No, the title isn't a typo. I thought I'd take a look at the flip side: rather than trying to propose ways we can achieve good quality education (something which has no doubt been covered better elsewhere), how about how we end up with poor quality education?
Language of Instruction: Learning in a language that isn't your mother-tongue has a hugely negative impact upon learning outcomes. I've highlighted the importance of focusing upon it in earlier posts. Various studies have been done that prove how bilingual or multilingual models can have a positive impact upon students' learning, and how such models can lessen the potential for conflict. Despite all of this, the language of instruction issue has yet to be mainstreamed in educational development. Of course, in countries where there are hundreds of languages (including dialects) it is perhaps not a straightforward area to reform.
Standardisation: Seems an obvious one, but just because an educational model has worked in one country, it does not necessarily mean it will work elsewhere. A curriculum needs to be relevant to the context in which it is taught. Let us not forget the importance of context to a relevant and quality education.
Teachers: Poor pay. Lack of professional development. Large class sizes. Difficult conditions. Low status in comparison to other professions. Does this combination really sound conducive to a quality education?
Poor management: Even if teachers do remain positive and wish to be agents of change, this can often be thwarted by poor management and leadership.
There you have it. It's not an exhaustive list, so now it's your turn: can you think of other areas which lead to poor quality, irrelevant education? Do you think there is one particular area which requires our immediate attention? Share your thoughts in the comments box below.
Language of Instruction: Learning in a language that isn't your mother-tongue has a hugely negative impact upon learning outcomes. I've highlighted the importance of focusing upon it in earlier posts. Various studies have been done that prove how bilingual or multilingual models can have a positive impact upon students' learning, and how such models can lessen the potential for conflict. Despite all of this, the language of instruction issue has yet to be mainstreamed in educational development. Of course, in countries where there are hundreds of languages (including dialects) it is perhaps not a straightforward area to reform.
Standardisation: Seems an obvious one, but just because an educational model has worked in one country, it does not necessarily mean it will work elsewhere. A curriculum needs to be relevant to the context in which it is taught. Let us not forget the importance of context to a relevant and quality education.
Teachers: Poor pay. Lack of professional development. Large class sizes. Difficult conditions. Low status in comparison to other professions. Does this combination really sound conducive to a quality education?
Poor management: Even if teachers do remain positive and wish to be agents of change, this can often be thwarted by poor management and leadership.
There you have it. It's not an exhaustive list, so now it's your turn: can you think of other areas which lead to poor quality, irrelevant education? Do you think there is one particular area which requires our immediate attention? Share your thoughts in the comments box below.
Mariam on LinkedIn:
ReplyDeleteAlso curriculum. Should be updated regularly to maintain interest and relevance.
Amy on LinkedIn:
ReplyDeleteAhh interesting! Here are a few important elements that would surely signify this goal has been accomplished (and yes, I have heard all): 1. Students have no problem solving, no tools in a toolkit when facing a challenge, and/or no earthly idea how to try out solutions, evaluate, and then redesign. "What do I do? I failed. I did the best I can." (becoming the trademark statements).
1. Students have no drive to actually attempt to problem solve and live in a blissful blame/excuse-making land taking no responsibility for actions or learning. "It wasn't my fault. It was the teacher's fault or boss or other student or fill in the blank." (key trademarks)
2. Students see no relevance or connectivity in any coursework and lack basic writing, math, and reading skills. "What do I need this for? I hate reading. How do I make change for $12.45 from a $20?" (trademarks)
3. Students (in the US particularly) are intolerant isolationists with zero cultural awareness, understanding of global connectivity, foreign language skills, or basic geography/history knowledge. "You're dumb/strange/hard to understand because you don't speak English." "Hawaii is in the Pacific Ocean?"
Just a few thoughts...
Excited to see other contributions to our list!
