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Column: David Wilson, “How schools must change”

In conversations about American education, it doesn’t take long for someone to make a negative generalization about the state of our schools.

They will mention low achievement levels, drug issues, a lack of respect for authority, bullying, violence, examples of poor teaching, how our students are falling behind the rest of the world, or any number of issues that may have been touched on in the news.

Some of it is fair criticism, some of it isn’t.

David Wilson
David Wilson

The truth is, schools need to work hard to make changes for the better. But it is also true that many of the problems schools face did not originate in the schools.

There are problems in schools today, but the bigger picture is that there are problems in all of society today. Whatever evils or ills our communities face end up being issues on campus at the neighborhood school.

That’s not to say that schools can’t be safe havens for students. They are. And it doesn’t mean that schools can’t reach children in the midst of a tumultuous world. They do.

But how can schools do better? Here are three ways: (1) There should be a philosophical shift in how schools do business, (2) there must be a focus on much more than just the mastery of subjects, and (3) there must be an infusion of technology in the classroom.

First, there needs to be a change in the teaching mindset. Rather than focusing on teaching a subject, each teacher should focus on teaching the student. That means that we teach him or her anything needed for success in the future. That will no doubt include specific content, but it will include much more.

In addition, the shift must be one in which teachers are facilitators of student learning, rather than being simply dispensers of information.  In years past, many classrooms were organized with students in rows of desks with the teacher providing information in a lecture format.  That really won’t work as the main instructional delivery system for students today. (In fact, it really didn’t work for all students back then either).

In the 21st century classroom, teachers need to foster an atmosphere of student inquiry and discovery and must create meaningful and relevant learning experiences. If a teacher can cultivate a student’s natural curiosity and make the process of following that curiosity in to valuable learning experiences, then that student will always be able to learn whatever is necessary in the years to come.

Second, we can’t be merely focused on the subject matter. Teachers must also spend time on character education and the learning of specific skills that are crucial to success in life. Students must be encouraged to set goals, develop a good work ethic, be problem-solvers, develop good people skills, collaborate with others, and practice good oral and written communication. One might even make the case that in many work situations these qualities are in greater need than subject area knowledge.

Finally, technology is very important, but we will add one qualifier: if we don’t incorporate the first two items on our short list here (a new teaching paradigm and the teaching of good character and skills), then the use of technology alone will not adequately prepare our students for the future.  On the other hand, the common use of technology in education, in combination with the first two, will provide a very powerful learning experience.

Technology and digital communication must be as much a part of the classroom as pencils and textbooks have been in the past. The time has arrived for laptops, electronic tablets, and smart phones to be utilized throughout any learning project. The world in which our students will live and work will be saturated with technology; it only makes sense that technology is a big part of the world in which they learn as well.

David Wilson, EdD, has worked for 24 years in Missouri public schools as a teacher and administrator. He has studied history, journalism, and educational leadership. You may e-mail him at dwnotes@hotmail.com.