Commentary by Michael Swickard, Ph.D. Almost all of our societal angst about education concentrates on students who do not wish to learn. Consider: can we force students to learn? Imagine if cattle prods were used. “What is the capital of South Dakota?” Wrong. Zap. That might work in the short term, but they will be flinchy about learning forever. And, there would be that messy business about human rights.We no longer trust principals to administer, they instead coordinate legions of experts who spend their time trying to find things to justify their employment. Most teachers would really like the bloated administration to leave them alone to teach since that is their role.
Teachers say the administrative experts who cannot themselves teach assume all teachers are the same and all students are the same. They want each teacher to listen to them rather than concentrating on educating students. There has been a tsunami of accountability tests in the last twenty years that trump real teaching.
Everyone now spends almost all of their time in concern for the administrative tests rather than student learning. What the students need is to quit spending the entire year getting ready for the teacher accountability tests and just spend it learning.
An example of goofy experts: a teacher was called to a meeting with an expert who said, “Do not use the SF basal readers.” The teacher shrugged, “OK, do you have a different basal for me to use?”
“No,” the expert said.
“But you want me to use a basal as I teach reading?” the teacher asked.
“Of course,” The expert answered, “Just do not use the SF basal you are using right now.”
No wonder teachers cringe when the experts show up. They are overwhelmed with well-paid experts who cannot hit water from a boat. They know that politically every student in America must be above average or there will be hell to pay. Read column
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