Google Does Not Work for Everything! - Part 3
Why the current school system doesn’t serve us and what we can do about it
Part 3: The Cause Model
The Hidden Causes
So far, we have identified the state we are mostly in with our students. Before exploring a possible solution framework, let’s talk about the cause.
What is the cause of the way things are in the education system?
I believe what every teacher wants most for students is to have them reach their full potential. When we are in a state of thriving, our students (and teachers) are at the top of the triangle.
Let’s consider three basic assumptions most teachers have for developing their program. They are indicated at the bottom of the triangle, above.
Linear curriculum is the first. Many of us teach single subjects following a timetable e.g. first Language then Math then Science then Social Studies and so on. And, every year we stress about getting through the curriculum content inside a school year.
Academic expectations is the second basic assumption. Schools are laser-focused on academic expectations and we know we are successful when our students learn and master the academic expectations/standards for each grade level.
Deductive teaching is the third basic assumption. This is a teacher-centred approach to presenting new content starting with rules, then examples, and then practice. We often teach this way, sometimes because we feel rushed to “cover the curriculum.” So, we tell the students what they need to know and expect them to regurgitate it on a test.
If you have one or more of these assumptions, read on.
The basic assumptions explained
There is simply not enough time in a school year to do a good job inside a linear curriculum. As well, it requires hard work for students to fit new learning into previously established patterns in their minds. This uphill struggle is not entirely necessary. Teaching thematically is more compatible with how we learn.
Focusing on academics can create a disempowering context when we are not able to get our students to learn the specific concepts for the grade within the time given. Our stress transfers to our students and causes them to react, setting up a situation in which social and emotional learning (SEL) skills are urgently needed. Then we resign ourselves to reacting to behaviours inconducive to learning. However, the SEL skills we teach don’t go deep enough, in part because they are reactive, rather than pro-active, and therefore, ineffective.
Deductive teaching is prescribed and often dry. The focus is to listen, read, and remember. Since the brain loves novelty and innovation, the lack of variety in pedagogy is disengaging. Multiple ways of learning and knowing are missing. It may save some time but does not reach all students and retention is short or non-existent. Lack of emotional engagement equals lack of cognition.
The problem
Based on these three basic assumptions, or even just one, teachers create their program. And that is the problem.
Teachers do not get their students to the top of the pyramid because it is not possible. If we want to have a critical mass reach their learning potential, we must address this problem. And that is what I do.
Stay tuned for Part 4, a proposed Solution Model.
Join the Facebook Group
Join our Facebook Group, SEL for Teachers: Empowering our Students to Thrive. This group is specifically for educators and administrators. Receive free pieces of training, lesson plans, bite-sized video clips, and pdfs on things like self-care, teaching growth mindset, how to calm someone down, the Be Kind, Be Hopeful song for children, and more to give you practical support.
Nine Week Program
Changing Lives through the Screen: How to develop and transfer a sense of wellbeing and emotional stability is a nine-week program. This program is inside the SEL Wisdom circle in the Dynamic Teaching Model. It includes a dynamic student program (ready-to-go videos with extended learning, off-screen). For best results, participate as an entire staff. Do your professional learning community (PLC) together and have students and staff speak the same language. Registration is open for the fall. Save your preferred dates today.
School & District Training
Interested in comprehensive SEL training for your school or district? Contact me to set up a call.
AUTHOR
Margaret Boersma, OCT is an instructional coach, teaching artist, speaker, educational consultant, and trainer. Her varied career in 35 years of teaching, combined with her expertise in social/emotional learning (SEL), allows her to assimilate the affective domain (people skills) with academic curriculum goals. Having trained extensively in the arts, and with Dr. Eric Jensen in brain-compatible pedagogy, Margaret’s heart is to transform classroom practice to enable students and teachers to thrive. Her innovative training programs result in students acquiring leadership and communication skills while becoming compassionate citizens. Her experience in teacher training extends to Canada, the U.S, the Netherlands, India, and New Zealand/Australia.