A road less travelled: the realities of education that we are not yet facing
I have been pondering on this blog post for a number of months now; not due to the uncertainty of ‘what’ to say; but rather ‘what not’ to say. The raison d’être of this blog has always been to serve as a sounding board for innovative initiatives in learning and teaching, and the last thing I want is to alienate our dedicated contributors and followers. While restraint might be the best policy; many will agree that “enough is enough”.
Facilitating the ultimate success of our students (as all teachers strive to do), the collective patience is being stretched beyond reasonable limits. How much longer are students, teachers and parents to endure the political platitudes of certain senior administrators and educational glitterati who claim that, after all has been said and done, ‘our system’ (emphasis on ‘system’) is not flawed after all? They proudly proclaim that, apart from a few minor adjustments to alleviate pedagogical constraints such as report cards or “to provide more fun”(!), the current approach to education is actually one of the best in the world. How do we know this? Well, because they tell us so … Ironically, such claims are often based on the results of the exact standardised testing that bears the brunt of their criticism. In all fairness, it is hard to quantify ‘engagement’ and ‘love of learning’, but still …
The one notion that all seem to agree upon is that ‘personalisation’ lies at the very heart of successful learning. Given the vast extremities between current mainstream systems of education and authentic learning, there can be very few grey areas … minor adjustments will not suffice (and superficial changes in curriculum are just downright insulting). As teachers have been stating for what seems to be ages, the fundamental issues revolve around student/teacher ratios and subsequent imbalances. Over the coming weeks and months, my goal is to look at a number of those issues.