The reason many students do not "learn how to learn" in high school is that in
many public schools there are so many problems that teachers often feel unable
to keep order, much less teach. Most high school teachers do a great job under
the circumstances, but their jobs depend on satisfying state and district paper
work requirements, keeping attendance up, pleasing parents and focusing on
standardized test scores. Add into the mix the lack of funding, proper security
or backing from school district lawyers, and consider how "No Child Left
Behind" can turn into overcrowded classrooms without enough textbooks (or in
some cases desks) and you may understand. It is hard to teach good study
skills when the children are sharing textbooks and cannot take a book home,
though most teachers make do somehow.
Of course high school experiences vary depending on the type of program. When
teaching for a gifted program, AP classes or International Baccalaureate
program, teachers will be able to prepare students for college. In those cases
they can expect at least some level of funding, administrative support and
backing from the parents. This is not always the case in "regular" classes.
As a college professor you may be trying to teach the students to study, but in
some regular classes high school teachers are still trying to teach students to
read.
The problem is how the schools systems have changed. Through public opinion
and unfunded mandates, grade school and high school teachers are given ultimate
responsibility for every child, but given no power, support or other means to
achieve the legislated goals. It's nice to offer words about what everyone
should do, but I'd like to see some financial support. It would also help to
treat teachers like professionals and insist they be respected by students and
parents.
The good news for you is that most student you see in college are the "good
kids." Just keep in mind that the good kids may have spent high school being
threatened or beaten by gang members, duct taping together pieces of text books
from the 1980's and preparing for multiple choice test that do not require the
ability to form complete sentences. Yes, the good kid probably got an A just
for turning in homework and attending every day. That's because those simple
behaviors may have put him or her in the top 10 % of the class. It is also
common practice to offer extra credit for participating in school fundraisers.
Many teachers hate having to do fundraisers and compromise grades. It wouldn't
be happening if they thought there were good alternatives.
I don't pretend to have the answers but I think that they have something to do
with (a) funding, (b) meaningful consequences for disruptive behaviors (not
detention or suspension--maybe some work for the school or community), (C)
empowering individual teachers instead of standardized lesson plans (hire
professionals and keep professionals) and (c)being willing to go to court if
necessary to support the teachers and "good" students' rights. I taught AP
Psychology and other "advanced" subjects at a very good public high school, and
I was surprised by the attitude by many staff members that being beaten is part
of growing up and that a good teacher doesn't need text books or supplies.
Complaining about over crowing, teaching in the lunch room or violent students
is like admitting you are a bad teacher or seeming like a prima donna.
This may be a long post coming from an ex high school teacher with only a BA in
Psychology (I had to take family leave and I now teach law classes for on
on-line university), but I don't think most people realize how much public
schools have changed in the last few decades. Please forgive the extended
ranting, but I want people to realize that the problem goes deeper than
enacting legislation about what children should learn and what test they should
take. Raising standards are great, just be sure that funding is also raised
accordingly.
-- "Gerald Peterson" <[EMAIL PROTECTED]> wrote:
This is probably just an end-of-semester rant, but I am interested in ideas and
reactions. I've heard it said that college is becoming much like high school.
I am not sure myself whether this is really the case, or what is really meant
by the phrase. Yes, many students still lack basic literacy skills, require
more hand-holding to learn how to learn, can't do homework on their own (do
they do real homework in high school these days?), and do not know how to
study. However, I am happy to actually see students at my door and I want to
work with them to help them learn. My complaint is that most do not see me,
and the few that do drop by don't see me early or often. I found myself (in
Psych 100) trying to form groups to help them learn how to study, giving more
extra credit, altering exams, etc. I know colleagues who even call and email
students to remind them to attend and get assignments in. I give them an
initial quiz and homework early in the semester and then try to work on helping
them study and take tests and most importantly, attend, take notes, etc. I
have written a How to Study booklet, but they tell me they just want to know
how to pass MY class. After all, they get As and Bs in their other classes
without so much work. Yes, I will try more discussion groups now and then.
They don't comprehend the text, so other students who have read and do
understand the text can help in such group discussion. I have even started
receiving calls from moms and dads about their children's lack of progress.
After all, they got As in high school and "how come you aren't curving those
grades," etc.
But is this what people mean when they say college is higher high school?
It doesn't seem higher anything ha. I don't mind. I will do what I can to
help students. I do appreciate the few college level students all the more! I
should ask my friends who teach grade and high school for some tips--but many
of them are hiding from irate moms and dads, busy curving grades, creating fun
activities that mean little, but will serve to justify passing the students
along to the next grade.
I am thinking of new activities for the next term that will get students
thinking about each chapter--they don't have to read it all, they can look at
the pictures and snazzy inserts, and see if they can come up with applications,
illustrations, or reactions about the material. It's okay if they want to
just generate some pictures and drawings of their own. They might just be
"visual learners" don't you know!? I will give them points if anything is
relevant to anything in the chapter. This isn't higher high school. It's just
college in 2005. Gary
Gerald L. (Gary) Peterson, Ph.D.
Professor, Psychology
Saginaw Valley State University
University Center, MI 48710
989-964-4491
[EMAIL PROTECTED]
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