The education world, like any other industry, goes through phases. The importance placed on standardized testing is just one of the phases but it’s been a tough one for educators, parents, and students alike. With the “No Child Left Behind Act” teaching to the test became the norm. “Common Core” is our public education’s response to too much testing and not enough learning.
We’ve Created a System that Requires Us to Measure a Person’s Potential In & Out of the Classroom
Common Core’s true underlying focus is a belief that we all learn differently and that we should promote those learning styles. In fact, the progressive and developmental education movements believe we should be teaching to a child’s strengths rather than their weaknesses. This makes sense because as adults we all learn to compensate for our weaknesses and choose careers that play to our strengths.
Standardized objective tests are not a true indicator of potential. They simply measure where a child stands in relation to his peers at that moment in time. However, the system we’ve created, both in and out of the classroom, requires us to measure a person’s abilities.
A Student’s Self-Worth Hinges on Where they Score on the Scale of Perceived Success
We use these tests to define if and where a student will go to college, what type of job they are most suited for, and how many public services and how much funding a child will receive. By default, we are defining how much learning potential our students have by how well they take a test. When we continue to define a person by an objective standard we slowly chip away at their uniqueness, which leads to defining ourselves by how well we fit in with the crowd. Our self-worth now hinges on where we fall on that scale of perceived success.
The SCERTS Models Teaches the Foundational Skills to Get that Job & Keep that Job
The reality of life after school is that a person is not measured by how well they do on an exam but rather how well they (a) perform the task, and (b) connect with those around them. EQ is more important than IQ. Simply said, if people like you they want to work with you.
The SCERTS Model is based on the belief that Social Communication, Emotional Regulation, and putting in place a Support System to implement those tools maximizes a student’s learning potential. It’s not a test; it’s a way of life.
Traditionally designed for children on the Autism Spectrum, SCERTS can be used for any child because it teaches how to effectively communicate with one another, which should be the foundation of our learning model. Skills such as Functional Spontaneous Communication, Social Interaction in Various Settings, Teaching of Play Skills, Instruction Leading to Generalization and Maintenance of Cognitive Goals, Positive Approaches to Address Problem Behaviors, and Functional Academic Skills are important for every child at the crux of a developmental period.
Furthermore, these skills can be used in multidisciplinary, crossover home and school environments to provide our children with a foundational communication skill set that will not only allow them to get that job doing what they love but keep that job.
Less Emphasis on Testing = More Emphasis on Cultivating Great “Changers of the World”
I realize that our education system will probably never eliminate standardized testing, but my hope is that we place much less emphasis on its scores. Every child is different. Every child learns differently. We cannot expect to cultivate great thinkers, innovators and “Changers of the World” if we continue to define our children by a number. The more we come to accept this truism, the more chances we give each of our children to achieve real success.
Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Comprehensive Support Service for The Struggling Student by combining Academic, Behavior, and Advocacy support. Want to Know More? Head on over to TerryTutors.com.