Xuan on LinkedIn:
ReplyDeleteSomeone above talked about students side - I'd like to give some other 'solutions' (!!!) on teacher side and others:
4. Provide poor quality teachers.
5. Ensure a poor learning environment and atmosphere in classrooms and whole school.
6. Provide poor school leadership.
7. Make sure no contacts and linkages between school and student family, ;-))
Hope these may help and pls. add more, ;))
Education should be synonym of learning and learning should be perceived as fun. In most educational systems, education is perceived by kids , teachers and parents as a "painful chore" therefore not pleasant and stimulating."One size doesn't fit all" people learn differently and therefore the educational systems and approaches should take into account to the extent possible the learning process of the individual. This requires flexible teaching approaches and well trained teachers capable of determining and using the appropriate teaching methods.
ReplyDeleteThank you for your comment dyane. I think you've covered many key points. Boring, standardised education which isn't stimulating seems a sure fire way towards a poor quality education and unmet learning outcomes.
DeleteMark on LinkedIn:
ReplyDelete-Over legislate your process. Make your teacher spend most of their time doing paperwork rather than actually working with the students.
-Don't welcome the parents into your schools as partners.
-Underpay your teachers so that your best students look at other professions.
-Have your teachers never understand the envirnoments yours kids are coming from and attempt to teacher from their middle class values.
-Keep cutting the spending on education while declaring your understanding the needs for a better education system.
-Continue to have your universities operate in silos so that the new teachers really only understand how to teach to the middle.
Do these and you'll really have a poor quality system and teachers.
Ellen on LinkedIn:
ReplyDeleteWe can produce poor quality education by treating all students as if they all process information the same way at the same level. We can do an even better job of producing poorly educated students by using badly written textbooks as our primary means of instruction. We can reduce literacy by reading less literature. We can reduce a love of learning by not allowing teachers to be creative, by reducing experiential learning and by adamantly focusing on standardized testing as the be all and end all of education. We can also deaden the experience of schooling by removing the Arts from education. Don't forget to give the students lots of meaningless homework assignments as well.
Aleksei on LinkedIn:
DeleteI agree with Ellen up to a point. In some learning environments textbooks (often pretty bad ones) are imposed like a curfew, while in others you're more or less free to divert from approved textbooks and throw in resources of your choice, including your own - I guess this is what meant by teacher's autonomy and creativity.
Ellen on LinkedIn:
DeleteYet another way to produce poor learning outcomes is to have someone teaching who does not know much about their topic and/or does not like it but has been asked to teach it. Students are engaged when the person teaching is passionate about their topic. That passion is contagious. Subjects being taught in a tedious instruction style or in a disorganized style produce very poor outcomes as well.
Sami on LinkedIn:
ReplyDeleteAs i think we have to build professional attitude in the teachers also it is very important to eradicate all the extra duties from the teachers... Curriculum is also one of the main thing but we have to focus all other necessary things regarding to education to improve the quality of education....... There are so many things but first of all as a nation we all have to own our responsibility and give prefrence to education so that we can achieve little bit quality of education
Fuad on LinkedIn:
ReplyDeleteHi Sadia,
there are so many different ways of doing things wrong way The sky is a limit to stupidity. I think the solution is focusing on how to do things in a right way.
Hi Fuad. Thanks for commenting. Yes, you're right, focusing on how to do things the right way is the solution. Rather than asking what that is directly however, looking at the opposite end of the spectrum (how to do things wrong) seems useful. A critical eye is required in development after all. Moreover, people seem to become a little tired of the orthodox approaches e.g. how can we achieve good quality education, hence taking a different approach. Thanks for reading!
DeleteIn my opinion and from experience in my country too much emphasis is laid on passing that leads to cramming instead of understanding concepts;
ReplyDeleteLessons on critical thinking and general problem solving skills are not considered very important and all concentration is on facts, knowledge and information that are 90% not applicable in life;
Due to poor pay, teachers have side jobs hence constant absenteeism and in other cases they are in a hurry to finish the term's/year's syllabus hence do not consider whether the students understand or not and the quality of what they are teaching.
