Do your best to forget all you know about schools (but remember what you understand about learning). Now, picture this conversation:
Fred: I’ve got a great idea! Let’s put 20 or 25 fifteen year-olds in a room for fifty minutes at a shot and have some adult tell them about algebra!
Jackie: That is a great idea! Say, you could have them do that everyday!
Nate: Yeah! Yeah! And you could do it with biology and history too!
Jackie: And Spanish and English and Art! They’d be able to maybe go down the hall to different rooms for each of those things for the fifty minute blocks. That’d be so awesome!
Keesha: Ooh! We might be able to get a couple of thousand teenagers into a really big building all at once! You all are geniuses!
Fred: Oh indeed we are! Indeed we are.
Of course, this isn’t how high schools came to be as they are. But, if the idea sounds stupid in this imagined discussion, maybe that’s because it’s simply a bad idea. Maybe schools fail so many students because the structure is fatally flawed.
Maybe the reason so many bright, hard working nice people leave the field of teaching is because the field has set out a task for itself that is next to impossible.
None of this is to say that schools don’t have positive effects on many students. Clearly they do. Most Americans, according to an AP-AOL Poll, can identify a teacher who changed their lives. But 37% of us can’t. And by the time you graduate from high school, you’ve probably had about 40 teachers…
Is trying to improve schools in 2007 akin to trying to improve typewriters in 1987? That is, something that’s possible (and important to the users) but…
