Teach to Kids, not Tests! [A Re-visit]

 

While I focus on writing my new book, rather than be a non-presence on Twitter, I will be reposting a few articles from my blog that seemed to be among the most popular. I hope you enjoy them.

In his many books, Stephen Covey often told the story about taking time to sharpen the saw and it is a good lesson for public school educators. As we work hard, cutting wood, the saw gradually loses its edge. If we don’t take time to stop and sharpen the saw, it won’t matter how hard we work; our productivity will begin to decline until we are accomplishing almost nothing.

The era of high-stakes testing has led public school policy makers and administrators to push teachers to work hard doing the wrong things when what they really need to be doing is teaching to their students and their unique requirements. Teaching to the test is nothing more than a sophisticated version of cramming with the same minimal, long-term retention.

It seems that no matter how hard dedicated teachers are urged to work toward our misconceived purpose, test scores rarely improve. When they do improve the gains are marginal.

From a child’s first day of school, at age five or six, our focus must be on identifying each child’s unique starting point. We need to know where they are on the academic preparedness continuum. Once we have identified what they know and where they are lacking, we can develop an academic path tailored to the unique needs of each child. The existing education process is not structured to facilitate such an objective, so it must be reinvented. My education model has been created for this very purpose.

Our goal is to help children lay a solid academic foundation on which they can build the future they are learning to envision for themselves. Once they have built that academic foundation, they can begin the wonderful and exciting journey of discovery of who they are, what they can be, and where they can go in life.

Their destination should not be based upon anything other than their own evolving sets of knowledge, skills, interests, and dreams. We are not teaching them to be successful in the world as we know it because that world will not exist by the time our students leave school as many as 13 years later. For our students, the pace of change in the world is accelerating faster than that which we perceive.

Think back on your own teachers. Could they have envisioned the world in which you are now asked to teach? If our deceased grandparents and educators were drop in for a visit, they would be overwhelmed by a world that is nothing like the one they knew.

Our task is to make certain our children are always moving forward from one stage of their individual development to the next, irrespective of what their classmates are doing. Our objective must not be to prepare every child for college because a two- or four-year degree is not the answer for everyone. The last thing we want to do is push them down a path on which they are likely to become discouraged, to give up, and to lose hope. We want them to be excited about their life and we must be excited to be helping them on that adventure as their teacher, guide, coach, mentor and friend. We must remind ourselves, however that it is their adventure, not ours.

If we help them acquire a solid academic foundation, they will be primed to go wherever their curiosity, interests, talents, and abilities will take them. They will be primed to thrive in a future we can barely imagine. It will be a different world where every aspect and institution in society will have had to adapt to accommodate whole new generations of motivated men and women. They will be citizens with both the hunger and wherewithal to make a difference, and with a dream to follow.

We cannot wait until kids reach middle school and have fallen so far behind that they have given up and lost hope. Certainly, we must help the students who have already reached this tragic point in their young lives, but our long-term focus must be on the success of children in grades K-5. We must shut down the pathway to hopelessness and powerlessness as surely as we must shut down the “schoolhouse to jailhouse” express.

The last chapter of my book,  Reinventing Education, Hope and the American Dream: The Challenge for Twenty-First Century America (2013) was an attempt to envision how different the future might look if we help our children develop their full potential. Envisioning that future, I wrote:

“Post-secondary educational institutions have had to virtually reinvent themselves as the demand for more advanced mathematics, science, engineering, and information technology classes has exploded. The evolution of institutions devoted to a wide range of technical and vocational educational opportunities has been similarly phenomenal.”

 

My education model has been developed to allow such a future to evolve and I encourage you to examine it with an open mind. If you are inspired by what you discover, I urge you to join the small but growing number of educators who believe my model has the potential to transform education in America. Please share the model with as many colleagues as you can and, together, imagine what it would be like to teach in such an environment. Then, approach your district’s administrators and encourage them to envision a new reality,

Will that be difficult? Of course! It is amazing, however, what positive advocacy can accomplish as opposed to the futility of complaints and protests.

You will find my model and an accompanying white paper at http://www.melhawkinsandassociates.com/education-model-white-paper/ 

Its purpose is to enable our students to take their place in a troubled world where their knowledge and imagination will be desperately needed.

 

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