Lastly, and more important, most parents are majorly concerned about paying school fees, buying books, uniforms and other materials the rest is left to the teachers. They therefore play a very minimal role in their children's education.
You're right Brenda. Focusing on exams instead of actual learning is a real problem. In the case of Kenya, as you say critical thinking is not focused upon, rather rote learning and questions such as: 'Do we understand?' which get answered with a resounding 'yes' from the class despite not understanding. The issue of fees is another very important factor - one which hasn't been mentioned up until this point. This burden is one that needs to be shared it seems if things are to change. Often many people think the battle is won by the fact the children are in school, but looking at all of the comments above, that is just the beginning!
DeleteThanks for stopping by and taking the time to comment.
Glen on LinkedIn:
ReplyDeleteOne might also consider the number of non-educators who are making educational decisions. School operations being run by managers, school policies set by government employees who are not educators, standardized testing being considered the only measure of success, teachers afraid to make educational decisions because of the power of others to over-rule, ridicule and even cause them to loose their jobs. Then there are the students who cannot fail no matter what they do or how little they do or how many times they try and don't succeed. If you look at the results of the "No student left behind" policy you may note that it is the teachers who are blamed for the lack of success no matter how little the students do. Giving the teachers better training and more opportunities to learn is great but ultimately it is each student who controls how much learning takes place and how much effort goes into any learning. We can not loose sight of the fact that learning requires the active participation of the learner. Then there is the issue of the increase in students with identified learning and/or social difficulties. These students are often just inserted into classes with no support and the teacher must cope with them while still trying to provide every student with the best possible learning opportunities. There is only so much a human being is capbale of doing.
I recently read a speech supposedly given by Bill Gates to a high school audience about the 11 things they would not learn in school. In this speech he talks about how feel-good, politically correct teaching has created a generation of kids with no concept of reality and how this concept sets them up for failure in the real world. It makes for an interesting read.
Sidney on LinkedIn:
DeleteVery good points indeed Glen!
I have been involved in a number of school set-ups where the owner/proprietor was not an educator and the school was judged solely on examination results. Often private "International Schools" are run on a "For- Profit" basis, which often means recruiting "cheap" staff, who are neither well-trained or experienced.
@Glen: Thanks for your such a comprehensive list of problems! Really interesting reading. Also, in light of what you've said, I agree teachers are faced with disproportional responsibility - those involved at all levels are accountable for quality learning; it seems both inside and outside of the classroom.
Delete@Sidney: The increasing emergence of private, for-profit schools is definitely up there on the list of how to achieve poor quality education. I think this is evident in many adult language schools these days. The issue of private schooling is a whole other can of worms!
Ganga on LinkedIn:
ReplyDeleteIts not just a matter of producing textbooks, they are inanimate tools in the hands of teachers..
Pl note that teacher training also falls into the same rut as the education system which if reduced to just a matter of scores "100% or less?", then the result wd be poor quality teaching because everyone just aims for those unreasonable scores by hook or by crook! However if the result is assessed by practical application of education into different fields, then a meaningful process of education wd have to emerge.
Teacher training - so glad you mentioned this Ganga. Very interesting to consider that teachers are being in the same ineffective ways as the students!
DeleteNarjis on LinkedIn:
ReplyDeleteachieving poor quality teaching; just go to class and read from the book, assign question that have asnwers directly from the book. then give them test on the same questions and mark it with on the basis that better memory better score.
