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If we can create a school system populated only by those willing to work, our next step is to learn how to transform that work into an education. There are able students who can derive an education despite our poor schools. But the majority of our students gain little education from their high school years. Even before we radically change our educational philosophy there are simple changes we can use to improve our students’ education.
A common complaint when I was in high school was that none of the teachers seemed to realize we had other classes. Teachers tried to assign us the amount of work they felt we needed in order to really come to understand their subject. The trouble was that all of the teachers did so, and there wasn’t enough time in the day for us to put the needed effort into all these subjects. So students do what they need to in order to get by, but nothing more.
This attitude, also present in the honors classes, merely compounds the ridiculousness of our school system. Not even in the top classes are students expected to arrive at an understanding of the subject. Schools and teachers have given up on that idea, and merely expect students to memorize the information long enough to take a test. Any sort of testing which did not follow the exact form of the text would show that most students do not have a grasp on the subject matter. They get through by memorizing what the book or the teacher expects of them.
Teachers cannot be expected to do better in the limited time that they are given. Learning takes time, certainly more than the forty-five minutes a day they are given. Thus, the teachers have to send the students home with the work that the subject requires. But for students who already don’t understand the subject that work is too confusing to lead to learning. And those that do know how to do it will whip it off by rote, and not use it to add to their understanding.
Teachers are fighting a losing battle against time, and the many distractions of high school. After class is settled and school business is taken care of, at least ten minutes has passed. And students have no motivation to pay attention when they know that in another 35 minutes they will be allowed to leave and the cycle will begin anew. Delayed openings or assemblies virtually cancel the usefulness of any classes that day. A fire drill can ruin the teacher’s plans for a lecture or test. Basically our schools today are being used to model a law of education: the shorter a class, the larger the effect of a disturbance.
The length of our classes also undermines the teacher’s teaching methods. A lecture must be confined to forty-five minutes or divided into parts on separate days, and time constraints mean that there is no chance for discussion. Discussions in general must be scheduled, and not allowed to veer from the subject at hand. Labs must be dismantled each day and set up again. There is no time for teachers to help individuals having troubles. Teachers must stick to explaining the subject once in class, and depending on homework to drill it into the students’ heads.
The scheduling structure is a large factor in the trouble facing our school systems. One simple step towards revamping our schools would be to install a block system of classes. In this system students would take one class at a time, a full day class for seven weeks. This schedule would allow for five full-time classes in a school year, and would actually provide for more class time due to the use of the time that was previously spent between classes.
In this schedule the students would be in class from 8-12 in the morning, equalling their normal weekly time in class in one morning. Lunch would be a 45 minute break, scheduled at different times if necessary to accomodate cafeteria size. The afternoon would be extra time, either for the morning class, gym, or extracurricular classes. After seven weeks, students would begin a new class.
This schedule would benefit students and teachers. Students would be able to focus their attention on one subject at a time; students who enjoyed the subject would get the chance to spend extra time and thought on it; students who had trouble in the subject area would have time to get extra help. More class time would give the teacher time to work with individuals, and afternoon sessions could include help sessions. The lack of distractions and focused time would allow students to receive the education that our teachers are now vainly trying to impart.
Although a daily class this long may sound boring, teachers would now have the chance to make their classes more enjoyable and educational. Activities would certainly have to be varied in a four hour class, encouraging teachers to teach towards different sorts of learners. There would now be time for teachers to use activities and demonstrations to their full potential, allowing students to see the true use of their knowledge. Lectures and discussions could be fullblown, and teachers would be able to stick to a subject until it is understood.
Distractions would be brought to a minimum in a system like this. Paperwork at the beginning of the day would have little effect on a class of this length, especially if students had homeroom in their classroom. There would be no shuttling around the schools or changing rooms. And less students hanging around in the halls during class in a system where they had no possible legitimate reason to be doing so. Delayed openings would still leave a substantial amount of learning time for the class, and assemblies would be scheduled in the afternoon. Field trips in one class would not infringe on the students other classes as is the case now.
The teacher too would be free to focus on one class at a time. Prep time would still be lengthy, but would be simpler when needed for only one subject. Having only one class to think about would allow for creative teaching and experimentation. The teacher would also benefit from only having to get to know one group of students at a time. Teachers would come to know their students much better, allowing them to teach and relate to them better. The system would foster a sense of community in the class, encouraging the students to get to know each other better and to help each other out. The students would also have much more exposure to their teacher, and his or her teaching style.
If we expect our students to work for an education than we must work to provide one. That means taking whatever steps are necessary to create a true educational system, whether or not we believe the students will take advantage of it. We expect nothing but the merest semblance of an education from our students, and we certainly receive that. If we begin to expect a true and deep education from them they may suprise us with their will to learn.