As I've said before, I'm a 7th-grade science teacher and a coach. There's a huge debate taking place right now about public education. SAT scores are down; other nations are graduating far more science and math-oriented degrees than is America; test scores here are lower than ever! What is the problem?! Here it is! Somewhere along the line, we decided that the self-esteem of naturally low achievers (Special Education kids; kids with learning disabilities; autistic kids) was more important than developing our gifted students to their highest potential. Since legislation has been passed that imposes that moral judgement, society has deemed it so (Individuals with Disabilities Education Act - 1997). The result has been the "dumbing down" of curriculum, making it harder for high achievers to get the education they need to succeed. What's even sadder is the fact that the kids IDEA was designed to assist has made it more difficult for them to get a practical education commensurate with their abilities; they get passed along without learning anything, simply because teachers cannot afford the time to fail them.
What's the solution? Well, in other countries, high-achieving kids are removed from the general education population and are challenged with a much more rigorous curriculum. Those countries recognize that those kids represent the future and they're given every opportunity to excel. What happens to regular-ed kids? They are educated as well, just not on a track that will prepare them for higher degrees in college. Special ed kids are educated commensurate with their abilities. They are taught simple math, reading, and other skills that will benefit them in their future lives. Such kids are not taught in general ed classrooms as they are in America; they are separated and taught as a group so that instruction for them does not hinder the instruction of others. In America, all kids are taught together so that some do not lose "self-esteem" because of peer derision. I know that self-esteem is important. We, as teachers, should do everything necessary to ensure that children are taught with dignity and that whatever self-esteem they enter with leaves with them at the end of the day. However, this country is sinking in the world economy, and its sinking fast! Our best and brightest are as good as they ever were, but they're drowning in the tide of mediocrity created by the effort to save the self-esteem of a few. Look; I'm sorry that some kids are not born with the abilities that are inherent in other kids. I wish every kid were a genius! However, wishing does not make it so. We need to wake up and realize that God blessed some with superior intellect, just as He blessed others with superior strength, or superior abilities of some other kind. Not every kid is the same! The sooner we realize that and start teaching kids according to their strengths, the sooner we'll regain our place as the world's pre-eminent superpower!
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Dan, I don't know about Houston's schools, but the school district from which I retired had several programs to assist the slower learners, and to encourage/prod the more adept at learning. We had pull out sessions for both groups for certain subjects such as math and science. We had special classes for both groups, as well as for the middle paced learners.
there was an attempt to encourage the middle paced learners to stretch, helping them to learn beyond their originally perceived capabilities.
Some programs worked, some didn't and some sort of plodded along.
I realize that my last comments may not be taken as graciously - but remember, I've worked in a very large, complex school district and my younger daughter just retired after over 35 years as a high school teacher. But we really DO need to address teacher capabilities. There really has to be some sort of accountability in place for long-term teachers. The fact that they've been teaching a hundred years [hyperbole, dear - hyperbole] should NOT be the yard stick or scale in which to weigh their capabilities and should they continue teaching.
The whole education system as it stands today needs a full work ovr, as well as educating parents in how THEY can partner in their kids education. The schools, no matter how adept, cannot do it alone, imho. But in no way does that fact let the schools' systems and teacher ineptness off the hook. It's a three legged pyramid and all legs need reworking, imho.
Of course, I teach science and I used to teach Social Studies. There are no "pull-out programs" for those subjects; "Inclusion" students are taught right along with everyone else! The sad fact is that their modifications make it nearly impossible for the teacher to challenge kids who have no alphabet soup by their names. Modifications MUST be followed! In a classroom with 6 "inclusion" (special ed) kids, 5 or 6 ESL kids, 15 regular ed kids, and 2 or 3 GT kids, how is a classroom teacher supposed to design instruction to create a meaningful learning experience for ALL? It's not possible, frankly. I say let's go back to the old model. Separate the slower learners and let them learn at their own pace. Keep "regular ed" kids together, and keep Pre-AP and AP programs going so that GT kids can be challenged as they should be! That way, kids will learn what they need to know to live their lives in the future and we can develop the high acheivers to their best potential!
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