Robert on LinkedIn:
ReplyDeleteSorry Sadia, but I can't seem to focus on the negative. I've worked so long in a profession that is always being attacked, that my time has been to overcome the attacks. I think the best way to destroy educational progress is by keeping teachers who don't see the value in what they are doing. No one undermines the educational process as much as a negative teacher. Many of these teachers have become valueless in the eyes of administrators, they are called dinasours, old-fashioned, burnt out. The above listed comments lead the teachers in the classroom to the despair and negative forces for instruction and student learning. The students have a yearly commitment as do teachers, but sometimes the student is more resilient than the teacher. Almost any of the above comments are nails in the coffin for positive instructional leadership and classroom teachers. To have a failed system, just create failed teachers. Believe me, you'll have the failure you want. I say this, because some of the most successful teachers close the door and say "**** ***" to everything and are successful. Others with all the degrees and pedagogy are still incomplete because they are not spiritually passionate and focused. They allow others to beat them down. Beat the teacher, you fulfill your desire to have ineffective instructional outcomes.
Glen on LinkedIn:
DeleteRobert, I agree that negativism is a real killer but one must look at the topic here. It is by identifying the problems that one can start to look for solutions and ways of improving things.
I always managed to find ways around the many problems I faced as a teacher so that I could enjoy my time with the students. Once it got to the point that I could no longer fight the nay sayers or avoid those who chose to destroy what I loved I left the classroom as I knew that I could no longer do the best for the students. Since then I have done as much as I can to help teachers develop the tools to help their students. Based on the feedback I have received, this has helped them and rejuvenated me so it has been a win-win situation.
Amy on LinkedIn:
DeleteRobert, I do agree with you that negative teachers (up to district leaders) will undermine every positive step. Some amazing teachers are leaving the field because of it. However, I agree also with Glen. I come from a background of a prescriptive and diagnostic approach with 17 years in. If I know the weaknesses, I can begin to build solutions. If I am building outcome based initiatives, I must look at what outcome I DO NOT desire. I am a passionate educator and have been very involved in nontraditional solutions and reform for our high schoolers especially. I just overhauled a small school here in Panama where I am based on what WASN'T working. Example: I had a school full of children reading below level who never read for pleasure or chose a book from the small classroom library. Then, I looked at the issues - a jumble of books jammed on shelves, no variety or new materials, children choosing books that were too hard and getting discouraged, teachers having no idea what was on the shelf or integrating them in lessons...I took each problem and attacked with a solution to produce a room of readers! Thanks all for continuing the discussion!
Robert, I also agree, negativity does not sit well with me either. However, as Glen and Amy mention, taking such a approach does seem to be helpful in finding solutions and therefore focusing on how we can do things right. Perhaps I will change my mind once I have as much experience as you all?
DeleteTeachers, again it comes up in the discussion, yet it still amazes me that in educational strategies, teachers and professional development to help them maintain that enthusiasm etc. are towards the bottom of the list, if on the list at all...
Carole on LinkedIn:
Delete@ Amy Your quote here is so extremely important. Schools are now failing because they are taking all the pleasure out of teaching, and learning and turning education into test prep factory. Its ironic that private schools who do precisely what you recommend below are so much more high achieving that public school where they think they must teach children in lock step. "Example: I had a school full of children reading below level who never read for pleasure or chose a book from the small classroom library. Then, I looked at the issues - a jumble of books jammed on shelves, no variety or new materials, children choosing books that were too hard and getting discouraged, teachers having no idea what was on the shelf or integrating them in lessons.."
Most of the brilliant teachers I knew left the public school system precisely because they were not allowed to teach the kids starting where they were and take them where they need to be in a way that captured the child's interest and imagination. The teacher at our school that had the most accelerated learning results was forced into being an art teacher instead of an ESL teacher because the other teachers and principal did not understand her student self directed and hands on project based teaching. She read aloud very high interest books. Let students pick their own books from the class library and write and draw about them or create art projects depicting characters, plot, vocabulary etc., Her room looked like a beautiful children's museum. It was miraculous to pick up her student's journals at various points of the year and see their incredible progress. They loved learning in that classroom! She is also the only teacher that could move kids from almost no reading to grade level reading in the fastest time.
