Our public schools have a learning problem. The teacher spends the whole year following and implementing the curriculum and yet, when students are asked what they have learned, many give confusing answers which reveal a lack of meaningful improvement. A few even state outright that they haven't learned anything of value. Most studies reveal that the US is halfway between top scoring Asian countries and countries like Slovenia and the Philippines. Some US cities like Cleveland, Washington D.C. and Los Angeles fare even worse.
It has been shown repeatedly in scientific studies that the main factor responsible for students' learning is the teacher. The famous movie "Stand and Deliver", based on a true story, proves that the social condition is no obstacle for successful academic achievement. It is however extremely difficult, maybe even Utopian, to expect that every classroom can have an outstanding teacher like Jaime Escalante. After all, even successful companies do employ average workers. How can we, under these conditions, improve the quality of learning, especially in disadvantaged areas of the country?
The key may well be to let innovative teachers create their own programs. Let's say for the sake of argument that a math instructor wants to try a new method of teaching calculus (just like Escalante), but accepts only volunteer students in high school. After weeks of publicizing his/her plan, only 6 students are willing to try beginning in August of the following year. Would the administration permit a class of only 6 students, when the minimum is established at 12? Probably not, unless the principal fights tooth and nail with the district bureaucrats. The system doesn't like experimentation; it doesn't readily accept new ways of doing things in public schools, unless it receives special funding from the State or from Washington.
The new stimulus plan which includes billions for school districts could be the perfect opportunity to support creative and committed teachers and principals. If English proficiency is low when students arrive from middle schools, let's create a special area in the high school to address their needs. It could have its own books and computers, its own sophisticated electronic gadgets and a couple of very dedicated teachers to work tirelessly with the kids using games, music and movies to teach them more vocabulary and the proper (dry) grammar conventions. Let's get rid of the existing school desks; they are instruments of torture, especially for very big students. They promote physical impatience and hence, indiscipline. Do we see school desks in the business world?
Another frequent question by students is: "Why do I need this? I'm not going to use is in real life?" Quite true. I could never understand why we teach Shakespeare and the rest of English Lit to Hispanic kids who do not possess the necessary vocabulary in modern English. Where is the need to study "Beowulf" for a week if the ancient words have no relation to modern English? Pompous academics will pooh-pooh the argument, citing the need for general (?) culture. Is general culture, whatever that is, going to get me a higher salary or facilitate my getting a job? No, of course not. If a person wishes to acquire culture, that must be an individual decision. It is a daunting task to create reading habits in students who grew up watching television in Spanish 5 hours a day. We can try, of course, but at least let's give them texts related to their own culture so as to stimulate their natural curiosity.
Our public education must be completely revamped, from textbooks that are relevant to classrooms that must reflect the eventual modern working place. To do that we need innovative teachers and administrators who are not afraid to rock the boat and make waves, learning waves. We also need funds and that means enlightened politicians. Hopefully there are a few in Washington and in state capitols willing to change the system.
http://www.usatoday.com by Greg Toppo, Oct 28, 2008.
It has been shown repeatedly in scientific studies that the main factor responsible for students' learning is the teacher. The famous movie "Stand and Deliver", based on a true story, proves that the social condition is no obstacle for successful academic achievement. It is however extremely difficult, maybe even Utopian, to expect that every classroom can have an outstanding teacher like Jaime Escalante. After all, even successful companies do employ average workers. How can we, under these conditions, improve the quality of learning, especially in disadvantaged areas of the country?
The key may well be to let innovative teachers create their own programs. Let's say for the sake of argument that a math instructor wants to try a new method of teaching calculus (just like Escalante), but accepts only volunteer students in high school. After weeks of publicizing his/her plan, only 6 students are willing to try beginning in August of the following year. Would the administration permit a class of only 6 students, when the minimum is established at 12? Probably not, unless the principal fights tooth and nail with the district bureaucrats. The system doesn't like experimentation; it doesn't readily accept new ways of doing things in public schools, unless it receives special funding from the State or from Washington.
The new stimulus plan which includes billions for school districts could be the perfect opportunity to support creative and committed teachers and principals. If English proficiency is low when students arrive from middle schools, let's create a special area in the high school to address their needs. It could have its own books and computers, its own sophisticated electronic gadgets and a couple of very dedicated teachers to work tirelessly with the kids using games, music and movies to teach them more vocabulary and the proper (dry) grammar conventions. Let's get rid of the existing school desks; they are instruments of torture, especially for very big students. They promote physical impatience and hence, indiscipline. Do we see school desks in the business world?
Another frequent question by students is: "Why do I need this? I'm not going to use is in real life?" Quite true. I could never understand why we teach Shakespeare and the rest of English Lit to Hispanic kids who do not possess the necessary vocabulary in modern English. Where is the need to study "Beowulf" for a week if the ancient words have no relation to modern English? Pompous academics will pooh-pooh the argument, citing the need for general (?) culture. Is general culture, whatever that is, going to get me a higher salary or facilitate my getting a job? No, of course not. If a person wishes to acquire culture, that must be an individual decision. It is a daunting task to create reading habits in students who grew up watching television in Spanish 5 hours a day. We can try, of course, but at least let's give them texts related to their own culture so as to stimulate their natural curiosity.
Our public education must be completely revamped, from textbooks that are relevant to classrooms that must reflect the eventual modern working place. To do that we need innovative teachers and administrators who are not afraid to rock the boat and make waves, learning waves. We also need funds and that means enlightened politicians. Hopefully there are a few in Washington and in state capitols willing to change the system.
I have followed education topics and international politics for the past 25 years and have lived in Europe and Latin America before settling in the U.S.
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