In response to “The Prepared Graduate,” April 2007
Why, oh, why do education “experts” keep asking how high schools can do a better job preparing students for college? In 35 years of teaching, I have seen colleges lower admission requirements until, in many state schools, standards are practically nonexistent. Such lowering of the bar removes the incentive that “hard work in high school gets you into college.” Add the pressure on high schools to increase graduation rates (by lowering standards), and you get a generation with little motivation to excel.
An examination of developmental (remedial) courses taught in colleges will reveal that colleges are letting in anyone whose parents can write a check. Retention initiatives then pressure colleges to hang onto underperformers, and that results in lower standards in college, too. The future of higher education is at risk.
—Eli Shaheen, Plum Borough School District, Pittsburgh, Pennsylvania
In response to “Engaging the Whole Child,” Summer Online
When I started teaching 36 years ago, much of what we did would be considered “educating the whole child.” I matured as a teacher with those values and still hold them today. They were, however, labeled “touchy-feely,” and district policies pushed those values more and more to the side in favor of “accountability” and “standards.” Today, although we tout differentiation, we are pressed for uniformity.
—Ann Sisko, Greenbrook School, Kendall Park, New Jersey
What is “rigor”? If you mean more memorizing, drill and practice, pushing down content, adding more facts to be learned, then, yes, the whole child is a fuzzy concept. However, if “rigor” means more complex, interdisciplinary, continuous, lifelong learning and developing a self-concept as an efficacious problem solver, a critical decision maker, a skillful communicator, and an ardent researcher, then, no, the whole child isn't fuzzy but very clear in its intent.
—Art Costa
I teach the whole child. I work to bring whole understanding of why and how learning is important. But before I can do this, I need to create tools, a foundation, and the “bricks” of knowledge. These must be learned before the roof of complete understanding can come. It is mainly about the right order, building the foundation of facts first. Then we build on those facts all the understanding students can handle, as soon as they are ready.
Constructivist teachers too often skip the foundation, the discipline and practice of a subject. Because of the failings of the constructivist philosophy, educators have had to endure the back-to-basics movement, the accountability and standards movements, and now the imposition of NCLB.
—Chuck E. Racer
Mrs. Bench was my 4th grade teacher in the uranium boomtown of Moab, Utah in 1954. She believed in hands-on educational experiences. One of her field trips to a nearby marsh included an impromptu lesson in how animals are fossilized: 30 curious children looked at one dead cow. Mrs. Bench inspired me to be a teacher. More important, she taught me to teach to the moment and forget the lesson plans.
—Jean Belangie-Nye
In response to “No More Haves and Have-Nots,” May 2007
I was moved and challenged by what Joyce Huguelet had to say about leveling the playing field so that all children can have ice cream. I agree that families who cannot afford extras should not be burdened with more financial obligations. I have an inspiration I'd like to share with you. At the beginning of this coming school year, I will tactfully request that parents refrain from buying me gifts throughout the year. In lieu of gifts, parents could make anonymous donations to our class fund for projects, supplies, or special events. Then anyone could give something, and students would benefit from the gifts.
—Tina Williams, Randolph County Schools, Asheboro, North Carolina
Tina, I am so glad you are sensitive to the problem of students bringing gifts to their teacher. One solution I like is discussing the issue at a staff meeting to get the general feel among staff members. That way the entire staff could agree on a direction and implement a schoolwide policy. Parents should be consulted, too. I believe that it is the responsibility of teacher leaders and principals to lead us to examine practices and evaluate them based on our beliefs about children.
—Joyce Huguelet