Robert on LinkedIn:
ReplyDeleteYou all confirm that the biggest focus for learning is often pedagogy and teacher development. No amount of pedagogy will survive a "depressed, negative, disgruntled teacher. As much time has to be spent in dealing with teacher attitutes as we are focusing in on improving instruction. Like student learning, the teacher in the classroom must consider and accept the reality that he/she is also a learner. As my career unfolded, I found myself constantly reminding me that the class I had at that current time was entitled to the same enthusiasm and commitment as the years I started. Teachers who embrace the idea of having a meaningful career are very much enthusiastic and committed those first years, or they should be, that's the administration's observation. But after those early years relationships with classes and the spirit of teaching, a period of disenchantment sets in. The relationship because of age or evolving factors brings a teacher to a point where he/she is going through the motions of teaching. The teacher is just about becoming effective as a faciliator or leader in the class when the mental frame of mind is encumbered. The experience takes hold and the instruction becomes ordinary because pedagogy is in place. NO pedagogy alone, will develop the tool to good effective instruction, the mental chemistry between teacher and students needs the catalyst for learning. That is the positive, enthusiastic, spiritual rejuvenation that needs nurishment.
Often relationships between new teachers and students is extremely positive and evolves into a strong mentor for the child. The academic relationship carries over to a friendly, trusting mode. The first couple of years for a teacher give a false sense of approval and worth, because after year 5, the generational gap tends to undermine teacher worthiness. Students no longer return to say hello, stay to ask questions or approving decisions, the teacher is now somewhat alone. There is an emptiness within. Without the teacher's awareness of the generational changes evolving, unsettled attitudes are developing in the teacher psychic, and may eventually lead to the wrong attitudes for teachers.
Teachers need to have workshops and time to explore not only effective means to teach, but they also need to have a sense of social worth. That is a most important aspect of personality. With a limited personality in a classroom comes limitations in personal development. An environment that fosters and nurtures the entire self must have the opportunity to be explored. Not all this is part of the school, but if the teacher is part of the school community, a friendly atmosphere with positive expectations should be cultivated and related to outside opportunities for teachers and students as well. NOT all learning is found in the classroom, the world is our classroom and "apps" are just the begining. Be sure your teachers have lives beyond the classroom that complements the career and nurtures the self.
Cynthia on LinkedIn:
ReplyDeleteWe always say that assessment consists of the negative and positives - strengths and shortcomings. Quality is a continuum and poor and high quality exists together - you know like the wheat and the tares. I guess when we focus on poor quality those of us who can be change agents including technicians, administrators, teachers and the purse holders will make greater efforts to foster quality education. So recently, I identified Standards-based approach, dynamic leadership, change-propelling innovations, and social partnership as imperatives to achieve; that is where lacking, we commit to improving the quality of the education system. We must ensure not only the professionalism but professionalization of teachers, and ensure a safe and protective school community - to name a few actions....
Carole on LinkedIn:
ReplyDeleteWhile I'm not trying to negate the responsibility of teachers, there are many studies that show how important good parenting is and parental support of education is. If a super permissive parent allows a child to do anything they want and does not hold the child accountable for its actions, then it means the teacher has to double duty as teacher and behavior corrector. If the parent does not support education as best they can, it is hard for the child to see value in it either. For example, if the parents denigrate education, then the children will lack faith too. Obviously, if parents don't send kids to school, that's pretty tragic as well. All I'm saying is that we have to make parents partners in education and find a way to show them the value of it, and also offer parenting groups at schools to teach good parenting skills as well. I would go so far to say that we should teach good parenting skills as a part of the curriculum like health, nutrition, and physical education, so that students come to school ready to learn and feel education as an essential.
