“fixing” bad schools

 

Usually headlines like The Secret to Fixing Bad Schools on the New York Times and other establishments are some long winded ideas from people who aren’t teachers, or who look at models that wouldn’t fit the whole country, but every once in a while, an article get it right.

 

It looked at a typical inner city, diverse, and poor community in Union City, New Jersey. The difference is that the school in question is not private, a lottery choice school, charter, but rather a public elementary school. The school has raised expectations, given oversight to teachers, valued early to late education, and looking at the student as a whole individual who needs cultivating. To some people, this may seem bizarre  dangerous, or unattainable country wide, but that’s wrong.

 

Already with the influx of teachers nationwide connecting to each other more than any other time in history (blogging, twitter, et al), common core standards being adopted, and a better understanding of what testing does and doesn’t do, schools have never had a greater opportunity to rise. Some of the ideas aren’t new, even perhaps a century old (Dewey), but a growing teacher community can start to adopt these standards together. Expectations need to raise. Critical thinking and higher orders of expression need to be cultivated.

 

I have been lucky to work in a classroom that gives me such freedom to teach – but still follow standards. It’s by no means a challenge to take the droll textbook and connect it to the lives of the students. Sometimes it’s challenging conceptually for both parties (teaching about slavery, number systems other than base 10, understanding what a hypothesis is and how to form one, determining theme, mood and tone) but the benefits are endless.

 

 

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