The author argues that... the education system that has been constructed in a flawed way that is interconnected with so many other aspects of our culture that makes it difficult to eradicate and start fresh. Khan argues that while it is based upon subordination and performance and inherently unfair, there are aspects of it that have worked, but educators need to address the weaknesses of the model.
Three Talking Points
Beginning: One of the first sections discusses how the American model of education is adopted by the Prussian model. This model does not care to produce independent thinkers but rather produce loyal, obedient citizens that learn the value of authority and hierarchy. The most alarming new piece of information I learned from this section was about how bells and class periods were constructed. Khan states, "the bell rang and they had no choice but to break off their conversation or deeper inquiry and move on to the next episode of approved instruction." This was pretty unsettling to read as schools would rather have students move onto the next period of the day and follow order without processing the information they just learned with their peers.
Middle: The next section talks about testing and how the model has huge consequences for students who do not test well. Khan points out that tests are not the greatest measure of student's ability as they only really measure a student's memorization or current understanding of the subject rather than their potential to learn and succeed. He states, "As we've seen, what we're not measuring is meaningfully measuring student potential. On the other hand, what we're doing very effectively is labeling kids, squeezing them into categories, defining and often limiting their futures." Initially with the model, tests actually limited a child's educational attainment because it would determine based on pass or fail if they could continue to go to school after eighth grade, which is extremely harsh and thankfully no longer legal!
End: The final section of this reading identifies how the model does not allow for the expression of creativity during learning. Because of the labelling process that often happens early in a student's educational attainment, their creative problem solving skills may not be identified in a system that prioritizes one way of thinking. This undermines creativity and how it can manifest within our students. I found it interesting as well that he mentioned how "many educators fail to see math, science and engineering as 'creative' fields at all." These subjects have historically been taught as steps and procedures and facts to memorize when they could have the potential to be much more creatively stimulating.
Reflection/Connection:
This reading has really made me reflect on my role as an educator who works in this continuum of a system that is flawed. First, I would like to quickly mention how the video "A Short History on Public Schooling" corroborates with Khan's information in his chapter. One thing that was mentioned in the video was how schools are a place where students are learning subordination and obedience to authority is so they could be a part of an obedient workforce as this was during the time of the Industrial Revolution. While we are no longer in that era of time, I still notice that students are required to follow rules and respect their authority or they will get punished. While I feel like there are more positive reinforcement behavioral strategies put in place than way back when the Prussian model was adopted, there is still such an emphasis on the role of a teacher to manage classroom behavior. It honestly frustrates me and makes me wish more of this burden was placed on parents!! I try to deliver lessons and stimulate academic growth in my classroom but this cannot occur without following my expectations. Sometimes, I wonder if I am was already predestined and conditioned to be an authority figure because of the system I work in.
While I feel like there is more of an emphasis on student academic achievement in a way that does not limit students to what they can grow up to be in their future, I still notice the huge emphasis that test scores have on students during their academic journeys!!! I feel extremely grateful that as a first year teacher, I teach first grade, where there is no state standardized assessment attached to my responsibility, as this requirement starts in third grade. Becoming aware of the claws that some of the academic deans have on the upper grades in my school to produce good tests scores was honestly shocking to me as someone who was placed in a charter school through Teach For America. Essentially, Teach For America is a non profit organization that accepts "teacher leaders", essentially people who can have a Bachelor's in any degree but can prove that they will work to dismantle the broken education system by working in a low-income school for at minimum two years. During the training process of Teach For America, it is really catered to developing leaders in education who will try to eliminate some of the weaknesses like the overemphasis of testing or lack of creativity. I now sit in this class a little over halfway through my first year of teaching wondering why some things still have not changed at all!!!!!
Michele, thank you! This post spoke to me on so many levels. First, I would like to elevate my appreciation for your simplistic analysis of the content. Although simplistic in nature it is my opinion that your analysis is layered and powerful. You gave insight to why some aspects of the system have been beneficial while raising the awareness that not all aspects of the system are needed and actually cause harm. To me you gracefully danced on a line. A line which brings forth insight, warns, and questions collaboratively.
ReplyDeleteHi Michele,
ReplyDeleteI related to your post on many different aspects. Firstly, I highlighted in my own post how the video discusses how school is a place for subordination. There is so much pressure on educators to have a perfectly run classroom with no behavior issues or distractions. However, maybe if there was more positive reinforcement in the system, then the behaviors would decrease. In my own school environment, I do witness a lot more positive reinforcement, however it still is not enough.
I also resonated with your thoughts on test scores and how much they impact students. I am also a first-year teacher, however I teach 7th grade math. Therefore, there is so much pressure on testing not just for the students but also for the teachers. It's really frustrating as an educator to see how much pressure all the teachers get to receive higher test scores. As RICAS testing approaches, you can sense many of us becoming more stressed and tense trying to cover all the required material. It makes me wonder how this system could change and not rely solely on test scores alone. I really enjoyed your blog, thank you for your insights Michele!
I was really struck by your emphasis on the experience of being a first year teacher and how that is ultimately influenced by this dominant Prussian framework. Without decades of experience in different models, new teachers have only their own student experiences (and ideas about what it means to be a good teacher from that experience or in popular culture!) You said: "Sometimes, I wonder if I am was already predestined and conditioned to be an authority figure because of the system I work in. " This is a deep insight... I hope that you have many years of teaching to continue to ask this question and play with the answers!
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