Moving forward
When I first began my teaching career more than four decades ago, I was primarily assigned to an elementary school in a low income area. During the sixteen-year span of my time there, I witnessed multiple leaky roofs, one of our buildings being condemned, an ancient boiler that may or may not provide heat on any given day, and ninety-degree plus classrooms in late spring and early fall because we didn’t have air conditioning. During my first two years of teaching, I traveled and taught at six different schools on a weekly basis and got a first hand view of the “have” and “have nots,” even within the same school system. As I continued in my career, mentoring student teachers in the public schools, I found these discrepancies still exist.
![](https://www.katherinepasour.com/wp-content/uploads/2021/05/Old-school-building-hallway-1024x693.jpg)
What message are we sending our children and teachers when we allow these conditions (and worse) in buildings where they spend the greater part of their waking hours during the school year? Further on, in this message, I discuss the impact of financial support. I’ll refer back to this story.
Last week was Teacher Appreciation week, a time to honor our hard-working, dedicated, and loving teachers–so many that give of themselves to guide, nurture, and teach our children. When I asked you to join me in honoring our teachers, it seemed a gross injustice for me to share a list of what I view as weaknesses in our American education system. That’s because, for the most part, I view our teachers as a major strength.
Our teachers are one of our greatest assets.
If you’ll review my list of perceived weaknesses I shared last week (listed again below), you’ll note my focus is not on the quality of teaching (although there is always room for improvement), but rather on the entire aspect of our children’s educational experience:
- Inability to teach the child as unique individual
- Excessive emphasis on standardized testing
- Our prescribed curriculum stifles the creativity of our children
- Lack of discipline
- Lack of parental involvement and support
- Financial disparities in communities prevent children from receiving equal opportunities
- Lack of societal support
My focus hones in on curriculum, standardized testing, discipline (or lack of), parental involvement, financial support for schools and supplies, and the influence of society.
Inability to teach the child as a unique individual--Every teacher and parent will likely agree that all children are unique, with their own special characteristics. Educators recognize that each student is an individual and that each child learns somewhat differently because of their uniqueness. However, our curriculum doesn’t allow for individual differences. We have one curriculum for which all students are supposed to achieve proficiency. Because there are so many students in each classroom, it is most efficient to attempt to teach all students the same way. The primary teaching method is the use of verbal/linguistic instruction. The teacher verbally explains the material, may give examples, and/or the students read assigned material and are expected to understand it. While for most children, this is a somewhat successful way of learning, not all students learn this way. Many of us learn better by, or at least are more engaged in, experiential, problem solving, or project learning (learning by doing). Many students benefit from one-on-one assistance. Others learn best by working cooperatively in groups. The point is–we are created uniquely and benefit from a wide variety of instructional strategies.
Possible solutions: Smaller class sizes will provide more time for planning to meet students’ unique learning needs and allow for increased individualized instruction. Encouragement from administrators, policy makers, and parents to enable teachers to engage in more creative teaching strategies can assist in developing methods to teach to the variety of learning styles in a classroom. Opportunities will open up for students to activity engage in learning experiences they are interested in (in addition to what “experts” deem is necessary).
Excessive emphasis on standardized testing–Evaluation is important. Accountability is important. We need to assess student learning so that we can measure their progress, while also evaluating if the teaching strategies being implemented are effective or need to be changed. However, when one end-of-grade or end-of-course test becomes the measure for evaluating if teachers and administrators are doing their job, the result is–teaching to the test. Excessive drill down in writing to a prompt or mindless memorization of facts students will never again use, does not prepare our students with the information or training needed to lead healthy, productive, and fulfilling lives.
Possible Solutions: Standardized testing measures one type of learning and makes the faulty assumption that only one type of learning is important. If we recognize that not all students are the same and do not need to be taught as if they are identical little robots, then realization for the need of a variety of assessments will come. More time can be spent on meaningful learning rather than preparing for a specific test that has students, parents, and teachers cringing about wasted time in rote memorization.
The next four items on the list– discipline; parental involvement; financial disparities; and support from society–all directly relate to society’s impact on public schooling. How interested are we (society) in the education of our children?
Our children are our future.
Do we believe that? Do we truly value our children and those who are dedicated to teaching them? Are we willing to invest time and money into giving all our children the best education possible? Do we really want all children to have the opportunity to reach their fullest potential?
How involved are we in the education of our children? And of other people’s children? Do all children deserve a building that doesn’t leak or only those who live in wealthier districts? Do all children deserve the latest in technology equipment or only those who live in the suburbs?
Teacher, which is the greatest commandment in the Law?” Jesus replied, “‘Love the Lord your God with all your heart and with all you soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbor as yourself.'” Matthew 22:37-39
Do we love our neighbors and their children?
Next week, in the final blog in this series, we’ll talk about society’s role in American schooling and how we can make a difference.
I hope you will join me in continuing to pray for our children, teachers, and all associated with the education of our most precious resource.
And a special prayer for young girls in Afghanistan (and their parents) as these girls risk (and often lose) their lives in order to receive an education.
Previous blogs in this series:
Many buildings require repairs. But teachers want smaller classrooms and higher paychecks. Expensive pension plans are probably a discussion for another day, but they contribute to the draining of resources that could otherwise allow for smaller classrooms, better buildings, and bigger salaries. Yet they also help draw people into the profession.
Teaching is hard. The challenges are huge. And the payoffs financially are smaller than many would hope for.
Teaching is also a choice. No one stumbles into this career without figuring out what the financial and resource challenges are. At least no one should.
