There are certain issues in education that should no longer take a major study or a Ph.D. to understand. And yet some Americans seemed duped into believing there’s need for proof.
For example, Chalkbeat just informed us that students who take tests in hot rooms don’t get good test scores. Does this shock anyone?
Here’s a list of issues in education that are reported on repeatedly—issues where the solution makes common sense, or has been proven through many studies.
Why haven’t public schools evolved to reflect good and decent practices? Well, we know why. But still…. Think how public education would improve if only…
- Class sizes were smaller. Teachers have trouble reaching more than 20 students in elementary school, and 20 students, 5 times a day, in high school (100 students). This is especially difficult when classes consist of a wide-range of students with different learning and behavioral needs.
- Recess breaks were given several times a day. Children need breaks from schoolwork and from adults. Children need the freedom to play outside on a safe playground. Recess is not P.E. Recess is not telling children what to do.
- Retention was outlawed. Holding a child back in 3rd grade, or any grade, is emotionally painful. The research has repeatedly shown that retention is detrimental.
- Play was revered. Young children need play. If you deny children the freedom to cognitively work things out through play, they probably won’t do well in school later.
- Reading was taught to be enjoyable. If children don’t first develop curiosity about the written word, why would they care about it?
- Diversity was treasured. Americans like to think they are special. So why do they want sameness when it comes to their children and their schools?
- Teachers were always qualified. Thinking anyone can teach without teaching qualifications—learning about child development, psychology, how to teach reading and other subjects, teaching methods and pedagogy—is dangerously naïve. What other profession would permit this?
- Data collection was restricted and private. Collecting personal information online about children and their learning difficulties and behavioral problems (which are often transient) is a recipe for disaster. Parents have every right to be concerned.
- Technology use was supplemental. I have not seen one study that indicates a computer can replace a teacher.
- Testing was for teacher use. Tests should help teachers better teach students, not close schools and destroy teaching careers.
- Business supported local schools and teachers. Business leaders do not understand how to teach children, but they can support teachers and students in a variety of ways that don’t include taking over public schools.
- Vouchers didn’t exist. Few poor parents can use a voucher for a wealthy prep school. Nor will the better private schools accept anyone.
- Poverty was better addressed in communities. Blaming teachers, and public schools, who struggle to work with poor children is draconian. Teachers in poor schools need additional support and the best resources possible!
- Immigrants were treated kindly. Schools are supposed to be compassionate places that care for children. No child should ever be turned away!
- Corporal punishment ended. Schools and teachers should demonstrate effective and considerate discipline.
- Everyone got behind public schools. Breaking the country’s tax-supported schools into two competing entities, where one has oversight and the other does not, is unfair, costly, and detrimental to students.
- The arts were part of the curriculum. All students should have opportunities to express themselves and learn art, music, drama, and even dance!
- School facilities were safe and maintained. Students should have clean, safe, and well-run school facilities that are conducive to learning.
- School libraries were well-endowed and run by qualified librarians. Schools with great libraries and qualified librarians have students who learn better.
- Special education was not stigmatizing. If students come to school with disabilities, or if they are gifted and talented, they need extra support. What that consists of should be determined by parents, teachers, and other professionals. A continuum of services is needed.
- Religious differences were accepted. Students can pray quietly to themselves before lunch or in groups in after school organizations. What they cannot do is proselytize or coerce other students during school hours. Freedom of religion means schools must welcome and create a safe haven for those with any religious beliefs.
- Support staff were plentiful. Schools need counselors, school nurses, school psychologists, librarians, paraprofessionals, and many others, to support teachers and students.
If you think of other issues let me know and I will add them.
Teaching for cognitive development deployed across the whole curriculum. This measure would help ensure that all kids were encouraged and enabled to achieve THEIR potential and were more ready to take their place in our fast changing world.
I can’t add anything to that. Thank you, John.
Yes …field trips should be encouraged and plentiful. These are the experiences our students remember for a lifetime.
Film is used to enhance and expand teaching and learning.
Full novels are taught from beginning to end in all grades.
Great points! All three can be incredibly valuable. Thank you, Jo.
Students would quit playing fortnite and study.
So that’s a game. I wonder what your thoughts are on the emphasis of tech games in the classroom. https://www.theguardian.com/small-business-network/2017/aug/01/schools-slowly-edtech-sector-cubetto-kahoot-firefly
Thanks, Roy.
Nancy: we have been out so I hope you get this. Sorry for the delayed response.
Fortnite, one of those games that gives you points for shooting opponents, is all the rage among my children, at least until,some other game takes its place. That is a title, so,I should have capitalized it.
I am all for anything that gets people to learn, be it play or work. When students are little, we can teach them only through play, just as animals learn the fighting or predation get techniques through their play. Natural curiosity means students should play, to be sure.
