Anti-teaching is usually described as standardized and test-centered education, but I would like to clarify the definition further. Without this clarification, I think that changing current education systems could be a great risk, since throwing out the old without a new plan would cause chaos. Schools could become isolationists, refusing students from other schools and not forming community-wide plans to increase education. One school could completely disregard the achievements of students from other schools if they didn’t meet a set of vague standards. Would the ‘educational heritage’ and background of a student become even more impactful than their achievements? Even Ken Robinson in his talk [2] mentioned that testing is useful as a diagnostic tool, and the harm it causes today is from our over-reliance on it. This is a future of education that is not pretty, even if standardized testing is thrown out.
So what should standardized testing be replaced with? This is the question answered by the other readings of week, which have one thing in common: an inclusive and strong social connection with empowered students. A very real and practical example I have heard of this happening in classrooms at the very moment is a short “Good Times” moment at the beginning of class. In the Capturing Kids Hearts initiative, these moments are for teachers to simply ask the students to share with everyone the good things that they experienced in the past couple days. Several teachers [1] have talked about how it leads to students that are more inspired and focused on accomplishments. So a single student’s goal becomes a shared victory and a moment to inspire their peers to extend the success. I think that there is a great dual benefit though because it lets teachers understand what is happening to the students outside of the classroom. This is a true connection that lets teachers know what the students care about and to empathize with them, rather than a teacher-versus-students environment where the teacher separates themselves from the students. The role of a shepherd guiding a direction-less flock should never match up to what is happening in classrooms. Teachers that view themselves as the students’ student, as part of the community, strengthen that meaningful connection to students.
[1] Quillen, Ian. “’Capturing Kids’ Hearts’ Initiative Focuses on Relationship Building.” Educational Week, Edweek.org, 17 Oct. 2011, www.edweek.org/dd/articles/2011/10/19/01conversionside-relationships.h05.html.
[2] TED. YouTube, TED, 10 May 2013, www.youtube.com/watch?v=wX78iKhInsc&feature=youtu.be.
Having a shared sense of accomplishment is so important. And I agree that the example you mention, about the “good times” helps change the dynamics of the classroom from every-student for themselves to a collective mindset. It is the same thinking behind group project, although they are more fragile . In team projects, every one is supposed to be contributing but the alliance becomes a tricky one, once a student decides to slack off.
The point about the role of the educator and its de-centralized position is spot on.
Thanks for the comment! I especially like the idea of “Good Times” since it still encourages communication and empathy while not having the drawbacks of group projects that you mention. I imagine it works well even when students are stubborn about participating (they get to talk about their own passions!).
I couldn’t agree more on the need for teachers to see themselves as part of learning community. Thanks for this perspective and the report on the “Capturing Kids’ Hearts” initiative.
Thanks for reading my work! I think that many education administrations either don’t agree or notice this. I am very worried about them creating divisions between teachers by rewarding competitiveness between teachers. An administration that has a set limit of tenure positions available (regardless of the combined performance of all teachers and researchers) would be nightmarish for teachers that seek support from one another and want to build a learning community.
Patrick, I think you offer a good perspective on anti-teaching with a well-argued rationale for a standardized testing in our education system. I also agree that testing, when well tailored and conducted, may be relevant and useful as a diagnostic tool for students. This is especially true for high school and undergraduate education. For grad school, standardized testing may not be that important, depending on the subject area.
thanks for sharing
I couldn’t agree more on the need for teachers to see themselves as part of learning community. Thanks for this perspective and the report on the “Capturing Kids’ Hearts” initiative.
Thanks for the article! I agree that the example you mention, about the “good times” helps change the dynamics of the classroom from every-student for themselves to a collective mindset.
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