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Changing Schools From Within
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10416 |
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CURRENT ISSUES
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| Issue
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2 / 1993 |
2,731 Words |
| Author
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Robert E. Rubinstein
Robert E. Rubinstein is a public school teacher, children's
author, and professional storyteller from Eugene, Oregon. |
So many little parts of our educational system "need to be changed"--discipline, test scores, sex education--that we often fail to see that the whole system needs massive restructuring.
It is difficult for the public--as well as teachers and administrators--to see that we need to move our schools and students to meet the demands of the next century. Teachers must move out of the isolated classrooms and, for the sake of our children, make schools viable places of practical, enthusiastic, lifelong learning.
Together we must dramatically change the use of school funds within a district, organization of curriculum and class time, teaching methods, school structure, assessment of students and grades, administrations, teacher education, and who decides what will be taught.
FUNDING
We know that the most important part of a building is its foundation. Without a good foundation, sooner or later the building will collapse. Such is happening to the public school system in America.
Usually, money, services, and special staff go first to the high schools, and last to the elementary schools. Studies have shown that classes with more than 25 students per teacher do not allow the teacher to keep in personal touch with students. Students' progress, success, and enjoyment of learning diminish as class size increases. Many school districts per class in elementary school, and then school officials and the public wonder why many children cannot read or write at "class levels," have behavior problems, and do not like school.
In most school districts, high schools get first claim in funds, vehicle use, updated equipment, special teacher training, and specialized programs. However, a large percentage of students arriving at high school are ready to drop out because they are frustrated, aren't succeeding, don't feel supported, and can't see how school will benefit them. "High school dropout" is really a misnomer; most decided to drop out in middle school.
If, instead, the funds and resources were focused on the early years of school to build a solid foundation, many of these students might feel they can learn and succeed, and see the benefits of education in their future. The pattern for continued success would then have been established.
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