I’ve been exploring the need for professional integrity and intellectual rigour in previous posts and why exercising these within the profession would lead to a culture of innovation instead of excuses.
We too often judge the quality of schooling on the results of students as if the onus and responsibility is on their shoulders to improve learning outcomes not the teachers.
How often do we hear this statement “if we had more money, more time, more resources…..we could improve student learning” or “you have to understand where these children come from…”.
It is time we looked at schooling through a different lens because for the past 100 years, we have assumed that there is only one lens for us to look through; one way to teach; one way to design classrooms; one way to structure timetables; one way to assess student knowledge etc.
This sort of innovation comes when teachers learn to stand with their students not apart from them. We know that good learning and teaching is at its heart, a relational process.
This relationship is strengthened when we understand as much about the student in all of their rich and diverse ways. Rather than preparing students for tests, why can’t we ask ourselves or colleagues what information would help this student make the necessary connections and then develop the structures to help them achieve deep learning?
The answer may not be an end of term test, it may be very different.