An experience of excellence
It seems these days teachers rush through tasks to ‘deliver’ or ‘cover’ the curriculum.
The idea of doing things well has been lost in this rush yet we all know that pride of achievement comes from succeeding so well at a task we even surprise ourselves.
As a result students produce little of real substance. Teachers are too busy proving what they have done to focus on the more important need to see each student does the very best work they can.
All the criteria and feedback formative assessment means little if the teachers have no idea of excellence. Some experience of excellence comes from:
'Mastering at least one thing supremely well. It can be anything – music, mechanics, motorcycle racing. If you don’t go deep into something, you don’t know what extraordinary performance is. You get satisfied with ordinary performance. And if you have never experienced it yourself, it’s hard to be a role model. Without an experience of excellence, you won’t appreciate the quality in others.’
Harry Davis University of Chicago.
Teachers would be well advised to stop ‘delivering a curriculum that is an inch deep and a mile wide’ and do fewer things well – and in this process ensure that students experience the power and pride of achieving personal excellence.
To achieve this teachers need to have the courage to throw way the current imposed standardized curriculums and instead focus of personalising their teaching to suit the talents and needs of each student.
5 comments:
A 100% focus on ensuring every student gains what they need to thrive and contribute fully when they leave school ought to be the one simple goal of eduction - not jumping through hoops and hurdles!
Yes, the best of learning and its true reward for the learner is always found simply within the context of doing something of interest and doing it well.
Expectations imposed on schools by those distant from reality have in themselves created a dysfunctional school system that is structured to fail students.
It has been a form of educational malpractice.
The trouble is few teachers themselves have ever had the opportunity to do something really well.And being academics doesn't help - all they have ever learnt is to conform to others expectations
Ordinary is what most schools are these days - or at best mediocre!
There is no room for the innovative and the creative; those that think they are believe in their own PRO! Thankfully there are still a few creative teachers out there who haven't yet given in - they are the systems only hope!
Post a Comment