How to Destroy Public Education in 5 Easy Steps
Over the past two decades of working in education and training I have found some wonderful techniques for bringing the free and appropriate public education model to its knees. I wish I could take credit for these phenomenally dastardly plans but alas I only report such as I have already found in place and implemented.
Strategy 1: Do not allow student to read.
A new principal eliminated the program known as “Sustained Silent Reading” from his school. He felt the school day would be more productively used with intensive direct instruction rather than just having the kids “sit around reading” (Ivey, 2005).
Over the next two years standardized test scores at that school plummeted. An not just in the reading test area but in social studies, history and science as well.
Strategy 2: Force students to read difficult books.
Many school districts have implemented requirements that students read only material on their assigned grade level. If we want students to understand what they are reading, we must begin with material that makes sense to them and build from that foundation. I know of no student who got better at reading by reading only material that was too difficult for him.
Strategy 3: Buy a computer program and rely on it for all the instruction.
Computers and websites may support and reinforce skill but they can provide the individualized instruction that many students need. Any intervention program that decreases the amount of student teacher interaction is doomed to fail. Further, any intervention program whether computer or teacher driven must be assessment driven and research based, rather than isolated skill based, to be effective.
Strategy 4: Interrogate students about what they read.
There is no evidence to support the belief that intensive questioning of literal concepts creates better readers. There is much to indicate it creates an intense dislike of reading in those being interrogated.
Strategy 5: Force students to read material that is divorced from their interests and life experiences.
When their is no background knowledge or embers of interest students loath-fully read each (some children do actually read it) the assigned materials. They mechanically complete the assigned questions. They grudgingly fulfill the comprehension activity requirements.
However, when asked what was the story about, the most frequent response is “it was about 20 pages that bored me to tears.”
If this post has struck a harmonizing tone with you please send it along to the teachers, administrators and parents with whom you have contact.
This post was inspired by the article “Learning From What Doesn’t Work” by Gay Ivey and Douglas Fisher in the October 2005 edition of “Reading Comprehension.”