What's New in the Teaching World

Truth is other than the technology 'tools,' nothing new has been added to how to teach or how a kid learns for at least a hundred+ years. They knew way back when, children learn better in smaller groups, children learn from older children, children learn better if they can actually have an 'experience' with the material to be learned (riiiight....that would be called 'hands-on'), children retain 'learning' if they practice it daily/often, children learn better if it is important to them and important to their parents, children learn better when the teacher and parents are 'united.' This was available and practiced 'philosophy' during the one-room schoolhouse days...just ask my mother.

So, what's different today?' From these basic principles....not a lot; we do have A LOT of different 'names,' acronyms for talking about the 'basic' principles; and from time to time 'emphasis'changes.

Now a quick journey through the 'education language:'

•Group Learning (teach to the individual in 'groups' - 'Tracking'....GOOD)
Bluebirds, Redbirds, Buzzards (My question always was....why did everyone assume the bluebirds were the best group, I always thought the redbirds were prettier, course we ALL knew who the buzzards were....still do.

•Learning Styles...most children will favor a 'way' of learning more than other ways; listening, seeing, touching....combination of all? Personally, I do think we have our strengths and weaknesses in our ability to 'learn.' I, also, believe ALL THREE methods will REACH 99% (can never get 100%) of children, adults...all us folks! But it is interesting to learn about learning styles, take and give the diagnostic surveys, talk about with fellow staff members, students, etc. (Try this with family members....EXPLAINS A LOT!!!)

•Contract Learning (teach to the individual - 'Tracking'....BAD)
No more reading groups with 'names' AND each child progresses at their own pace. Course, the kids who actually 'liked' to read or 'liked' to do math got the most academic attention from the teacher.....the ones who didn't and acted up in class got the most 'behavior' attention from the teacher, AND the ones who didn't like school and were very quiet got no attention from the teacher. She was BUSY!!! working with the other 25 children who demanded her time. (Yes, I know men teach, too.)

•Cooperative Learning (Grouping, yes, but not tracking...well not really). Each group of (let's say...4) has to have a smart kid, couple of average kids, and a slow kid....they would all teach each other. Now it wasn't quite that simplistic...the 'smart' kid could be/often was an on-task, studious child, 'average' kids a little less dedicated to school....but some brains and commitment; and often the 'stupid' kid wasn't REALLY stupid at all....just hated school!

•Prescriptive Learning (kind of like or JUST LIKE Contract Learning....with more advanced technology). This has the SAME problems as Contract Learning. Again good plan....but has weaknesses.

•Differentiated Instruction - DITTO, Learning Styles...teach to how the kid learns. YES...outstanding! However, part of a child's education is to EXPAND and STRENGTHEN his/her ability to LEARN. An individual's ability to continue LEARNING on their OWN is our goal....or should be.

•MTSS This is 'Multi-Tiered Support System' or something like that. It is to be implemented school-wide to give some kids more 'time' to learn. Theory isn't bad, again the issue becomes who needs 'what,' how much 'what,' who best to deliver the 'what' to who?' Again this is nothing particularly new...but 'COOL' name.

Honestly, the 'tried and true' teachers have been doing all the above for as long as they have been teaching. It's a 'crap' shoot, and we keep working at it.