I love teaching in a small school. I chose a career in private education with a smaller paycheck (and no pension plan) because I wanted the freedom to choose curriculum and pilot the direction of my classes without edicts from above pushing tests, tests, and more tests (probably also another subject for another day since nobody likes them except government officials and testing companies).
Some public school teachers retire early so they can collect their pensions and find employment in a small private school where they can actually teach.
Sometimes careers find people rather than the other way around, and those people adjust their lives to fulfill their callings.
I’m not sure there is a solution to these challenges until more parents make the sacrifices necessary to force the issues. If enough kids leave public education, reform will follow quickly.
That may be the only way to force the kinds of change you’re proposing here. Sorry to be so long. Thanks for the chance to vent. God bless!
Nancy, I appreciate your thoughts and the length of your post reflects your interest and commitment to the education of our children. As you point out, there are so many different aspects of this issue to consider. I’m grateful to you for your long-time contribution to education in the private sector. Private schools typically provide an excellent education for their students in a safe, loving environment. Of course, cost prohibits most parents from going that route for their children, but I think public school administrators and policy makers could learn much of value from other educational institutions. We could accomplish so much more if we cooperated and worked together, always keeping in mind that our children are the top priority. Thank you for sharing your wisdom. Wishing you continued blessings.
Lots of great thoughts to consider here Ms. Katherine. It seems to me that our children are often left out of the equation when it comes to education. What serves them best, as you point out so well, is often sacrificed for the “common good.” Sadly, as you point out, our children are not “common.” Each is special and unique in their own ways. I’m not sure how a public school system can cater to those individual learning needs; but I’m also certain too many home-schooled children who might have that custom-tailored learning opportunity never will because of unqualified teachers. Lots to think about in this series ma’am. Thank you.
Sometimes, I think we forget our primary goals. This doesn’t just happen in educational institutions, but in churches, non-profits, and industries–it even happens in parenting. We get so wrapped up in the “moment”–what we think we must do right now, that we lose sight of our vision. For example, we as Christians are called to witness for Jesus and make disciples of Christ, but often the “business” of church overshadows our primary mission. I think the same has happened in our schools. Our mission should be to care for and nurture our children, providing a safe, challenging, and engaging learning environment to help them reach their fullest potential on their path to becoming healthy, productive, well-educated, moral citizens of good character. But sometimes, the “business” of school gets in the way of the ultimate question of, “What is best for our children?” Thank you, my friend, for sharing your insights, and for your love and compassion for others.
Thank you for your many years of service to this worthy profession. My experience mirrors your own in several ways. I’ve seen many swings of the pendulum regarding funding, teaching philosophy, learning programs, legislation among others. Teachers do the best we can, despite the circumstances. Good teaching is good teaching. But if support and good leadership are not in place, morale and efforts eventually suffer.
I agree–in any situation, morale and motivation suffer when leadership and organization are poor. The result, sadly, as you point out, is the quality of our effort falters and we often aren’t able to do our job effectively or wholeheartedly. Thank you for sharing your insights, Candyce, and for your service to our children.
Katherine, as a retired educator, I share your concerns. The “power” that test scores wield hinder the educative process for so many. As you indicated, a bit of one-on-one instruction on basic concepts a child may have missed can encourage children and get them back on track. We can pray for teachers and students when we drive by local schools and offer help when we can. Excellent thoughts in your post!
Thank you, Jeannie, for your encouragement. What a wonderful thought and an action we can all do–pray for our children, our teachers, every aspect of our schools every time we pass a school. Thanks so much for sharing this wise and meaningful course of action. Thank you for your service to our children during your career and your continued support since retirement.
Hi Katherine.
I, too, am an educator and have taught both in private and public schools. While every school system has its issues–including the emphasis on standardized testing–it seems that there is a range of educational experiences based on a child’s location.
For example, one of the two public schools elementary schools in which I taught was a beautiful Title 1 building with fresh paint, neatly trimmed grounds, and seating differentiated according to each child’s needs (i.e. exercise balls, etc.).
Teacher training was top notch and included experiential learning, social-emotional development, and a pilot program designed for children with dyslexia.
Parents were also highly engaged in the PTA and regular school events.
At the same time, I have a great concern for the spiritual needs of the children in our classrooms–both public and private. Mindfulness has replaced “do unto others” and time spent online has replaced relationship.
Educators have an incredible opportunity to love God’s children. Thank you for sharing your insight and for your years of pouring into the lives of those who are often unseen by others.
Blessings,
Tammy
Tammy, thank you for sharing this description of a school that demonstrates how much people of that community care about their children and show it by the construction, maintenance, and equipping of such a nice school. Students, parents, and teachers can be proud and feel valued. Oh! If only all our schools were like this! I, too, share your concerns about the spiritual development of our children. I believe it is one of our greatest challenges as a society. More about that next week in the final blog of this series. Wishing you continued blessings in your ministry.
I will use this as a reminder to pray for the school systems. Where I live, the solution has been to get rid of anything in the curriculum that is difficult. Personally, I don’t think that dumbing down the work helps at all. I will pray for teachers wisdom to teach well and meet student needs.
Thank you, Joanna! Our students, teachers, and every aspect of our schools are in great need of prayer. I believe we can make a difference. My last blog in this series (to be published on 5.16.21) offers some suggestions. I’m grateful for any wisdom you can share. I certainly agree that lowering our expectations is not the solution. So grateful for your prayers. Wishing you a blessed week.