For some time I have thought that we educators are off the mark when we emphasize course content over all other aspects of our classes. Nascent lawyers, doctors, and MBAs need to learn factual information; elementary and secondary students should be learning primarily about themselves. Young people need to discover what their strengths and weaknesses are, how to talk to and work with others, what is right and what is wrong, who their favorite authors and artists and singers are, what is funny and what isn't, what sports they love, what is essential and what is trivial, and much more that is only tangentially related to math, history, and other academic disciplines. Students may not actually become adults during their school years; they certainly do outgrow childhood, though, and they need our help in finding the right path.
Of course there is nothing wrong if, along the way, students happen to pick up a little French, some algebra, a few essay writing skills, and a dose or two of chemistry; such skill acquisition should be secondary to their real job: gaining a sense of self. I suggest that when teachers write lesson plans they need to build assignments that require students to look inside themselves, to formulate questions, to make connections, and to articulate what they are thinking and feeling. It is important that students "express themselves," even in math and science courses, and not simply repeat what we tell them is important. While memorizing dates of military battles, translating Chinese poetry into English, and solving trigonometric equations, students need to be aware of what that material means to them, what it says to them. When teachers assess a student's progress, they should ask, “How has this student grown as a person?" Perhaps teachers should think of school subject matter like an abstract painting: one's response to it may say more about the viewer than the viewed.
The longer I teach, the more I understand the multi-faceted nature of teaching. We certainly need to cover the curriculum, to equip our students with the information they will need in order to live their lives fully and successfully. We cannot foster individual development through “benign neglect," assuming that whatever happens, happens. Teachers must create lessons that promote personal growth, to ensure that our graduates are thoughtful, curious, self-possessed, independent young women and men.
“Multi-faceted" accurately describes this issue. Topics range from podcasting to cultural diversity to Internet safety, plus much more. Metacognition is a subject you may not yet know much about. Kathleen Karigan explains what it is and why educators need to know more about it. David Marshall recalls how he was taught to write essays in school and compares it to the (better) way he teaches his students now.
We hope that these articles are informative, thought-provoking, and will be meaningful to your teaching. Your reactions and responses are important to us, please send e-mail to [email protected]. Better yet, consider writing an article yourself describing what you are doing in the classroom.
Happy reading and writing.
S.I.