Yet, putting all of these great local schools aside, I have to say - I am so happy we discovered the unique opportunity to send our children to a Montessori school, not just for preschool, but for their elementary years as well. I am not claiming that only a Montessori school can foster a true love for learning, as I know this is possible in other school formats. I know this because I have lived through them. But after reading this article, it it evident that many schools simply do not foster this love for learning, and that is so disheartening. I am sad for the children who get off the bus "exhausted...frustrated...overworked...burned out." I feel equally disappointed for the teachers who are "trying to inject as much fun into the day as possible, but are obligated to keep up with deadlines, adhere to the curriculum, and meet the standards."
I truly do not know the right answers to resolve this issue. I cannot even imagine the mountain our educational task force must climb. But, I hope for the sake of our country, our schools can develop a better understanding of what makes kids tick. As Goodman states, "I am clever enough to know that if (the kids) are enjoying themselves at school, they will learn. Academics follow naturally if the proper environment for learning is there."
I shared this article with my children's teachers and administration. I hope they know how thankful we are as parents, to NOT identify with the issues in this article. In contrast to the environment described, our teachers encourage a love for learning through hands on lessons, collaboration, physical movement, innovation, problem solving, creative thinking, exploration, while emphasizing the importance of social responsibility, respect for others, and community. Without further ramblings, I have shared this well-written and insightful (yet alarming) article below.
https://www.washingtonpost.com/news/answer-sheet/wp/2016/01/05/mom-what-do-i-expect-from-my-childrens-elementary-school-certainly-not-this/
Mom: What do I expect from my children’s
elementary school? Certainly not this.
By Valerie Strauss January 5, 2016
Laura Eberhart Goodman is a former classroom
teacher and writer on “The Synapse” on Medium. Her work has been published on
the You Share Project and in the upcoming IAGC (Illinois Association for Gifted
Children) annual journal. You can find her musings on the value of creativity,
unstructured play, and the importance of preserving childhood on her blog,
Boilsdown.com, where this piece appeared. She was raised on a farm north of
Baltimore and lives in Richmond with her husband and two children. In this post,
she writes about her concerns about the experiences her children are having at
elementary school. It’s not what she had hoped for or expected.
By Laura Eberhart Goodman
When I put my children on the bus in the
morning, the wish I call out to them after kissing their heads is, “Have a good
day!” Pure and simple.
Now, I know that not every day can be a birthday
party, and not all things in life should be made into a fun activity. My wish
is not overly naive or idealistic, it is simply that they enjoy their day at
school. It is my hope that even if there are moments of the day when things don’t
go well, or times when they are frustrated, or they find something to be
particularly challenging, the overall feeling when they return home is not
negative.
I want them to have had enough positive
experiences, enough moments of engagement, enough creativity and fun built into
their day that “good” is the predominant mood descriptor.
That is not currently the case.
The children that I get off of the bus are
exhausted. They are frustrated. They are overworked. They are burned out. I
feel as if I should make them a weak whiskey on the rocks, hand them their pipe
and slippers and leave them alone for an hour to decompress.
It takes them a bit of time before they can
think of something positive to tell me, and usually it ends up being something
that happened during recess or lunch. I would blame the teachers for this bleak
attitude, but I was one, and I know that the teachers are just as tired,
frustrated and overworked. Their teachers are trying to inject as much fun into
the day as possible, but are obligated to keep up with deadlines, adhere to the
curriculum and meet the standards. No, this pressure is coming from high above.
And it is squishing my children with its weight.
For my elementary school age children, I care
more about whether or not they love going to school than I do about their
academic progress. I am clever enough to know that if they are enjoying
themselves at school, they will learn. Academics follow naturally if the proper
environment for learning is there.
From a parental perspective, a good learning
environment is one with positive energy. The teachers want to be there, and the
children want to be there. No one is counting the minutes to the end of the day
before it has even started.
From an educator’s perspective, an environment
that is engaging, hands on, with opportunities for meaningful learning,
practice, discussions and creativity, makes kids happy. When kids are happy,
they learn more, and without having to resort to bribery. It’s not rocket
science.
