Anti-Teaching

Based on the assumption that education as we know it does not work for the majority of students my belief is that the idea of each student having their own Individualized Education Plan (IEP) is where we are headed. Each student having a plan that is built around them and their specific learning style seems to be what would work best. I believe that by tailoring activities to the students’ learning styles, the learner will be more likely to be engaged and take ownership of the learning process.

Part of my responsibilities, as my schools’ Media Specialist, is also to act as the Distance Learning (DL) Facilitator. In this role I must admit that I am against a high school setting comprised of a virtual learning environment with Course Management Systems. Ironically, it is the references to the need for students to have the socialization/social interaction that is extremely important within learning. If students are just coming in to a room with computers to take classes in all different subject areas, the chance for a student/teacher disconnect is increased, especially if the facilitator is not well versed in the subject area. Once you make the virtual learning concept global, you will run into serious issues when (not if) there questions, illness or system outages. For example, a student in Korea has a question for his/her French teacher whom resides in the U.S.; with a thirteen-hour time difference, the delay in communication will become counter-productive and both the student and teacher will become increasingly frustrated. Even at the Master’s level, I experience challenges in teamwork being six to nine hours ahead of my teammates and instructors.

A major disadvantage of the virtual learning environment stems from the requirement that the student be a self-motivated learner. Also, students with learning disabilities, sub-standard reading abilities or difficulties in concentration are at a sever disadvantage in this atmosphere. If, however, the same concept is put into place in the classroom setting with a content proficient teacher in the room, I believe that the chance of success increases dramatically.

I don’t pretend to have the answers and although many of the theories make perfect sense, with the right learners in the right setting, great education will take place. I do not believe that technology is the solution, however, I do believe that it can help. Putting familiar tools in the hands of the learner will make them feel more comfortable but will not guarantee success. Some of the best lessons and engaging classes I have ever witnessed utilized no electronics what so ever. The two constants that seem to help improve learning, however, are class size and parent involvement. Many states including Florida have mandated student/teacher ratios unfortunately, the desired numbers are difficult to meet due to budget constraints as well as classroom availability.

In order for real change to be implemented, people outside of education will need to change their philosophies. Standardized test scores should not be the bars of achievement that students are held to. Parents and politicians want scores to increase, however, the scores are similar to I.Q. scores in the way that there will be little fluctuation since they are norm-referenced tests. Electronic portfolio’s that can prove content and or skill mastery can be implemented in place of tests thus; remediation is built into a program if the student cannot prove mastery.