't as enjoyable and our students notice this.

Integration: The New Tolerance

For the longest time we taught kids to tolerate others. Those that looked different then them, had different customs and traditions, and even those that did not share their sexual orientation. For the longest time parents, teachers, civic leaders all preached tolerance of others that were not like us. Why? Why did we separate ourselves from others with that nasty word? A few years ago it occurred to me that tolerating someone that was different then myself meant that I was putting up with them instead of embracing their differences. Why should someone different from myself be "tolerated" when I am just as different to them as they are to me? Last year I stopped using that word. I decided that tolerance did not mean acceptance, and ultimately that is what we should be doing. Accepting everyone for who they are and what they believe.

Today I find myself in a similar situation, but this time the password is..."integration." Integrated means to bring together elements that are normally separate. Is that how we see technology and education? Two separate elements that should be merged together. How will we every reach our students, who spend the majority of their day using technology, if we view technology as a foreign element in our classrooms.

We have to start looking at technology as the cornerstone of our classroom, not the portable classroom we ship in to accommodate an increase in enrollment. Technology is a cog in the machine that is our classroom. Technology has to be included in the blueprint of our courses. Technology isn't a class, instead it should be a vital element of all that we do. The sooner we toss away this idea of integrating elements that aren't normally in the classroom, the sooner we can get started on laying a foundation for our future classroom. I for one will not "tolerate" this notion of "integration" anymore, I encourage you to do so as well.

The Barbed Wire Model

I enjoyed this article very much. I think the analogy is perfect for the classroom, especially the middle school classroom. I really liked the section about letting the kids be their own judge & jury:

"Another strategy is to avoid the role of judge, jury, and executioner. Put that on the shoulders of the student, where it belongs. Students understand consequences, and if an infraction occurs, they need to take responsibility. It is a question of changing "I am going to punish you" to "Your actions are punishing you. What are you going to do about it?" The difference between these statements is that with the second one, when you are not there, your students will still monitor themselves"

I totally agree with this and do some of this already. I have always thought that when it comes to grades and consequences the teacher as the "giver" is doomed from the start. I have often told my students that I don't give grades, I record grades. If I have done my job then each and every one of them knows what they need to do to achieve the grade they desire. All that is left for me to do is record their level of achievement. I have always thought grades & consequences are often times too subjective. If kids know what will earn them an "A" and what will earn them a detention, then I am simply the facilitator, instead of the judge & jury. I like the language Ben Johnson used in his example and I think he is right that they will start to realize that their actions have consequences regardless of who is or isn't around. Maybe this is the key to self-discipline?

What I like about my classroom is that no one is afraid to be themselves, including the teacher. I have really tried to celebrate the the individual strengths of all students, but am quick to stamp out people trying to chop someone down for being different. I have a loose environment where humor, music, and fun is o.k. as long as it doesn't get in the way. I like a friendly classroom where the teacher isn't trying to be friends with the kids. They have plenty of friends, what they need are teachers, but that doesn't mean we can't be human and enjoy ourselves. A classroom should be somewhere students & teachers enjoy being, and I think I have that.

To Self-Discipline or not Self-Discipline that is the Question

I honestly went back and forth with this article. There were many things that made sense and I agreed with whole-heartily, but other things that I thought were simply a result of over analyzing students, behavior, and the classroom. For example: “The moral of this story is that just because motivation is internal doesn’t mean it’s ideal.” I say who cares. The idea that my students are motivated, no matter the reasons for it, is much better then them not being motivated. I would rather see them putting in a high effort then not. I see the point of students completing tasks just to stave off anxiety being a bad thing, but I'm not convinced that is occurring as frequently as the article might suggest. Sometimes we over think the reasons we do things. In life how many times do we do things as teachers, parents, co-workers, neighbors, or sons and daughters, because it just needs to get done. I know it’s not glamorous to say, but learning that life is full of tasks that we do because they need to be done, is a good lesson to learn going into high school. I do agree with the idea that with such stress put on the leveling of education and completing tasks just to get to the next, does take the value of the task away. We often wonder while tasks aren’t mastered or why something wasn’t learned even though it was taught, well maybe it’s because the focus is on the completion of tasks and not the tasks themselves, “satisfaction from the process rather than always focused on the product.”

Another interesting point: “if they’re nevertheless engaged in ensuring that children internalize our values — in effect, by installing a policeman inside each child —then they ought to admit that this isn’t the same as helping them develop their own values, and it’s diametrically opposed to the goal of helping them become independent thinkers. Control from within isn’t inherently more humane than control from without, particularly if the psychological effects aren’t all that different, as it appears they aren’t.” I agree. Our children aren’t learning anything in this situation other than a blue print of how to act. We do need to teach good decision making and encourage them to make the right decision for them as individuals, but then we have to give them the opportunity to practice these skills. Often times students don’t get this practice, but instead go off to high school or college and are now left to use these skills for the first time. Without practice in a controlled environment the consequences are magnified and sometimes catastrophic.

My dad always says “everything in moderation.” I think we need to take self-discipline and theories against it in moderation and with a grain of salt. I always have a hard time siding with an argument 100% when no alternative is offered.

Expression From The Middle: Impressed?

I am always impressed by the insight offered by middle school students. Sometimes I think that insight is clouded by immaturity and peer pressure, but in the end kids often surprise me. One thing I have really started to notice in the few middle schools I've been in an even fewer amount of years, is the incredible range of maturity, insight, and motivation. The more I read the more I hear how one minute a middle school student is raising money to help end local homelessness and then the next minute they're farting in class to make everyone laugh. I know I tend to forget that this is an age of extremes and inconsistency. Not all middle school kids act the same and not one acts in one way all the time. Because I work with an age group that I would compare with a roller coaster ride, I have learned to celebrate those amazing moments, like those found at the website below, and try to accept those gaseous moments. I especially like the artwork found at the website below, but make sure you read what the kids had to say about the meaning of their art. Very insightful!

