Sinking the Boat
There are a few concepts in education that I have always felt strongly about, but that I actually have just begun to be able to articulate. I've caught myself speaking of them in a whisper; not because they are incorrect or I lack confidence on the topics, but because they are so contrary to the system of education within which I was raised as a professional educator. These are concepts that I always knew, deep down, and that I was implementing as much as I was able in the public school classroom, but they are also the same methods that caused major waves in my career as a public school educator. The truth is, the standardization of required subjects for all students and the scope and sequence of core (and non-core) academic subjects is causing the struggles with student motivation AND retention.
It's frustrating when students just don't want to come to school, and when there, they just don't see the point in completing assignments and activities. Students are bored. They are unmotivated. They just don't seem to want to complete activities in class, that just a few years ago students loved to do in class.
We have seen an escalation in this lack of motivation since what I call the "COVID Shut-Down." When students and families were forced to stay home, with the shut-down of schools and everything in society, they were faced with mortality and forced to truly analyze what was most important to them. It drastically affected their perspective on the value of education and the use of their time. A life-and-death experience will always cause us to analyze and prioritize. When it comes down to life or death, standardized education becomes a low priority, an inconvenience, or even a total barrier to what people consider most important.
In order to restore motivation or a sense of importance for education, there must be a shift in how education is structured. This has always been true, but this truth was illuminated and amplified by the pandemic. Every child is a natural learner. Some may learn more rapidly and more deeply than others, but it's okay for kids to be different. It's BETTER for kids to be different. Institutional education has been trying to force all kids to learn the same topics to the same degree, across the board. But if we step back and take a look at this, we naturally conclude that this is an unrealistic expectation. Clearly some students are more artistic, some are more mathematical and analytical, some are more mechanical or better with assembling and disassembling, some are better at physical activity and labor, others are better at languages and linguistics, others are better with helping animals or people, and so on. Each of these areas is a specialty that is highly useful to society. So, why are we trying to force all students to excel in all areas? This causes frustration and confusion for students.
Picture with me a speed boat zooming through the water. Behind it is a large triangular wake. Once students know their greatest talents and passions, they can zoom ahead like a speed boat on a path to learn all they can about that topic. Everything else they need in order to excel in that specialty area they will seek out and learn in the wake of their own speed boat. If they are expected to learn everything about everyone else's specialty areas, it's as if you have tied lead weights to the back of that speed boat and it holds the boat back like anchors from all directions behind the boat. If it continues to try to speed ahead, the boat will actually begin to take on water and, if the lead weights aren't cut off, or the boat doesn't slow down, the boat will sink. Either way, the trajectory for that boat and the time it takes to reach a desired destination are altered from their full potential and students become frustrated, or even give up. They are labeled as failures or quitters. But the Truth is, they were weighed down by the unrealistic expectations to try to master all things, when they were meant to excel at what they were created, specifically designed, to do.
We must rethink both the curricular structure and the scope & sequence of each subject and grade level. We must learn to help children discover what they are interested in, the trajectory of their natural giftedness, and encourage them to become passionate about those things. Once they start pursuing that which they are passionate about, they will be self-driven and will learn naturally what it takes to keep them moving forward in that trajectory. Once they have a foundation of reading and basic number sense, they will continue to grow in the math and language arts skills they will need for success in their passion area. We can begin adjusting the students' focus to their own natural niche of the world, and be the "guide on the side" to assist them when they run into hurdles or barriers that they find difficult to navigate or analyze. The great thing is, we as teachers are still very needed. We are just needed in a different, more assistive type role for independent learners, rather than beating our head against the wall trying to be the "sage on the stage" trying to keep kids' attention on all of the subjects, most of which they are probably not interested in, and most likely will never need to know, recall, or even need to look up during their lifetimes.
