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Posts Tagged ‘school

Steven Anderson described five reasons why educational research is not commonly used in schools. He then suggested four things teachers could consider about reading, applying, or conducting research.

I could not agree more. In fact, I am guiding and mentoring a group of teachers as they write research papers about their shared experiences. I enjoy the clinic-like sessions as we write, reflect, and revise our work.

But back to the importance of practice-based research. I sum it up with this image quote I made in 2015.

Practice without theory is blind. Theory without practice is sterile.

Like it or not, this tweet can be interpreted more than one way.

Tweet about school.

It could mean that the school as a physical building literally houses and protects a future generation.

It could also mean that the school is a social structure that shapes the future. What the future looks like depends on the changes implemented now.

A third perspective is that the future — the students and what they do — is walled in by the past. If we are realistic, the implied optimism of the tweet needs to be balanced with this:

We might think of schooling as teaching the prior generation's knowledge so that youth are prepared to communicate on an equal footing with those they are about to join in the economic and civic spheres. -- Robert Pondiscio

This opinion piece, Not a good idea to start school later, is not about the good of the students. Instead, it is about their parents, the employers of the parents, the transport companies.

Now these other stakeholders also have a say. The problem is that their say is dominant and overwhelms what is important. That is why there is no change. The question of why we do not start school later is perennial and so are the standard answers.

The problem is not just that we keep revisiting this issue and not change anything. It is that we normalise the cycle, and in doing so, lose sight of what is important (the learner) and instead dwell on what is urgent (everything else).

What is important is seldom urgent. And what is urgent is seldom important. -- Dwight D. Eisenhower.

I have read many school mottos, but one that confuses me is “rooted to soar”.

According to the school’s Wikipedia page the motto is explained as “rooted in character and skills, to soar for the nation”. However, this is not obvious in a three-word motto.

School mottos should make sense immediately. They should not need elaboration or a Google search. After all, they are supposed to be distillations of what each school strives for or values the most.

How exactly does one remain rooted while trying to soar? A circling raptor is not tethered to the ground. If it were, it might look like an aerostat.
 

 
While an aerostat seems to be “rooted to soar”, it is not actually soaring. It does not have the freedom to explore, approach, or encounter. It is literally tied down.

I am all for kids for who grow up with timeless values. But if they are really to soar, they should not be tethered. We do far too much of the latter in schooling that kids forget or do not learn how to think for themselves.
 

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This semester I am doing something I did not think I would have to do. I am advising my adult learners on what to do when they show up for their performative evaluations.

Amongst other things, I am telling them to:

  1. Come prepared
  2. Arrive early
  3. Be properly attired

These sound so basic that you might think they need not be said. But “golden rules” do not get their shine without polish.

What is socially acceptable or expected does not always come naturally. These behaviours need to be taught and modelled.

The three rules that I mentioned are not just for creating a good impression, they also reveal the mindset and attitudes of my learners. If they practice them, they show me and others that they can see themselves from another person’s perspective. They respect the time and effort everyone makes to participate at an event.

Those three rules are not limited to their performative evaluations. They also transfer to other contexts, e.g., interviews, meetings, classes.

I do not have to defend these rules. But I am concerned that I have to be so explicit about them at this late stage of my learners’ development. My interactions with some of them tell me that their previous teachers and mentors might not have insisted and persisted with these values.

It is that or I am becoming an old fart. Is curmudgeon.com available?
 

When the stone dropped in the once placid waters of teaching, its ripples started spreading. One result of enforced mergers of some mainstream Singapore schools was how some teachers had to look for teaching opportunities elsewhere.
 

 
This is a classic case of a problem defined largely through an administrative lens, being patched by an administrative solution, only to create another problem.

The original problem was falling enrolments due to falling birthrates. Logically, fewer children means smaller intakes mean fewer classes. Administratively, this also means too many teachers.

The administrative solution was to maintain established teacher:student ratios above all else. Never mind other possibilities like centralised efforts, team teaching, or more boutique efforts.

This created the previously non-existent problem of teacher surplus. As a result other schools now have to take in teachers who have no where else to go.
 

 
The silver lining in this dark cloud has been that teachers who interact in tight circles within their own schools now are forced to fraternise with teachers elsewhere.

Interactions take the form of phone calls, job interviews, job initiation, mentoring and guidance, and daily interaction. Unlike the induction of beginning teachers, these interactions are with intermediates or veterans.

Staff at all levels — school leaders, middle managers, on-the-ground teachers — can more clearly see the differences in school culture and teacher quality when new old teachers join their ranks.

This is like going on a vacation and experiencing a new culture for the first time. Unlike a vacation, they cannot return home to what they are used to. They have to live with the consequence of administrative decision-making.

Today I draw a link between a newspaper that calls itself Today and schooling.

Over the last few weeks, I noticed the Today paper experimenting with different web publishing formats.

I had previously been able to read desktop and mobile versions of the same article from Today. Recently, however, some pages seem to only be desktop-only or desktop-like.

Whether the pages were desktop or mobile, I could load them in Reader View in mobile Safari and get only text and images that were relevant to the article. There were no other distractions. Lately, I rarely have the option to toggle Reader View.

I have also noticed that some pages do not load content on the desktop or mobile browsers if ad blockers are on or privacy apps are active, respectively.

The Today paper is doing this despite Google Chrome and Apple Safari browsers cracking down on various types of ads and trackers.

The paper needs to stay ahead of the game, not fall and roll backward into the web publishing past. Back then newspapers pushed what they wanted — content, ads, and trackers — with very little consideration for reader experience.

There is a similar parallel in schooling. Some schools restrict technology use (“it is distracting”) and others ban them (“it is harmful”) in favour of ye good olde days. They push content and testing with very little consideration for how students actually learn best.

Both newspapers and schools need to get a broader sense of what is happening today. Readers and students want more say and involvement, have more rights, and feel more empowered.

Modern web browsers already reflect these changes. Users can install blockers of ads and trackers. Content creators can upload and share their thoughts on multiple platforms with only themselves as filters. But the Today paper seems to want to roll back time to yesterday.

Students today might block boring or irrelevant lessons by averting or closing their eyes. They do create content, but this is often heavily filtered, strictly dictated, or otherwise constrained like recipes. Schools still are stuck in the past.

We might think of schooling as teaching the prior generation's knowledge so that youth are prepared to communicate on an equal footing with those they are about to join in the economic and civic spheres. -- Robert Pondiscio

This is not news. I share the quote above as a critique of how many schools prepare students more for the past than the current and much less the future.

The sensing mechanism that newspapers and schools have is the same. What they create as artefacts are mirrors with which to reflect on themselves. What they critically read, watch, or listen to online serve as looking glasses to anticipate tomorrow.


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