Expression from the middle:
http://www.nmsa.org/moya/StudentEngagement/ExpressionsfromtheMiddle/tabid/1186/Default.aspx

Response to Living With and Teaching Young Adolescents: A Teacher's Perspective

Reading this article led me to a comparison that I think sums up teaching at the middle level for me. For me teaching middle school is a lot like football use to be when I was in high school. Football was hard, exhausting, but incredibly rewarding. When I was away from it I thought about how much went into it and relished my days off, but at the same time loved every minute of playing in games, performing, and collaborating with my teammates. For me being a apart of football made me special. Many people weren't tough enough, or maybe dumb enough, to take the long and difficult journey for the big payoff in the end. Middle level education is that way for me. Students can be challenging; days can be exhausting;the behind the scenes work often times gets little praise, but in the end I wouldn't trade my membership in for anything. I like being in the trenches. I like doing what others won't. Everyone has their place; being in the middle is mine.

As for the article: I agree with the extremes of the age and also encourage others to take it all in with a grain of salt. I also agree that increased parental involvement is required at this age, not less. I found the four parts to middle level education very interesting. I agree that students need an advocate and a place where they can create a sense of belonging. In most schools I think this would be called "homeroom," but I don't believe that is the spirit of the idea. Often these are put together according to last name or address. I think common planning periods is a must! The best part about where I teach is the team I work with and our ability to meet on a daily basis if need be. For me to pull from a more experienced teacher or integrate units across subjects is invaluable and only possible because of common planning time. Engaging instruction is also a must and obvious, but difficult when not working in a block schedule. I too also believe that a complete education includes many elective opportunities including the arts, but with funding getting cut that is becoming harder and harder each year. I think the letter was a great way to end the article. At some point I hope I get a letter like that. To a certain extent I think I need one, maybe we all do. Maybe I should say we would all like one. I don't think anyone in middle level education got into it for the money, the fame, or the gratitude, but yesterday I saw a mother of a student in the grocery store and she told me how much her daughter was enjoying this year and my class. Sometimes just a few words is enough to keep you going and convince you that you ARE making a difference.

Response to a Digital Portrait: "Dylan"

Technology from an early age.  This is why our students are so into technology.  Dylan was using technology at 4!  Technology gets credit for teaching him phonics.  Technology is good!  Dylan brings this statement to life.  From learning how to read to using online forums to bring awareness to animal cruelty or going green as a lifestyle not just a choice, technology can do so much good when applied appropriately.  Collaboration comes up in this portrait as well.  No longer do group projects became cumbersome.  Students, at all levels, can collaborate from their own homes.  "Think globally and act globally," we have come a long way in the last few decades.  

Response to a Digital Portrait: "Cameron"

I think this is a much better example of teaching one's self, learning problem solving skills, etc.  I really like how Cameron's parents found what motivates him let him go for it.  This is much better then when I see teens using technology for gaming.  Here we really get to see the creative side of kids and technology and how that marriage can be amazing.  You can tell the educators and other adults in Cameron's life have jumped head first into technology and what kids are interested.  This is the key to teaching the next generation of students.  I think that can be a hard sell to educators who have not bought into technology yet, but sooner or later we will all have to, our students already have.

Response to a Digital Portrait: "Virginia"

The teacher in this portrait is great!  I love this quote: "Technology should improve our lives, not take away from our lives.  I was amazed to hear that Facebook was affecting her  complexion and eating habits.  I was even more amazed to hear that Virginia gave up time on the computer because of those reasons.  She also brings up a great point that rural America becomes mainstream due to technology.  I also love that Virginia is teaching kids younger than her and teaching them technology safety, this is way more affective from an older peer.  Once again we see this balance between technology and the "outside world."  All good things in moderation.

Response to a Digital Portrait: "Jalen"

Kids like what they are good at.  Jalen is a good example of that.  He used technology as a spring board for what he already was interested in.  This is one of the many great uses of technology, and as a teacher, I have learned not to fight this.  Use technology to dwell on student strengths & interests.  But, I urge people to give credit where credit is due.  Although Jalen appears to be raised in an urban area, I'm not convinced he didn't have a few advantages others didn't.  I'm not sure if he goes to a private or public school, I'm not sure if he was accepted into the Digital Youth Program or if it was open to all, but I am sure what kind of family he comes from. Jalen's dad is Scoop Jackson a national columnist, a writer for ESPN page 2, and an ESPN television personality.  Not to take credit away from Jalen or the role technology has had in his life, but let us not forget the role that good parenting, strong genetics, and access to alternative programs play in the education and upbringing of any child.  With that said, this is great for rural educators to see.  Technology truly is the great equalizer.  In both urban & rural areas technology can bring students closer to the rest of the world and maintain the competitive balance that money and location often throw out of whack.

Response to a Digital Portrait: "Sam"

I think Sam is a good example of a child brought up in the digital age.  The balance of Sam's "1st" & "2nd" life is what seems unique to me.  As a 7th grader she appears very mature in her thought process.  She seems to have found a balance between the "outside" world and the digital world that many teens struggle with.  I do think Sam's parents are a bit naive in thinking that she is learning valuable communication skills and problem solving skills by texting and playing computer games so much.  I do find the value in any activity where you practice problem solving and collaboration, but where is the face to face, and more importantly, where is the supervision and regulation of content?  It's really easy to justify 12 hrs. of gaming by saying she's problem solving & practicing communication skills, but who monitors this "2nd life?"  Overall, this story is a good example of what good technology can do in terms of creating learning experiences and opportunities to access more of everything, but I think Sam is the exception, not the rule.