Making Time for What Matters Most
Schools and school districts around the world, as well as the educators within them, are each individually on a journey along a continuum from factory model to 21st century model education. One overarching obstacle is the assumption that we can "fix" students, learning and test scores from within the current structures. We cannot change and "stay the same" , i.e., maintain the same paradigms, practices and structures that have been in place for well over 100 years. The current education model is obsolete, a relic of a bygone era.
Although there are a multitude of obstacles in our path, there are things that that can be done to overcome these obstacles and make time for what matters most.
In my work with educators, primarily PK-12 teachers, and then principals, curriculum directors and superintendents, I have witnessed a growing sense of frustration and too often, resignation. Educators, students and parents have all been subjected to incredible amounts of stress as a direct result of what I call standardized testing mania. The sole purpose of school is not to achieve higher standardized test scores.
Sir Ken Robinson states it more elegantly in his newest book, Creative Schools - The Grassroots Revolution That's Transforming Education:
Although there are a multitude of obstacles in our path, there are things that that can be done to overcome these obstacles and make time for what matters most.
In my work with educators, primarily PK-12 teachers, and then principals, curriculum directors and superintendents, I have witnessed a growing sense of frustration and too often, resignation. Educators, students and parents have all been subjected to incredible amounts of stress as a direct result of what I call standardized testing mania. The sole purpose of school is not to achieve higher standardized test scores.
Sir Ken Robinson states it more elegantly in his newest book, Creative Schools - The Grassroots Revolution That's Transforming Education:
Are you concerned about education? I am. One of my deepest concerns is that while education systems around the world are being reformed, many of these reforms are being driven by political and commercial interests that misunderstand how real people learn and how great schools actually work. As a result, they are damaging the prospects of countless young people. Sooner or later, for better or for worse, they will affect you or someone you know. It’s important to understand what these reforms are about. If you agree that they’re going in the wrong direction, I hope you will become part of the movement to a more holistic approach that nurtures the diverse talents of all our children
. . . whoever and wherever you are, you do have the power to make the system change. Changes are happening. There are many great schools, wonderful teachers and inspiring leaders who are working creatively to provide students with the kinds of personalized, compassionate and community-oriented education they need. (From Introduction, page xvii.)
The revolution we need involves rethinking how schools work and what counts as a school. p. xx [i]
Much that is critical to students' well-being, happiness and learning has been eliminated from the experience of school. From the elimination of the fine arts to the taking away of free play, recess and nap time for young children, schools are continuing to crunch the school day to focus on test prep and test scores. The subjects tested are the subjects that are taught.
There is a way to regain a balance and to make school relevant for students in this radically different world of the 21st century. You do not have to make a choice between quality educational experiences OR high test scores. Your district, your campus and/or your classroom can become one of those referred to in the quote above from Sir Ken Robinson - you too, can work creatively to provide students with a meaningful and excellent education!
Due to the scope of this discussion, this will be a series. In part one we will introduce some of the obstacles to transitioning education fully into the 21st century model. Then we will discuss the classroom teacher - what obstacles confront the teacher, and in what ways can the teacher control or influence overcoming the obstacles.
Introduction to "Creating an Oasis in the Desert"
Many educator's daily schedules are already overfull, and teachers are overloaded and overwhelmed by the many duties and tasks put upon them as a result of the current standardized testing culture and the organizational structures in place. Many teachers have six or more class periods per day, and they are feeling pressured to rush their students through the mandated curriculum and content standards. They feel that there is just no time to do anything truly deep, creative or relevant. One teacher wrote to me, "I feel like a parrot in a cage."
The current system is literally blocking teachers from offering the highest quality educational experiences to their students, and is often forcing our most creative and brilliant teachers out of the profession . That is nothing less than a crime against teachers, and certainly against our children.
An analogy for the obstacles and their impact:
Imagine that a teacher is bound, hands and feet. Then, using chains, huge weights are attached to the binding about their ankles. The teacher is than placed at the start line on a field racing track. Then comes the order: "Run! Win!" The teacher tries to run, and maybe even manages to somehow hobble forward. When the teacher cannot Run or Win, he or she is then punished for failing.
While it seems that the obstacles are too big to overcome, there are some things that can be done. As Sir Ken Robinson has declared, "Let the revolution begin!"
This is a job not only for teachers, or principals or even district level administrators - although each of them can and should take specific steps to alleviate the situation. Parents, community members, businesses and other organizations in the community also have options for steps they can take. Corporations can do much more than throw a few dollars at STEM programs and call it a day, as Tony Wagner and Ted Dintersmith state in their latest book, Most Likely to Succeed [ii]. University teacher education programs also need to take steps in preparing teachers and leaders for 21st century schools. Finally, legislators have a responsibility to take actions - first of all, by learning about and understanding what 21st century education IS, and then taking the steps needed to open the doors, and to remove the obstacles, to that success.
Without the collaboration of the entire community the necessary change may not happen - at least not on a large scale. Without this collaborative effort the truly excellent, 21st century model classrooms and campuses will remain as isolated pockets of success. And they will continue to be largely ignored by:
- the national and global community of educators
- policy makers
- marketers of prepackaged curriculum, textbooks, test prep materials and standardized tests
- providers of professional development geared to standardized testing, and
- software developers of adaptive curriculum programs marketed as "personalized learning".
What kind of educational experiences do you want for your child, your grandchild or your future community members, legislators, teachers or employees?
First, we must recognize and acknowledge the obstacles. Second, we must decide to remove the obstacles. Third, we must take immediate action.
In this article, we will address the actions that can be taken by classroom teachers. Although they seem to be truly trapped in an impossible situation, there are some steps teachers can take to create an "oasis in the desert"!
Go to Obstacles to Overcome
References
[i] Robinson, Sir Ken and Lou Aronica. Creative Schools – The Grassroots Revolution That’s Transforming Education, Viking, New York, New York, 201
[ii] Wagner, Tony Ph.D. and Ted Dintersmith, Ph.d., Most Likely to Succeed - Preparing Our Kids for the Innovation Era, 2015, Scribner, New York, NY.
[i] Robinson, Sir Ken and Lou Aronica. Creative Schools – The Grassroots Revolution That’s Transforming Education, Viking, New York, New York, 201
[ii] Wagner, Tony Ph.D. and Ted Dintersmith, Ph.d., Most Likely to Succeed - Preparing Our Kids for the Innovation Era, 2015, Scribner, New York, NY.