Still, as adulthood sets in, we should expect play to take a different form, one in which immediate rewards are supplanted by rewards that only come after repeated failure. This second part is the part I deal with in high school, that transition from being young and interested in everything (if you are lucky enough to have parents who feed this) to being old enough to understand why the French Revolution occurred and why we should study it.
I have a daughter who is about to enter that period in her life, and I am worried that she will not have the stamina to do this that will provide for her intellectual growth. Somewhere in my youth, which was agricultural in nature, I acquired the ability to make myself undertake long learning processes. One summer, while I was in undergrad, I read all three volumes of Steven Runciman’s history of the Crusades. I cannot say it was all that fun, nor was it as fruitful as it would have been had I had contact with others who were reading the same thing. But it is a good character trait to be willing to slog through the mud if you want to,find a salamander.
Neil Postman famously advocated a countercultural approach to education. In a video age, he suggested, we should be talking in class. I think he was on to something important. We do not need to lose the ability to work hard just because play seems to get better immediate results. Herein is the problem of testing as an indicator of success in education. It focuses on the short term success as opposed to long term stuff. Since education is all long term, it should come as no surprise that we are now seeing education reform come back wanting, even by its own inadequate metrics.
There is the famous motto of a monastery: Ora et labora. Pray and Work. Since, to,a spiritual Christian, praying is the recreation of the soul, we might use that same motto in a different form: play and work.
Work and play are both important. I agree. But I’ve heard several teachers complain that FORTNIGHT is creating a problem with learning. I am not familiar with the game.
Students can learn through games. But to think that they can learn everything online is the concern. Thanks, Roy!
Students have enough time to eat their lunch without being rushed and shushed. Also, they have time and facilities to wash their hands before they eat.
Amy, have you seen this? It’s my favorite concerning school lunchtime. Think too, socializing. What if?
Early school start times leave teens sleep deprived which threatens their safety, health, and academics. .https://www.aap.org/en-us/about-the-aap/aap-press-room/Pages/Let-Them-Sleep-AAP-Recommends-Delaying-Start-Times-of-Middle-and-High-Schools-to-Combat-Teen-Sleep-Deprivation.aspx
I absolutely agree! We have known this for a long time. Thanks, Melissa!
Class size had been shown over and over and over.again to have a HUGE impact on student achievement smaller classes equals higher student achievements. They talk about best practice, This would be best practice, my district doesn’t do this. They should have a cut off somewhere between 15 and 20. Not 25 to 30 plus.
Absolutely, Laurie! This can’t be said enough.
Discipline is a major problem in public schools and doesn’t seem to be getting better. I am old school and know it is not going back to how it used to be. I taught 35 years and now substitute some. Students in so many public schools get away with so much disruption of education it is crazy. All of the above suggestions are good but just saying no corporal punishment isn’t enough. I have read many reports of violence toward teachers and students and just believe it is necessary to put an end of this environment. Teachers and adm. are scared to be proactive because of the threat of law suits you would think every rotten student has a lawyer on retainer. I know it must start in the home but students once they enter the school must know they can”t disturb others from their education. I can offer some suggestions: School uniforms for all students, mandatory parent involvement, no teaching to the test, let students learn how to fail then know it is not the end of the world.
I think smaller class size would help, and better connection with mental health/special ed. pull out classes.
Uniforms have not shown to make a difference in behavior, you cannot mandate parent behavior in public schools, I agree with not teaching to the test, for children, high-stakes tests can seem like the end of the world, especially to 3rd graders.
So we agree on most. Thanks for sharing Elijah!
Children need clear and concrete limitations regarding effort and behavior, with clear and concrete consequences. Adults in charge do a disservice to children when they set no limits.
“No retention” as a policy sets no expectations for effort and has no consequence for lack of effort.
This is a policy that can indirectly promote student apathy and poor effort. It also violates one of the cornerstones of student participation: the answer to the quest6ion, “Does this count?”
We need to stop discussing free-ride, no retention policies and bring back clear and concrete expectations for classroom effort. Holding a few children back may or may not help them; for some an extra year of maturation can indeed help. Having the policy in place helps many more than it might hurt.
Inclusion classes that follow the guidelines recommending no more than 1/3 of a class should be on an IEP so that non IEP students may be “model” students, and differentiating and small groups can actually occur.
I can’t imagine a large class with many students who have IEPs. What a hardship on both students and teachers! Thank you, Justine.
Agree with these (and those in the comments). I’ll save these and savor them when what’s happening in the outside world becomes emotionally oppressive!
I would make one small addition. #21.
“Freedom of religion means schools must welcome and create a safe haven for those with any religious beliefs and those with no religious beliefs..”
Curriculum needs to be developmentally appropriate!