Tag Archives: education process

Every Kid Needs a Favorite Teacher, Even in the Age of Digital Learning

Posted on by

Most of the people reading these words can recall a favorite teacher. If we are lucky, we may have had two, three, or more. However many, these special men and women played an important part in our development and academic success. With the spread of both digital learning and personalized learning, it is imperative that we clarify that the relationships between teachers and students, must always be at the core of academic success.

Relationships are everything in both public education and private, but it is also necessary that teachers have at their disposal and are trained to utilize, fully, the latest in instructional technology. No matter how good a farmer might be in plowing behind a team of beautiful horses or how much such a sight may stir the purist’s heart, their production will never approach that of farmers using the latest agricultural technology.

The impact made by our favorite teachers is the best way to illustrate the importance of the relationship between teachers and students and how powerful those relationships can be, even in the age of digital and personalized learning.

What did our favorite teachers do differently than the others who clutter our memory? Our favorite teachers treated us as if we were special. They liked us and they listened to us and they made us feel important. They believed in us and held out ever higher expectations, challenging us to push beyond our comfort zones, knowing they were close by to help us if we stumbled. They cheered us on and helped us celebrate each of the victories we worked so hard to achieve. They also smiled at us and it was genuine, heart-felt smile that made us glow. They treated us with respect, they trusted us; they wanted us to be the absolute best that we could be. They let us make mistakes without fear of consequences and taught us that mistakes are learning opportunities and the building blocks of knowledge and wisdom. They made learning fun and taught us that learning is a great adventure. We owe a great deal to these special men and women.

For children, relationships are everything. Relationships with their parents, siblings, extended family are vital to the healthy development of children. As their world expands to daycare, nursery schools, head start programs, or regular schools, relationships continue to be the most important ingredient in their ongoing growth and development. Whether their social skills, psychological and emotional development, or formal learning, kids need to feel safe and secure and they need to feel that the people with whom they interact care about them. Security builds confidence, and confidence builds motivation, and motivation leads to success, whatever the level to which we aspire.

The relationship between teachers and students is one of the two most important variables in the formula for academic success and this is true throughout a child’s thirteen years of school. As children get older and must learn to deal with temptations of peer pressure, solid relationships with teachers become more important, not less.

The other is vital variable is the support and commitment of parents. Parents, particularly those of disadvantaged kids, are suspicious because many of their own experiences with schools and teachers were negative. Most of them must be won over, but that won’t happen until teachers are able to demonstrate, in very real ways, that they are having a positive impact on the child.

If the reader has doubts about the importance of parental support and commitment, consider disadvantaged students who excel in spite of the incredible disadvantages they face. What is different about these success stories?

Almost always, when a disadvantaged child excels in school it is because of a parent or guardian who somehow clings to hope that an education will provide a way out for their children. These parents are ferocious in their commitment to make sure the child is motivated to learn and is working hard to learn. These mothers, fathers, grandparents or other guardians are fully prepared to seize their child’s teacher by the throat, figuratively of course, if they think their son or daughter is being treated unfairly or if the teacher is not giving their child the best effort of which they are capable. In these uncommon but almost miraculous success stories, it is the powerful parental commitment that is the difference maker. Without that parental commitment disadvantaged children fail, routinely.

It is only after their son or daughter begins to come home, every afternoon, bubbling about how much he or she loves their teacher that the parents are curious enough to want to learn what is happening. The same is true as parents begin to see their child enjoy success at school and be excited about the new things they have learned. Winning is contagious, even for those sitting on the sidelines. Teachers must be prepared to seize these opportunities to pull parents into partnership.

All educators know these things to be true, and many of you who are reading these words are nodding your head in agreement. What I want the reader to understand, however, is that the current education process is not structured to support and encourage teachers to reach out to parents. It is not an expectation held out for teachers and it is not something for which teachers are held accountable.

If these relationships are as vital as we believe them to be, then working to develop them must be at the top of every educator’s priority list. The reader is invited to read my education model and white paper to see how these expectations and the utilization of personalized learning are integral and interdependent components of a new education process.

Why-oh-Why Do We Do What We Do?

Posted on by

Should the education process at work in private and public schools, be structured as if it is a race to see who learns the most, the fastest? Or, should it be a process in which we help all kids learn as much as they are able at their own best pace?

Should the education process be competition in which some students win and others lose, or should all students learn how to be successful and how to win?

Why is it that even though some students fail to master a lesson, we still move them on to the next lesson with the rest of their classmates?