When the learning environment becomes very
serious and relies heavily on assessment and grades, learning targets and
goals, it is not as enjoyable. It is “work,” and children don’t enjoy work. It’s
not in their nature to enjoy work; children are created to learn through play.
You will have as much success asking a tiger not
to have stripes as you will asking children not to play. I was watching two
children at the post office the other day waiting to get passports, and they
had been there for quite a long time. They developed a game using one of their
jackets and entertained themselves nicely with it. It is as natural as
breathing for children to play. What defines “play?” Any activity that engages
the imagination and creativity, two skills that lead to innovation and problem
solving when practiced often enough.
We can’t expect them to do work in the same way
that an adult does work. We are not the same. They don’t have to pay a
mortgage, and I get to stay up as late as I want to. One is not better or worse
than the other; they are different.
Just because students may have to sit in an
office for eight hours a day when they are adults, doesn’t mean that they
should have to start practicing it now as children. It is like saying to a 10yearold,
“One day you’re going to pay taxes, so I’m going to keep 50 percent of your
birthday money from Grandma because I want you to get used to it.”
There’s a proper time for everything.
Why has elementary school become the time for
instructional and assessment methods that are more appropriate for high school
and college students?
We aren’t expecting 8 and 9yearolds to vote
in the next election, or pay their own car insurance, or stay out late with a
boy that we hate, so why are we expecting them to sit for six to seven hours a
day and do paperwork? Why are we expecting them to be able to concentrate for
hours at a time to take multiple choice tests? It’s not the right time for
that. They aren’t ready, and they shouldn’t have to be ready.
School systems can’t say they are raising the
standards, then force elementary school students to perform like high school
students in their work. The amount of testing and assessment in elementary
school is at a level that is not appropriate until students are more mature.
There are gigantic gaps in elementary education
when the emphasis on academics is pushed down to the lower grades. Young
children need time to develop skills that are a crucial part of the foundation
of a solid education, and that time has been taken away. You’re educating
children to know the life cycle of a plant in the first grade, when they haven’t
learned how to tie their shoes or button their own pants after using the
restroom. Maybe the focus should be on teaching them how to learn instead of on
what to learn.
You want to know what’s wrong with your
kindergartner who can’t sit still?
Probably nothing.
He’s in kindergarten and he’s not supposed to
sit still for six hours a day. It would be weird if he did.
You want to know what’s wrong with your third grader
who can’t focus on her work?
Probably nothing.
She’s bored and under-stimulated because
instead of learning through play and exploration, she’s reading nonfiction
passages without pictures and writing convincing five paragraph essays about
them.
It’s backwards logic that is being hailed as the
solution to low test scores. Forcing more and more curricula on students at a
younger age and a faster pace doesn’t make them better students. It doesn’t
teach them skills. It gives them a shallow pool of nonrelevant information
that they may not remember past the test and don’t know how to apply in real
life.
It does do one thing well; it weeds out the “academically
successful” students from the “nonacademically successful” students really
quickly. Is that the goal?
Standards based learning and “rigorous” testing
are not going to be successful in elementary school, unless your goal is to get
children to hate education at a very early age.
Elementary school should be about exploration
and exposure to vast amounts of very well written books. Writing should be an
opportunity to capture observations and imagination in a tangible form.
Elementary education should include learning about history through
storytelling, art and music. It should be about dancing and singing and playing
while developing social skills, communication skills and interpersonal
awareness.
Elementary school science should be about
questions and wonders, experiments and all things messy. Math should be taught
as part of nature and daily life, and if it were introduced that way, children
would not be afraid of it when the numbers show up. There should be no limit to
the topics that can be explored in elementary school. It should be about how to
become a learner … not about curriculum, and definitely not about testing.
We should be setting children up for academic
success when they are of the age to truly achieve it, instead of expecting them
to accomplish it when they are entirely too young and then being shocked and
outraged when they fail.
I want a school where both of my children, two
vastly different learners with different strengths, want to go to learn. I want
a school where creativity is cherished, and there is ample time for thinking,
connecting, discussing and enjoying what they’ve learned. I want a school where
the question isn’t “What did you get on the test?” but “What did you do with
what you learned?”
Above all, when I see their sweet little faces
get off of the bus, and I ask them how their day was, I want to hear, “My day
was great!”
