Reforming the Education System

This blog post was inspired by a classroom discussion in my Issues in Secondary Education class today. The question posed by the professor (based on some homework readings) was roughly "What skills are students learning from our grade-and-test-dominated education system?" Answers included, "There is only one right answer," "how to eliminate choices," "individual opinion has less value than regurgitation of inputs," "how to follow directions," and "learning is competitive." The professor commented that as teachers, these answers should give us chills. Most teachers teach because they love the subject matter, love children/teenagers, or ideally both. If the only things children are learning in school is the above skills, then the majority of the motivation for teaching is wasted.

Looking at our society, we can see how this education system is developed and the consequences of it. It is true that competition in the classroom prepares students for competition in the workplace, but should this be the norm? Is "survival of the fittest" really the ideal for an advanced human society? Perhaps a better ideal would be "survival of everyone with the help of the fittest." Encouraging and developing the cream of the crop is important for the advancement of society, but surely it can be done in a way that also fosters the well-being of the lower 85% in schools and workplaces. The main things those 85% learn from our education system are to provide answers that those in positions of influence solicit, to accept dominance by over-achievers, and to become set on "one right answer" instead of developing creative alternative solutions to problems.

Don't get me wrong; I am not promoting a discouragement of the success of the 15%. To the contrary, I want to empower the high-potential students, but the current systems is perhaps not the best way to do so. Focusing on grades and tests limits the creativity that comes from engaging with material for enjoyment's sake rather than memorizing answers for a test. An environment that assesses engagement and actual learning in ways other than traditional tests will naturally be more conducive to learning.

Unfortunately, the changes required to reform the education system to this extent would be enormous. But that does not mean we should not try. Getting students to actively engage in learning is the primary responsibility of a teacher, and in the current school structure, that is increasingly difficult. What specific changes need to take place, I don't know. Perhaps I will have a better idea once I am in the field. But for now, consider that changes should be made. If we work together, perhaps we can implement some before our education system is completely stagnant.

From Student to Professional

A lot of my friends are posting about this being the last first week of school for them and the accompanying nostalgia/relief/excitement/trepidation. While I still have one semester of student teaching following this one, I understand and share their sentiments since this will be last semester of "traditional" classes in undergraduate work. However, only two of my classes actually qualify as "traditional" subject-matter classes. The other three comprise the "professional bloc" courses that are the official teacher-training courses to equip me with the skills to succeed as a teacher. After having spent a class period in two of those three classes, I feel a different level of excitement and awareness, not just quantitatively but qualitatively.

Up until this point, I have considered myself a student, which I was. Each semester I gave some thought to the next semester's classes and so forth, not really giving much thought to life after school. However, with each successive professional bloc class I take, I begin to view myself as a teacher and a professional. Gone will be the laid-back-but-diligent (usually) life of a college student, the "easy life" as one professor called it. In its place will be the life of responsibility, work, preparation, and dedication of an adult, specifically an adult teacher. (Interestingly, I learned today that psychologically I'm still considered an adolescent. Go figure).

This professional life is something I am looking forward to, especially now that I have been thinking about it more often. Many of my future posts will probably be on topics relating to my teacher-training, so stay tuned for insights in that regard. For this particular post, I will leave you with one. In my Social Studies Methods class, my professor made the candid point that the job market is slim for social studies teachers. He said we must stop thinking of ourselves as primarily "social studies teachers." Even "teachers" is not sufficient. Primarily, we are "educators." With that perspective, we open ourselves up to not only more job opportunities but a better understanding of who we are as professionals. I will keep you updated on my efforts to develop that new perspective.

I'm Not Waiting for the Afterlife

Afterlife by Switchfoot

I've tasted fire, I'm ready to come alive/ I can't just shut it up and fake that I'm alright/ I'm ready now, I'm not waiting for the afterlife

I'll let it burn the way the sunlight burns my skin/ The way I feel inside, the way the day begins/ I'm ready now, I'm not waiting for the other side/ I'm ready now, I'm ready now

'Cause everyday the world is made/ A chance to change, but I feel the same/ And I wonder why would I wait till I die to come alive/ I'm ready now, I'm not waiting for the afterlife

I still believe we can live forever/ You and I, we begin forever now, forever now, forever/ I still believe in us together/ You and I, we are here together now/ Forever now, forever now or never now


'Cause everyday the world is made/ A chance to change, but I feel the same/ And I wonder why would I wait till I die to come alive/ I'm ready now, I'm not waiting for the afterlife

Everyday, a choice is made/ Everyday, I choose my fate/ And I wonder why would I wait/ Till I die to come alive, to come alive

Everyday, everyday, everyday, I still feel the same/ And I wonder why would I wait till I die to come alive/ I'm ready now, I'm not waiting for the afterlife/ I'm ready now, I'm ready now, I'm ready now, I'm ready/ I'm ready now, I'm not waiting for the afterlife
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This is my new favorite song from my new favorite album (Vice Verses for those who don't know). It got me thinking about the Christian concepts of heaven and salvation and redemption. Many times the emphasis on salvation is to keep someone from going to hell and to guarantee them eternal life in heaven. Those two things are certainly important and were the two main motivating factors for my nine-year-old self to accept Christ. Thinking about your eternal destination is valuable, but perhaps too much emphasis has been placed on the eternal future at the expense of ignoring the value of redemption for the present life on Earth.

Too many Christians just coast along in their lives, content to have the assurance of heaven be the sole benefit of their salvation. They demonstrate little difference in their lives from unbelievers. But a life that has been transformed by Jesus Christ should be transforming the world around it. If you tasted the fire, you should come alive. Everyday is a new gift from God, a chance to change the world around you. "Everyday, a choice is made. Everyday, I choose my fate." Choose to make a difference, to not just sit in the stands and watch. Get out there, make a difference, and come alive; don't wait for the afterlife.