When we enter a D or F in our gradebook at the end of a lesson module or chapter test, does that mean we are satisfied with that child’s performance? Does it mean that our job on that lesson with that child is completed?

Do we ever stop to consider that we are setting students up for failure on future lessons where success depends on their ability to apply what they have already learned?

If we let these children fall behind, lesson after lesson, how will they ever be able to catch up?

How important is the relationship between teachers and students in determining a student’s success? If we all believe, as I do, that that relationship between teachers and students is essential to a child’s success, why do we sever the relationships, every school year, just because the calendar turns to May and June?

We all know that some children are easier to love and befriend than others but how often do we remind ourselves that the child who is hardest to love is the one who needs it the most?

Almost all of us agree that the involvement of parents as partners in the education of their sons and daughters is important, if not critical, to the success of a student, but how many schools treat the solicitation and welcoming of parents as a high priority? How many make this an integral part of what they do?

Very often, having an adequate time is critical to the success of a student in many aspects of the education process. So, why do we not make time?

We mentioned, earlier in this post, that bonding with one’s teacher can make all the difference in the success of a child and that forming such bonds can take an entire school year for some kids. What they need is more time with the teachers with whom a student has bonded, so why do we make them start over with a new teacher in August or September; often, a teacher they may have never met?

Given that having sufficient time on lessons is critical to the child’s success, especially for children who must start from behind or who struggle, why is allowing sufficient time to learn from one’s mistakes not at the top of our priority list? Why do we not make giving students the time they need to learn an expectation of teachers, everywhere?

If most of us understand that our ability to learn from our mistakes is a critical component of the learning process, why do we not embrace mistakes as learning opportunities? Many teachers reading these words will insist that, “Oh but we do!” and they mean that, sincerely, but the evidence that they do not is compelling.

Mistakes are critical to the learning process but when we count the mistakes students make against them, what kind of message are we sending. Teachers use the number or percentage of mistakes a student makes as one of the factors that determine the grades they record in their grade books. How can students believe mistakes are nothing to be afraid of when the consequences of those mistakes are adverse? This is one of those occasions where there’s an obvious disconnect between the words policy makers and administrators say and the things they require teachers to do.

Why do we focus on failure rather than success? In everything we do, the level of enthusiasm for that activity is a function of how successful we are. The more we win, the more we want to play, and the activities at which we win most consistently are the activities we enjoy the most. Winning is a form of success, however transitory, and successful people are almost always winners.

Losing, on the other hand, is a form of failure. When we lose repeatedly—when we rarely experience success—how long before we stop believing success to be attainable? How long before we give up and become unwilling to participate? How long before we lose interest and stop trying? If all we ever do is lose (fail) how do we not think of ourselves as a loser and a failure?

Why-oh-why would we ever want to teach children to view themselves as a failure and as a loser?

There is no question that many student excel in public schools in spite of the flaws in the education process. For kids who begin with a disadvantage—who start from behind—however, there are few success stories. Most disadvantaged students leave school with very few choices about what to do with their lives in order to find happiness and meaning. Far too many end up on the schoolhouse to jailhouse express.

The question we might want to ask ourselves is, how much more would our exceptional students accomplish, academically, if they were not asked to slow down and wait for classmates; if they were free from the distractions caused by students who have given up on themselves and have stopped trying? Even our most accomplished students must endure the adverse impact of a system that is flawed in so many ways.

Why-oh-why do we do what we do? Is it because this is the best we can do? Or, is it because we do not challenge our assumptions; because we do not stop, routinely, to make sure that what we do serves our mission and purpose? Is it because this is the way we have always done it?

Whatever the reason, how can we ever justify the failure of so many our nation’s precious children? How can we atone for the opportunity cost to society of huge population of children who will never reach their potential; who will never make the contributions to society that we should have been able to expect? How do we even calculate the value lost as a result of this opportunity cost to a nation that so desperately needs the very best of every single American man, woman, and child?

Why-oh-why-oh-why?

Seeing the Forest through the Trees

Posted on by

How is it that some of the nation’s most intelligent and accomplished people overlook a simple truth. As trite as it may be, the expression “can’t see the forest for the trees!” is as true as it is timeless. In the midst of the trees, or any other complex reality, it is incredibly difficult to see the whole of which we are apart. The consequence of being so immersed in the detail is that we are not fully aware of the external forces that influence whatever it is that we do. Without that broader perspective and the knowledge and understanding it provides, we find it difficult to resolve the challenges we face.