For curriculum, we provide the resources that students need to learn for their path of trajectory. But what about all the other math, language arts, science, social studies topics that are not covered by the students' trajectory path? They will learn about those topics some from their peers and from peripheral study as they learn how their skill set and interest area overlaps with those of others in their surroundings. And those they don't learn along the way, they can either look up later, or they may never need them. That is outside their realm of responsibility. They are responsible for what they need for their own niche of the community around them. This takes immense misplaced responsibility and pressure off of kids' shoulders. The students shoulder their own responsibility and learn to have healthy boundaries and expectations of others to carry their own weight. A healthy society is built by everyone playing the part they were designed to play…not by trying to know all things (impossible), be able to fulfill all things (and failing), and trying to control all the factors, so that the system doesn't fail. This method is one of freedom for all, versus the slavery for all mentality that is sinking the boat. In terms of scope & sequence, kids will naturally learn the basics first and then build on it. If they are having trouble with something more advanced, then they will already realize they need help, and so when we offer the help and the more basic information to help them along the way, they will be much more primed and ready to receive that information because they know they need it and it is related to their topic of passion.
"Uh, what if they suddenly decide they don't like that topic anymore?" you may be asking. That's fine! Then we just help them on the new trajectory. The previous learning isn't wasted. The student will still grow upon and add to what they previously learned, but they may take it a slightly different direction. Or maybe they will return to the previous topic after learning a new one and find a great combo of skills. For example, my daughter has always really loved math. However, she loves the sciences that apply the math, as well. She has sometimes been more focused on science, and sometimes been more focused on math. Now, she is realizing that the data analysis needed for scientific research is highly mathematical and technical, so she is considering a track toward Bioinformatics, which is data analysis in the biology field, using math and computer science; a perfect blending of her interest areas. Will she stay on this path all the way to a career? Who knows. But she will only know by moving forward in what she is interested in.
This wave-making approach to education may cause some to have anxiety, but it's what's going to help students' speed boats stay afloat and move them toward their goals…quickly. Oh, wait! Whose goals? Oh, yeah! The students' goals. That's another thing. Who is tired of setting goals for students, having to track their progress, and taking the blame (or being graded) when students don't meet those goals we as teachers and parents have set for them? Well, this revamping of the way we do education puts the goal-setting in the students' hands. We, as the adults, can have a discussion with the kids about what we want for them and healthy and reasonable expectations for one's self. But if we allow the students to set their own goals, it suddenly transforms from an environment where we are hounding them to get the work done and improve the quality of their work and focus, to THEM working to meet their own goals. We no longer have to remind them of what they may never have wanted for themselves in the first place, but of what they want for themselves. And now we can just coach them on some tips that may help them better reach their own goals. Now, they see the adults as helpful resources alongside them, instead of nagging pains in their hind end, trying to get them toward something in which they see no value. When kids set goals for themselves, they understand them better, they can envision them better, and they may challenge themselves even more than what we originally planned for them.
Ok, back to the topic of this causing anxiety for those reading this. Yes! I know it is mind-blowing, and you're thinking, how I the world could I keep up with all of these different paths in a single group of students. In reality, you will actually have more time on your hands than ever. The students will be doing all (well, most, depending on the age and maturity of the student) of the searching for information…you won't have to be planning ahead a long presentation and teaching it over and over to students who aren't fully engaged. Students will be teaching themselves AND learning, applying, analyzing, and even synthesizing (YES! All the levels of Bloom's Taxonomy) QUICKLY…you won't have to be challenging them to ask the questions and design things. They will see others in those fields creating and experimenting with their topic, and they will be challenged to replicate and build on what they see others doing, to make it their own. The students, with your reminders, will be evaluating their own progress, and adjusting their own behavior, focus, methods, etc, to stay on track toward their goals. You see, you get to be more of the cheerleader, teaching them how to learn and encouraging them along the way. You will be breathing more calmly and deeply than in the old system. You will have time to enjoy what your students are learning and be fascinated by their individual growth. You will love to see the unique people they are developing into as they learn and explore their individual interest areas.
Ok, I know that was a LOT to throw at you. But here is something to consider. If the ones getting anxiety about it are the very ones trying to control all the variables, and those who are set free by this line of thinking are the kids who are presently in bondage to the weight of misplaced responsibility in the present system, shouldn't we, who have the decision-making power in the present system, take a moment to consider that the anxiety could disappear? No more being measured and valued based on someone else's expectations or performance (for teachers or students). No more being frustrated with a lack of personal or student motivation. No more asking, "What's the point?" No more trying to fit unique individuals into the same shape and size box.
Sounds like freedom. Sounds like FUN! Sounds like…
KEEPING THE BOAT FROM SINKING.
