FYI
-----Original Message-----
From: Ian R. Peat [SMTP:IRPEAT@mumr2.mid.muohio.edu]
Sent: Monday, April 20, 1998 2:11 PM
To: Multiple recipients of list OMSC
Subject: (Fwd) L.A. TIMES ARTICLE: FOR INFORMATION
------- Forwarded Message Follows -------
Date: Sun, 19 Apr 1998 13:55:17 -0500 (CDT)
From: RBS Mailinglists <owner-timss-forum@rbs.org>
Subject: L.A. TIMES ARTICLE: FOR INFORMATION
To: timss-forum@rbs.org
Reply-to: "Jerry P. Becker" <jbecker@siu.edu>
[From Carol Fry Bohlin]
[Note: I am sending this to a number of people, and to avoid a long header
list, I am addressing it to myself and Bcc'ing it to the people on the
list. Thanks for your understanding.]
Westside edition of the LA Times
Time to Ask For Whom the Bell Tolls
by Carol Jago
Reforming school seemed such a promising idea. Improve the institution and
student achievement will rise. Restructure the school day and learning will
blossom. Ten years into the process, I think we have wasted our time. Students
will learn more effectively when teaching improves. And good teaching starts
with coherent lesson plans.
Will Rogers said that, "You can't teach what you don't know any more than
you can come back from where you ain't been." Too often that is exactly
what we
expect teachers to do. Few public schools have a clearly defined and mandated
curriculum that includes guidelines for what should happen every day in the
classroom. In fact the practice is considered unprofessional and demeaning to
the creativity of teachers. But what could be more "unprofessional" than
23-year-olds fresh from college figuring out for themselves how to teach The
Catcher in the Rye? Over the years, the novel has been taught effectively
once or twice before. Wouldn't it be more sensible to have at hand an
experienced teacher's lesson plan and modify it later as experience dictates?
When I began teaching at Lincoln Junior High, I had a solid English major
under my belt. But four years of coursework in Milton, Faulkner, Hemingway and
Shakespeare had done little to prepare me for teaching eighth grade English.
My education classes offered me help with classroom management, but by and
large I was making it up, day by day. I brought in stories I thought students
would enjoy reading and over time figured out ways to get them writing.
It turned out that I enjoyed the challenge of creating lessons in this manner
and over the past 25 years, if what my student tell me is true, have turned
out to be a reasonably effective classroom teacher. Look back, however, I find
this an extraordinarily haphazard method of curriculum design. Sure I had lots
of freedom to try out innovative methods for engaging students, but where was
the accountability or the institutionalized feedback from other professionals?
Imagine a hospital intern left to discover for herself how best to set a bone.
By law in Japan, first year teachers have 60 full days of in-service
training. Novices spend most of their first year with a mentor teacher in
their classroom and are observed eight times by the rest of their colleagues.
These critical friends point out where the new teacher has succeeded and where
she has failed. Japanese educators believe that it takes about ten years to
learn to be a teacher. Much of that training decade is spent working with
other teachers crafting and refining effective lessons.
Instead of focusing on helping young teachers improve the content of their
teaching, we have distracted them with the illusion of school reform, engaging
them in debate over whether class periods should be 45, 55, or 105 minutes
long. If all the energy that has been expended over restructuring the school
day had instead been directed toward designing powerful curriculum, I don't
think it would matter a jot when we rang the school bells. In the name of
reform we have become mired in a period of curricular neglect.
Santa Monica has always been fortunate to attract gifted teachers who devote
themselves, head and heart, to teaching. As a result, the quality of what goes
on in our classrooms is for the most part excellent. It could be better,
though. A thousand teachers making tiny little discoveries in their own
classrooms will never create systemic change. It's time to stop watching the
clock and pay attention to content.
*******************************
Carol Jago teaches English at Santa Monica High School and directs the
California Reading and Literature Project at UCLA. She can be reached at
jago@gseis.ucla.edu.
***********************************************************
Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
Carbondale, IL 62901-4610 USA
Fax: (618)453-4244
Phone: (618)453-4241 (office)
E-mail: JBECKER@SIU.EDU
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**************************************************************************
Ian Peat
Executive Director
Ohio Mathematics and Science Coalition
Miami University tel: 513-727-3237
4200 E. University Blvd. fax: 513-727-3367
Middletown, OH 45042 email: peati@muohio.edu
**************************************************************************
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