The analogy is very much like the reality in public education. Public school teachers, administrators, and policy makers work hard to address the challenges they face, particularly those in communities populated by large numbers of disadvantaged students, and yet satisfactory solutions elude us. Public school teachers and administrators seem disconnected from what outsiders perceive as the reality. Educators judge their work by the effort and commitment they put into teaching our children while those outside of the system judge the work of our schools by the performance of its graduates. Far too often those assessments are on opposite ends of the curve.

That raises the operative question. How do we judge any process developed to produce a product, service or any other outcome? Do we judge those outcomes by how hard people think they work and how much they say they care, or by the quality and utility of the outcomes, themselves?

The incremental improvements made in public schools over the last half century are comparable to course corrections of a ship at sea. The corrections are intended to allow the ship to arrive more quickly to its destination. If the destination, itself, is incorrect, however, the course adjustments are not only irrelevant, they might divert us even farther from our destination.

With respect to our system of public education, the education process as it is currently designed is neither tasked, structured, nor resourced to optimize each child’s academic success, particularly disadvantaged kids. The data from public schools in communities all over the U.S. supports this assertion. What we hear so often from public school educators is that “public schools are better than they have ever been.”

How these educators respond to challenges about the low performance of disadvantaged students provides insight into our dilemma. What educators say is that the performance of these kids is a consequence of poverty and segregation and fixing these socio-economic issues is the responsibility of society; not public schools and teachers. The unfortunate result of this disavowal of responsibility is that, in response to a half-century of poor performance of the disadvantaged, public school educators have made no substantive changes to the education process. They have, instead, relied on incremental improvements that are as irrelevant to American society as the course corrections at sea, by ships steaming toward the wrong destination.

It is clear to this observer—one who has spent an entire career working to help my organizations and clients fix ineffectual processes on the one hand and who has walked in the shoes of public school teachers while subbing, on the other—that the education process at work in our schools is fatally flawed. Because it is flawed, it has proven almost impossible for children who start at a disadvantage to acquire the knowledge and skills they will need to escape poverty and become fully productive and responsible citizens. The fact that public school educators have done nothing to address this critical deficiency is the motivating force behind the education reform movement.

What we need from public school educators is for them to acknowledge what they know to be true. The process does not work for disadvantaged kids.

The good news is that the reinvention of the education process is a relatively easy thing to do. All it requires is that we take the time to re-examine what it is that all kids need, including the disadvantaged, and then engineer a structure that is designed for the express purpose of meeting those needs. This is what this author has done in creating a new education model.

So what do kids need?

1) What kids need is more time on lessons with which they struggle. They must not be pushed to move on to the next lesson before they have mastered a current one. As success on many lessons depends on a student’s ability to apply what they have already learned, struggling students are set up for failure, are rarely able to catch up, and fall further behind. This repetitive bruising of young egos is devastating. .

2) What kids need is a fair starting point on a unique academic plan that builds on what they know and what they can do. What matters is whether each of the children for whom we are responsible learns as much as they are able at their own best speed. Students are not competing with one another in the classroom rather they are each laying their own foundation and building for their own unique futures.

3) What kids need are warm and nurturing relationships with all of the adults who share responsibility for teaching, protecting, caring, and advocating for them and the more such people there are the better off the child.

4) Children need the people who care, protect, teach, and advocate for them to work together as a team. The more these educators, mentors, and care givers communicate with one another and work together, the better it is for the child. This need places a premium on the parents and teachers working together as partners to be a positive force in the lives of our children.

5) Children need these relationships to be stable and enduring. We want each child to have the same quality of relationships that many of us recall when we think back on our favorite teachers. Often, it takes an entire school year to create these special bonds and, far too frequently, it never happens within as single school year. Once formed, why would we want to sever such relationships because it is May or June?

6) Kids need to experience and celebrate success at every opportunity. They must also learn that success is neither a destination nor a trophy. Success is a process in which we learn how to set goals and objectives, how to achieve them by learning from the mistakes we make along the way. It is the child’s mistakes that point us to areas where they need more work. We want children and teachers to think of mistakes as the building blocks of success and accomplishment.

7) Our children need to master the skills, knowledge, and discipline they will need in order to have real and meaningful choices available to them when they leave school. This is only possible when our children are able to utilize in the real world that which they have learned. If they cannot use it, they have not learned it and our job on with that child is not yet done. It serves no one’s interest when a child is allowed to fail.

