Here are three quotations to think about:
“Not everything that counts can be counted, and not everything that can be counted, counts.” Albert Einstein
“Measurable outcomes may be the least significant results of education.” Linda McNeil, Rice University,
“…the main aim of education should be to produce competent, caring, loving, and lovable people.” Nel Noddings, Stanford University

When we talk about assessing education, do we really know what are the important areas to measure? I’d like to see an assessment model that measures how much time each day the child is smiling. How much time does he or she spend looking alert and involved, eyes twinkling? What percentage of his or her interaction with teachers involves critical thinking skills and means of expressing oneself? When I review a day in my classroom those things are as much on my mind as what concepts I have attempted to teach, or what standards I am focusing on. Childhood is a time of lively engagement. If it doesn’t look like that in the classroom, something is wrong.

Children are genetically programmed to LEARN. They really are sponges. No matter what situation you put them into they will learn. The question is not “will they learn?” but “what will they learn?” They will take in along with the math or reading everything associated with the environment they learn it in. Will they approach new situations with confidence in the future? Will they smile when they see a book or math equation? Will they be devastated by “setbacks” or see them as the natural way of things? Where will the word “school” move the dial on the emotion meter? And how will that manifest in their lifelong attraction to learning?

Alfie Kohn cites a national study of first, third, and fifth grade classrooms in more than 1,000 schools: “Children spent most of their time (91.2%) working in whole-group or individual-seatwork settings” and “the average fifth grader received five times as much instruction in basic skills as instruction focused on problem solving or reasoning; this ratio was 10:1 in first and third grades” (Robert C. Pianta et al., “Opportunities to Learn in America’s Elementary Classrooms,” Science, vol. 315, March 30, 2007, p. 1795) This is what concerns me, not how those classrooms scored on multiple choice tests or what standards those teachers thought they were teaching.

I frequently remind children who are frustrated because it is taking them longer to become fluent readers than some of their peers, that while some babies may have started to walk long before others, in the long run we can’t tell which were the early walkers or the ones who got their teeth first from the ones who got them later. Comparison is the bugaboo of the classroom, even when you don’t give marks, use standardized tests or expect everyone to be on the same page on the same day. It is a typical human reaction to look at your peer group and measure yourself by what you see reflected there. There are times when I accept competition as a positive motivator. Still, the concept of readiness must be remembered. Being “ready” means you have the tools to accomplish the next goal. While there may well be information and concepts we as a society want to see included in every child’s education, I resent the assigning of grade levels to so called “educational standards”. I see them as a continuum. Everyone will get to the important concepts and skills over time, just not in unison.

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