There is always a way up! Many changes are needed. Do we have the courage to do so?
Where are we now?
A failed education system!
There is a level of frustration and resignation regarding our inability to make much of a difference in our education system no matter what is tried and instructed by the New Mexico Public Education Department. Also, there is a mindset of continuing to stay the course and maybe by some miracle it will improve if a few methods or visions are “tweaked.” Unfortunately, that is not happening.
The National Education Association (NEA) and the American Federation of Teachers (AFT) have not been focusing on academics and teaching. Previously their primary job was providing low-cost insurance options and advocating for educators and school employees in disciplinary matters. If the teachers’ unions want to be influential, then lobby for provable, productive means of improving the outcomes for students, and be supportive of school districts and teachers. To clarify, there are many excellent teachers and administrators in school districts but they are hampered by being limited in their efforts to provide the best education possible.
Have We Forgotten?
Our country has been successful because of the creativity, ingenuity, and determination to make things that benefit America, its citizens, and the world. That is what sets us apart from other countries. When there is a lack of freedom then creativity, ingenuity and determination die. Other countries steal our inventions and methods because there is no freedom of thought in their countries so there is little thinking of what could be. When people must be of one thought or “burdened by what has been,” they have lost the ability to think freely, if that was ever allowed. They live in a “mind rut.”
Through the decades systems have been put in place that discourage ideas. The “Kool-Aid drinkers” do not understand and insist on continuing the failed procedures, guidelines, and laws. “It’s always been done that way” mentality. Anyone who might be able to improve a system is considered a heretic of educational theory. That is also considered “learned helplessness.” Why try because it will not be possible to accomplish and will not be allowed by those whose minds have become resigned to the dead-end existence of failure.
Who We Are!
We are Americans! It is in our DNA to improve, improvise and invent. Adapt and overcome. Hurricane Helene reminded us what we are made of, able to accomplish under dire circumstances with little or no equipment, tools, or supplies. Remember the show decades ago, McGyver? He always found a way with few tools. In North Carolina, everyday people made miracles happen. Miners from West Virginia brought their heavy equipment and rebuilt roads. Others replaced a bridge using containers that floated down the river and placed boards or whatever they could find to make a safe, drivable surface. It has been amazing to see. Some individuals are turning sheds into homes. Others set up control centers to dispatch help and supplies to areas that had been cut off. These people found solutions to problems and executed them. They didn’t set up committees or clubs to meet to discuss the problems and then scratch their heads. They just got it done. Food, medicine, heat, and water were either flown by helicopter, pack mules, ropes, or trekking through the debris. This is the mindset, heart, and determination needed to address our schools unless everyone has purchased Kool-Aid. This can be done! Not as before but with unorthodox (non-Kool-Aid) approaches.
Issues at Hand
Even if our schools were in the top half of the state tests, we are still a failed state. Students continue to have low reading and math scores. Absenteeism is too high. Teachers are frustrated because of disruptions in the classroom. Teachers will continue to leave the profession. The continued lack of student engagement in classroom learning. Problems with special education programs and students with a lack of teachers. Restorative justice has also failed.
History Informs the Present
Looking back decades at the curriculum, not much has changed regarding requirements set by state education entities. It’s the same basic subjects and electives. However, the content and teaching methods of it has changed. The students and parents have changed but there has been no adjustment to address that. Why are students less mature – unable to cope with everyday problems? Once again, decades ago society was different. Young students had more opportunities to learn responsibility and accountability in daily life. It was not uncommon for older elementary or middle schoolers to have paper routes or mowed lawns in the neighborhood. Younger ones would have lemonade stands. Students would be involved in helping on the farm and ranch learning to drive tractors and trucks standing up since their legs couldn’t reach the pedals seated. They fed the animals and learned how to “doctor” them. Boy Scouts and Girl Scouts served a purpose in maturing students as well. All of this taught children of all ages responsibility and the consequences of not being so. They learned safety, courtesy, and innovation. Kids rode their bicycles. If the chain came off, no self-respecting kid would get their parents to pick them up and take their bike to a bike shop to have it put back on. Even girls knew how to put the chain back on. Children and young people made things. They made model airplanes, cars, and some sewed dresses for their dolls or cooked. Neighborhood kids built forts and played games. There were Tinker Toys, Erector sets, and chemistry kits. Pieces of wood, nails, and a hammer were just begging to be turned into something. The parents encouraged responsibility and accountability. These same steps to maturity were encouraged and enforced at school and home. Were there cuts and bruises? Sure but the incident was a valued story to share with friends and family. No one was afraid of these adventures. Not even parents. There were no cell phones. Each child figured out how to survive and thrive.
