Acceptance versus tolerance. What to change versus what to keep. How to improve without losing the core of what makes you, you? We pose these philosophical questions to ourselves and often think the answers will reveal themselves as time goes on and life continues. And as our confidence in our own abilities improves, so does our interpretation of ourselves.
The Current Problem: Teaching to the Middle
In education, we struggle with these thoughts as well. Standardization has proven incomplete to assess the whole child and although we’re trying (ie: Common Core) we haven’t been able to agree on a better path of testing.
The classroom is about averages. There is a standard-bell-curve approach to teaching. We know there will be some kids who dip below while others excel in that subject. Mostly, however, we teach to the middle.
But what if we could approach the classroom just like we approach our own self-development?
Currently, the system is set up so that once you turn five, you are automatically moved forward, up the educational escalator, until you’re 17/18. We agree that retention is not a viable option anymore due to its negative social implications, yet we also agree that not all students are ready to move on to the next grade even though they are the “right” age.
This herding issue creates major problems during formative years as well as after graduation. For example, a student may naturally struggle in peer-to-peer play but excel in reading or vice-versa. Yet we move that student to the next grade level, not because they are truly ready to transition but because we want them to be with their initial class. We are afraid they will be left behind. A spiraling-effect ensues, thus creating a student who struggles in multiple areas.
A Real Solution: Measuring According to Development instead of by Age
On the educational escalator, we fail to place emphasis on development and by doing so we fail to embrace a whole-child approach to teaching and learning. Teachers, parents, and other students have a profound effect on a child’s social-emotional development, which helps a child’s cognitive abilities. Transitioning when the child is ready developmentally versus transitioning when the child is a certain age makes more sense.
Turning six doesn’t automatically mean she’s mastered all areas of development and is ready to be successful in first grade. Heck, turning 36 doesn’t mean I’ve automatically mastered how you’re supposed to be in your 30’s (whatever that may look like).
The range of development, the spectrum of differences, is a concept we learn to accept when we have more life experience. When life has kicked us around a bit and we’ve had to learn the hard way.
Our educational system is a reflection of our culture. In our culture, we place so much emphasis on achievement by a certain age, when in reality we may hone those social-emotional-physical-cognitive pieces of development at different ages.
And that’s ok!
She created the One Wraparound Service for The Struggling Student, which includes Academic Support, Behavior Management, Special Education Advocacy and School Placement services. Christine truly loves helping struggling students realize their inner potential and the possibilities that await them in and out of the classroom.