Our current mainstream push/test score based approach leaves most American students distinterested, unfulfilled and ironically uneducated.
What compels an individual or an organization to change? In general it is lack of desired results or fear of poor results in the future. In these cases, change is sought out.
Where does America stand with respect to education performance? Statistics abound, but it is safe to say that few feel satisfied with the status quo, and many express concern over the future if this trend is not reversed.
“Solutions” abound. Pay teachers more, get better standardized tests, evaluate teacher performance better, merit based teacher pay, better student incentives, more discipline, longer days, shorter days, more days, less days. While there is merit in several of these, they remain band-aids for a systemically challenged paradigm.
Sameness: a concept that is both good and bad. When Henry Ford was building cars, it was a breakthrough – he could really crank those cars out – all of them black. Sameness in the classroom is less exciting. Same lessons, same age students all lumped together, same worksheet – same results expected. The same point on the developmental spectrum is expected from each kid for each lesson. We don’t expect that for any other element of their development. Same standardized tests, same lessons aimed at producing standardized results that will test well. Is uniformity a virtue in our future citizens? Or do we really value creativity, individual thought, and inspired new direction? What about the brilliant individuals who don’t fit the mold?
What about all the students who can be shoehorned into the mold and perform acceptably – but could really shine if not assimilated? Do we notice these students? We aren’t all headed out to solve the same problems in the world, and treating all students as if they are is inherently stifling.
How do we break these patterns? New tests will not do it.