Creating an education process that is tasked, structured and resourced to help children meet their needs is our responsibility and it is eminently doable. It simply requires that we acknowledge that the existing process is irreparable and then go back to the drawing board.

Use Your Imagination and Experience as a Positive Force for Change Rather Than As an Obstacle!

Posted on by

In almost any other venue in American society, when something is not working properly we waste little time before we fix it. We may try to fiddle with the problem for a while but if that fails to produce the outcomes we want we move quickly to revamp or replace a faulty component or process. Very few of us are willing to put up with disappointing outcomes.

This is especially true in business. Few businesses can endure dissatisfied customers as doing so is the quickest way to lose one’s business. When a pattern of disappointing outcomes is recognized, business owners feel a sense of urgency to find a solution. Only rarely will tinkering or other incremental adjustments do the trick. What is needed is a trip back to the drawing board, analyzing feedback, clarifying purpose and objectives, challenging one’s assumptions, and finding a new solution. Very often, the new solution involves a radical departure from the manner in which things were done in the past.

“But, this is the way we have always done it” is never an acceptable answer to dissatisfied customers. Learning how to be an agent for change is one of the core principles of positive leadership.

How is it that the American people can be tolerant to the point of disinterest in the fact that millions of American children are failing in public schools. Disadvantaged kids failing in a nation that boasts of American ingenuity and its commitment to human rights? It seems incongruous. Do we not care about disadvantaged kids? Do we think them incapable of learning and therefore undeserving of our time and attention?

In my last blog post, I quoted Linda Darling-Hammond from her book The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future, (Teachers College Press, 2010). Dr. Darling-Hammond is President and CEO of the Learning Policy Institute, a Professor Emeritus of Education at Stanford University where she is Faculty Director of the Stanford Center for Opportunity Policy in Education. She wrote:

“A business world maxim holds that ‘every organization is perfectly structured to get the results that it gets.’ A corollary is that substantially different results require organizational redesign, not just incentives for staff to try harder with traditional constraints.”

In the midst of the failure of so many of our most precious children, how is it that public school educators do little more than ask teachers to try harder while the education reformers are on a mission to shut them down? How is it that public school educators and the advocates that support them leave some of the most fundamental assumptions in public education unchallenged? Challenging assumptions is also one of the core principles of positive leadership:

• Does it really make sense for the education process at work in our public schools to be structured as if education is a race to see who can learn the most, the fastest?

• Do we really want public education to be a competition in which some kids win and others lose?

• How can we continue to justify asking children to move from one lesson to the next, one semester after another, and from grade to grade when they are unable to apply much of what they were expected to learn.

• Do we never second guess our tradition of accepting the failure of a significant percentage of public school students as an unalterable given?

• Does it still make sense to ask all children to progress through academic standards at the same pace as other children of the same age, even though there is great disparity in their level of academic preparedness?

• Other than the fact that this is the way we have done it for over a century, does it still make sense to move students from Kindergarten through grade 12, changing teachers every year?

• Is it fair to kids who want to learn to see valuable classroom time usurped as teachers allocate increasingly larger percentages of their time to unmotivated students who act out in class and exhibit no motivation to learn?

• Do we ever consider the possibility that there might be a better way to help kids learn?

It is so easy to blame public school teachers, whom I consider to be unsung heroes, for the problems in their schools and communities but doing so is no different than blaming soldiers on the front lines of combat for the faulty strategy and tactics of their commanders.

Our public school teachers need our help not our recriminations and they need our patience as it is only natural that they be resistant to change. That being said, the best thing public school teachers can do in their own best interests and the interests of their students is speak out about the inadequacies of the education process.

The education process at work in schools all over the U.S., both public and private, does not provide our children with the best chance to learn and it does not place our teachers in a position to teach at the top of their ability. The education process and the entire system of public education is flawed. Not only is it destroying young lives it is robbing our nation and our society of its ability to provide a safe community for its citizens, to compete successfully in a dynamic world economy, and to participate meaningfully in an increasingly interdependent global society.

Public school educators are challenged to step back to a vantage point from which the educational process can be examined as an integral whole. You are invited to evaluate the education model I have developed and an accompanying white paper at https://melhawkinsandassociates.com/education-model-white-paper/ If you do not think my model will work, use it as a springboard to come up with something that will work. Use your experience and imagination as a positive force for change rather than be an obstacle in the way of progress.