Why don't students go to schools?
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- Parts 9
Ongoing17m
Last published Sun, May 26, 2019
What's in it for me? Enhance your power to educate using psychology and brain science.
It's the morning wail heard throughout the world: "But I don't want to go to school!" It's a common complaint, because, ultimately, education systems have failed children and young adults. We're not talking about a need for exam reform or syllabus change here, but something much more fundamental.
In these blinks you'll see that education has fallen short because, quite simply, teaching methods and course content have been based on an inadequate understanding of the human brain.
These blinks explore the processes involved in memory acquisition and learning, as well as looking at how we've misunderstood intelligence.
If you're a parent or an educator of any sort, then these blinks will show you how this scientific knowledge can be applied in practice to make better learners. And it's not just about improving young lives - there are new teaching methodologies to get to grips with: even teachers don't stop learning!
In these blinks you'll learn
• why your brain doesn't like thinking;
• how many IQ points the average Dutch military draftee jumped in a 30-year period; and
• why you don't need a fancy smartboard for better teaching.
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What's it really like being a teacher? Not like, the grading and lesson plans, but what do you *think* about as a teacher? How does teaching make you think back about going through school yourself? What are the emotions? I started writing all this because after every graduation ceremony for my students, I'd drive home and feel like I was still a kid in the eyes of my family. As it says in the following pages, I'd come home and no one would listen. So I kept thinking how... "...I'd love one good conversation with my parents, these days. Which is heartbreaking, because they aren't gone. Not yet. They will be someday, but right now they're relatively healthy, maybe about as much as usual, as ever. But the conversations are as limited as always, too. After one of these graduations, if only they'd ask with the same warm tones I use with my students about if there were any neat kids I met, or fellow staff I really helped. I'm not a saint, but it's because of my own childhood that I know how much frustration a student, a person, can go through when no one listens. Yet here we are, still, with conversations about the new house and what trees to take down, about the myriad projects of yard and room. We're here still talking about the last time I saw an optometrist, about if the windows were weatherized. I swear, if it wasn't for asking about my son, their grandson, the conversations would be no different than when I was in high school myself, asking merely about responsibilities and chores." This is the deeply reflective, honest, pseudo-diary of a real teacher. Each section is a short, few-minute read with lots of pop-culture, lots of English-teacher references, and a lot of thinking about how it's impossible to teach without being transported back to when I was a kid myself.
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