Things changed in society. Paper routes were given to adults. Liability was a concern if a young person was hired to mow the lawn. Laws prevented lemonade stands. It was all just too dangerous for young people to work. Fast food restaurants then became the “training ground” for students. The minimum wage, which was appropriate for part-time students, was no longer acceptable. The hourly wage had to be increased so employees could support their families. Those part-time jobs were never created for that. Many jobs and learning opportunities vanished. Summer and holiday jobs were not as plentiful. These were training grounds for learning and reinforcing responsibility and accountability.
Classrooms often had 35-40 students. The teachers were the teachers, not the computers. Now if a teacher gets overwhelmed by class disruptions, students can be “sent to the computer,” handed worksheets, or sent to the Counselor who handed out candy. Because of the maturity level, accountability, and responsibility of the students previously, teachers did not have the same issues as today. It was the norm. Students knew they must meet certain standards so they did. Homework was turned in with an occasional “dog ate my homework.” A student could receive a “zero” for not handing in homework. Teachers were respected. Teachers were not the students’ friends. Because the teacher was required to teach and not send students to the computer, a healthy, respectful relationship was established as the students interacted and engaged in the subject at hand.
The teachers had the year planned how far the class needed to be in each subject and textbook. That “plan” or syllabus was always completed with 35-40 students per class. Currently, the plan or syllabus is merely a suggestion leaving students robbed of the scheduled learning calendar. If the students are not taught everything in every subject they are robbed of their education which shows up in testing and academic understanding. This also does not continue the educational foundation from one grade to another. Teachers need to be held accountable for completing the expected subject matter. As it is right now, there is no accountability for subject completion. Current teachers and parents are familiar with this hole in the student’s knowledge and the cause. Rules, requirements, and laws must be followed consistently otherwise it can appear actions are selective instead of objectively enforced. Focusing on “feel good” instead of education has caused much harm to the students and their futures as well as teachers’ satisfaction and sense of accomplishment.
Students today, generally speaking, are not as mature and are missing the educational rigor. The accountability and responsibility level is below age expectations in development.
Parents and Teachers
The educational system did not adjust to the change in the lowering levels of student maturity. Instead academic and behavioral expectations were lowered. “Everybody gets a trophy” ensued. Restorative justice/discipline took over. There were little or no expectations placed on students to succeed or control their behavior. It became standard to teach to the lowest academic level of the class due to disruptions. Stress on teachers to do their jobs exponentially increased driving more from the profession they loved. At a certain point, a high salary is not worth the chaos, stress, and disappointment faced by many teachers even if the occupation of teaching is a “calling” not just a job.
Parents tried to be friends with their children instead of providing boundaries for their children which are much needed as they grow. Parents thinking they were being the best parent, began to hover and not encourage their children to become mature, productive individuals. Because there was no regular development of maturity, coddling became the norm. Parents became incensed if their child got in trouble at school. “Not my child!” Threats to sue the school because the teacher was picking on their baby became standard fare. In order to avoid a lawsuit, schools backed down and let the parents interfere in the student’s educational development and behavior thus affecting the normal educational path.
The downward trend was further complicated by poor behavior being rewarded in many different ways. Teachers were undermined by the administrators and counselors resulting in greatly diminished authority the teacher had to maintain order in class. Everyone knows kids know how to manipulate adults, especially parents. Work one against the other. It works every time. Just ask them.
Parents need to be parents and enforce boundaries not just threaten to. School administrators and teachers need to do the same. Parents need to realize their child may not act the same in school as at home. Think of it this way. When adults go out of town on vacation or a conference, their behavior may not be the same as when they are around people they know. “What happens in Vegas stays in Vegas” syndrome. When students are around a bunch of students, they may not act the same since peer pressure and groupthink are involved.
Even if parents are not actively encouraging their child to be responsible and accountable, the classroom experience can – if permitted by parents. A well-trained and experienced teacher can make a big difference in a student’s life.
This is the basic environment of most schools that has not had a positive result of the educational experience or actually learning as attested to by the most recent proficiency tests.
Stay tuned for more.