Robert on LinkedIn:
DeleteThe study of history brings out the incongruities of learning. Learning as is depicted here, in technological societies, is toward the evolution of intelligence. But, even in America, there are many people who deny truths, leading to individuals curtailing their empowered role as a teacher, becoming a subservient of the "powerful" in society. Education will eventually lead to change, but most parents are not interested in their child changing, they want their child in their image. Sorry, you can't have it that way. Learning will automatically allow a child to move into an inquisitive stage of life. Modest at first and vociferous later. This is threatening to both parents and the "power" of the society. So, often the power of society plays to the hand of the parents and thus the evolution of continuing the learning path taken, overcoming the path not taken. Education's dilemma is how to infuse the interest in learning, but help guide positive "understanding" of what is evolving and its' not always the "want to be" result. In cultures where mothers are often second class citizens, what can be expected of children, as some children will be rewarded for their learning successes and others chastised, and/or maybe even denied, their educational opportunities or achievements.
Often with the support of parents. So I agree, the parents are important, but they are not schooled in the results of learning or fearful of those results. All they know is their child and the role served in their society...and we haven't even touched upon the thoughs evolving toward their beliefs, commonly called religion in most societies.
This is a fabulous post. From a parents perspective, one of the things that equated to a poor education for my youngest (15) was his hate of the environment of school and the way he was pressured to perform in a certain way to become popular among his peers and to gain good grades from his teachers.
ReplyDeleteAlthough my understanding was he was achieving well and certainly he was at a great school and was performing well according to their criteria, it was not what his comments were reflecting to me.
It seems that its not in the best interests of schools to have low achieving students, and so pass students who are simply not grasping concepts and therefore are moving on to higher grades without the undergirding of the previous understandings. Its just setting them up to fail.
To put this into perspective - at the end of last year, my son walked out of school and refused to go back. I now Distance Educate him. When he was assessed by Distance Education in Western Australia (at year 10 level), it was found he was actually peforming at Year 8 level. And his school results were not reflecting this.
School for my son was a fearful place. It no longer is. Within three short months he has caught up on maths (now at year 9), English (at year 10) Science *Year 10) and SOCE (Year 10). He will be taking on a Year 11 subject to include a work placement that gives him some life skills as well. More than anything I have a happy child who is not at risk of falling through the education gap.
Distance Education from my perspective has put my son back into the running for University. Also, the teacher can use their personality and differences to teach and this is such a great experience. They are not delivering a curriculum (that anyone who can read could do), they are teaching and the energy in their work is exciting and rewarding. Its a great mix.
So hope this gives you some idea on a parents perspective of how to achieve low quality education:
Take away the teachers right to be an individual and teach within their own strengths and to their personality; Create an unsafe environment for students to survive in so that school becomes something they hate and endure; Provide a boring curriculum that has nothing to do with teaching to the learning styles of children and everything to do with with systemising our kids.
Make it that schools don't have to compete against each other for prestige and most importantly for funding, turning education into a farce in which kids who are not achieving are treated as if they are.
They will rebel, and so will the parents. We want our teachers to teach with everything they have, and with every encouragement to be themselves within that. We want to be able to support our teachers for all the right reasons, not because they are in authority. And we want our kids to be able to learn according to their learning styles and in a safe environment.
Its about values and morals - like most things. Kids have to respect what they are under the authority of, and to feel safe in that. They Dont!!!
Thanks for taking the time to comment. The points you raise make for really interesting reading. For the same reasons for your choosing Distance Education, it seems homeschooling is becoming more popular amongst parents as well. Contrary to belief it seems children who are homeschooled aren't the anti-social students we might imagine once they hit university. In fact, as you suggest, it seems such approaches actually accelerate the learning process, meaning children are ready for higher levels of education sooner than their 'normally' schooled peers! Surely a sign of good quality education?
DeleteThanks Sadia,
DeleteAnd thank you for having me on this site. Actually I would say - and statistics from the School of Distance Education in Western Australia indicate, that Distance Education actually gives kids an advantage over 'in school kids' at university level, as they already have in place the habit of self discipline and working to deadlines.
