This is an excerpt from “Wisdom: A Prelude to Liberty“. To read more, Wisdom can be purchased online at amazon.com , or at barnesandnobel.com.
“One Child at a Time” is a comprehensive approach to education. It requires the use of what is known as “Response to Intervention” (RTI), which stresses that educators, administrators, and parents are most responsible for the inability of children to learn. RTI maintains that the children do not suffer learning disabilities, but are disabled only by educators and/or parents who fail to comprehend that there is not a single correct standard of teaching.
The question becomes a matter of implementation. One Child at a Time is no easy task. It requires careful consideration on the part of the educator, the administrators, and the parents. We should consider making a few key changes before drastically overhauling the entire system. A complete change of education theory would not be good for education system; it would be a shock, setting the system against itself. So slow, cautious, but steady changes should be put in place over time.
One of the key changes that should be made involves the grading system. It is a change that must be made first. Children, parents, and teachers should not be made to look at certain children as better than others. The strengths should be developed, and the weaknesses worked out, so as to help each child learn, rather than compete for top grades. Such competition for grades creates long-term negative effects, and holds back “late bloomers” from potential success.
Grades should no longer be compared to other children, but instead be based upon comparison with previous knowledge. Thus, each child can advance at their own pace without feeling compelled to compete for higher grades by memorizing, temporarily, information which can assist them on homework and/or tests, but instead can absorb the material in a meaningful way.
The second step is to replace “standardized” tests with essays and to encourage creative thinking and reasoning skills. Each individual has unique styles of thought processes and logic to reach their conclusions. Far too many are encouraged to replace such abilities with mere appearances, replacing actual learning with homework, testing, and participation grades.
Homework too often is pointless as it is asking students to learn what they already know. The One Child at a Time model would make homework worthwhile as it would have students advancing as they are ready, after they have demonstrated through writing and reasoning an able understanding of the topic sufficient to move forward in the process. Homework should be a tool in assisting the learning process, not a graded comparison of the ability of one student over another.
The third step is to lessen the standard requirements for teachers. College degrees should not be mandated for all teachers. Rather, there should be alternative methods of becoming a teacher, such as a number of years working in a given field, experts, certain levels of proficiency proven through aptitude tests for specific subjects, amongst others. These allow more highly qualified people who have extensive knowledge in their given subjects who might not hold college degrees the ability to teach either full-time or part-time.
Such a move would allow more insightful lessons, and allow the students to get a more hands-on working knowledge of the tasks they are attempting to learn. It would further ensure that they are already up-to-date on the most advanced information pertaining to the subject matter. The classic text-book necessities would be far less important than the in-class interactions, discussions, and hands-on learning process, giving students a far greater learning potential.
The ability for individuals to pass aptitude tests in order to be hired in as teachers would allow intelligent individuals, knowledgeable in certain fields, an opportunity to work with children. While certain restrictions might be more readily placed upon these teachers, a compromise could be worked out such that teachers without a given number of years of experience in the specified field who also do not possess a college degree could teach only those classes designated as electives, that is those classes which are not required to obtain a high school diploma.
The aptitude testing could also be applied to elementary school education, especially in the youngest grades, where extensive college education levels are not as important. However, these aptitude tests should include an examination to ensure the potential teacher has an understanding of the integral workings of a young child’s psychology.
The ability to test into a qualification for a teaching job would serve to lower or eliminate the amount of student loans teachers need to repay, thus lowering the required salary and providing a lower cost of education. This lowers the cost of education at the college level as well by taking many potential teachers out of the government financial aid programs.
Such a move would reduce the classroom sizes, allowing teachers to also work more closely with those students they do have, allowing the One Child at a Time model to reach its full potential.
By making these three initial moves we can improve the quality of a high school education, which in turn provides more value to high school graduation. Students will be able to avoid college all together and move directly into many fields which currently require college degrees, thus reducing the government spending on college aid, lowering taxes, reducing student loan debts, and increasing the spending potential of individuals.
However, One Child at a Time requires more programs over time. A fourth step might include creating a tutoring credit, where-by high school seniors can get class credit for tutoring freshmen and sophomores.
Yet another idea might include community service work as part of class-time during school hours (which might help create a sense of identity and pride, especially in inner-cities, which could also cut down on crime). Community service could include visiting a nursing home and providing much needed companionship for the elderly, assisting disabled persons with such tasks as mowing their yards, or even having the students scrub graffiti off of vandalized buildings.
High school students could also be put in charge of maintaining certain public parks as part of class work in humanities, social studies, or even as part of natural science classes. The goal of One Child at a Time must be to educate the student in as many ways as possible, and in helping to provide a sense of accomplishment, hope, and pride in their individual and group efforts.
Teachers cannot be lazy or detached from their students. Far too many teachers are currently focused only on themselves without regard for serving their students; some other teachers hold grudges against students they do not like or do not understand. Many people who go to college to become teachers do not consider or understand the huge responsibility of educating the future minds of the nation. Not only must teachers explain subject matter, they must also help develop social skills, life skills, and the psychology of the students.
The pressure to pass standardized tests rather than explaining one’s own understanding and views has resulted in the loss of all interest in the necessary skills to develop individuals of the highest quality. The demand for all students to conform has cost society its free thinkers and independent souls who so drove innovation for decades. And our concern with advancing to college above gaining actual knowledge has resulted in a wide-spread dilemma where students compete for higher scores above higher intelligence. None of this accomplishes the goals of education, and only hinders individuals as they attempt to gain the necessary abilities which will guide them through life.