Why do so many older minds waste so many young minds?
Have you ever asked yourself why we continue, after hundreds of years, to use the same classroom format in our public and often in our private education? The same drab four walls, the same omniscient and omnipotent (irony intended) teacher, the same one or two black or white boards, the same boring posters about the benefits of studying and obtaining a high school diploma, the same instruments of torture we call desks, into which no self-respecting linebacker would fit, the same droning lectures that would beat any sleeping pill without the nasty side effects, the same uninspiring school books or (already prepared) hand outs, the same boring benchmarks and testing reviews, all this for very mediocre results.
Geoffrey Chaucer School (Photo credit: stevecadman)
After reading with great pleasure the various comments posted on the subject of a new teaching system, I felt like keeping the fires going.
Let’s continue this train of thought, changing the usual classroom format, and imagine a series of learning stations manned by educators who, instead of lecturing, would answer questions, counsel, orient, and guide the young people’s progress.
Classroom (Photo credit: James F Clay)
Being an inclusion teacher, as mentioned in previous articles, requires a good rapport with the classroom teacher. Both must work as a team in high school (not to be confused with the academic teams at elementary and middle school levels) and both must have a very specific role to play. If either one lacks the necessary training and information, the class situation may turn chaotic very quickly. Students detect immediately the lack of preparation and/or cooperation and take advantage of it by behaving erratically, checking their smart phones, listening to their iPods, or talking loudly while the main teacher tries to start the instruction process.