Personally, my son has gone from being a frightened boy who had panic attacks every day before, during and after school, to a relaxed, intelligent, educationally committed and high achieing one. On top of that an incredible sense of 'self' is growing alongside an excellent sense of humour.
Initially I thought this would be short term situation 'distance education' , but seeing the change and the results - I will not ever put him back into a system that is devoid of 'difference' - (just as the next comment indicates), unless he indicates he wishes to do that.
I think one of the greatest changes that needs to be made is in the learning styles of kids. We acknowledge in the adult world that their are at least 4 styles of learning, and yet in schools we don't always consider that.
And, one of the greatest things we could be teaching our kids is assertiveness, because what they often see in schools and in their own lives is passive/aggressive behaviour. If we can start our kids off in Pre School with assertiveness training, then bullying may become a thing of the past as each student learns the values of listening and speaking their truth, and to respect the rights of others to have different opinions . Maybe they can even teach their elders, as many of them don't have the skill either. If we can take away the fear and the power/control issues, there just may be an opening for teachers to teach.
I have enjoyed reading all of the comments and the diversity of thought therein.
Lee
Thanks for your contributions Lee. I agree, it's been really great to see everybody's different comments. You've raised some very interesting points. I'm glad Distance Education has worked out so well for your son. Perhaps it is something that will become more common in the future because of the positive effects. With regard to learning styles, yes you're right. However, this issue it seems is perhaps related to the sometimes overwhelming pressures teachers face, therefore meaning it is not high on the list of things 'to do'.
DeleteThanks for stopping by!
Farid on LinkedIn:
ReplyDeleteAll very good input so far. I would like to add two further ways of achieving poor quality education. One is by not including parents as partners of the school and teachers and secondly, not designing the curricula such that it engenders the positives of diversity and pluralism, essential ingredients for a stable globalisation process.
Richard on LinkedIn:
ReplyDeletevery interesting topic indeed. in my experience failure and poor quality can come from many different sources, from the student, from the teacher, and as often as not from a third factor. in ireland the school system is overseen by a corrupt and criminal organisation - the catholic church - which has systematically abused its power over children, yet retains its position in the administration of primary education. in taiwan many private schools are money making enterprises where the illusion of education is as good as the real thing. and in many countries with low levels of individual freedom of thought and speech, it is not surprising that the education system squashes the students brain as much as empowers it to think.
ive only half read the comments above, but having had a little rant there ill go have a look now :)
Robert on LinkedIn:
ReplyDeleteTeachers thinking they are great teachers but are actually focusing on all the wrong things and making their students dependent on them and becoming fragile learners.
I was a lifelong skilled urban high school teacher and my work was to support the intellectual and social maturation of teenagers, most of whom are marginalized in one way or another in the US. I now support African teachers doing the same job. I would like to make a couple of points. One is that schools are going to reflect the social problems and strengths of their communities, and are neither particularly safe or nurturing - no more so than the 'streets' or the marketplace - unless the school leader sets out very determinedly to make her/his community safe and nurturing. This takes dogged determination, attention to very small details of everyday school life and building structures to teach and reinforce positives. Another is that very careful attention must be paid to student growth at using and creating texts. Literacy underlies most success in school, and students who do not acquire deep and broad control over text, both ones they read and ones they create, will never feel 'equal' in school, will stop buying in to school itself, and will force their teachers into rote instruction to get them 'over' on grades and tests. Literacy means a LOT of processing text - there is no substitute - and it has to start from the earliest time possible and continue throughout all instruction.
ReplyDeleteThese two things alone, my former students tell me, are the most fundamental things they needed, and alone will give most children a real chance to succeed. There are lots and lots of related and important things schools can do, but these are the foundation.
Thanks for commenting Judith. Really glad you challenge the assumption of schools being 'safe havens'.
DeleteAlso, it's great that these suggestions have come from students themselves, especially as their opinion is often overlooked.
Thanks for stopping by!
This comment has been removed by a blog administrator.
ReplyDelete