Rachel Levy hoped to teach history and geography while developing her high school students’ reading and writing skills. But the principal of her inner-city D.C. school — pre-Rhee — told social studies teachers to spend one-fifth of class time teaching the reading test, Levy writes on Core Knowledge Blog.
Teachers were told to make a chart for each student showing how well he or she did on each skill, such as “context clues.”
Then I was supposed to target my lesson plans to teach and remedy each student’s individual weaknesses. . . . such instruction and data collection had to be documented in our lesson plan books and during classroom observations.
Teach and remedy each student’s individual weaknesses?
While testing doesn’t require such stupidities, few educators have the patience to rely on a “well-rounded and knowledge-rich curriculum” to raise scores gradually, Levy writes.
She tried to persuade colleagues that the way to raise test scores was to “teach content and have students read and write as much as possible.” No one agreed.
Now raising three children, Levy blogs at All Things Education.
Update: You need to know how to teach but you also need to know your subject very well, writes Michael Bromley, a social studies teacher who guest-blogged for Rick Hess on Ed Week. “No matter the teaching strategy, if you don’t have something valid, interesting, and important to teach there will be no learning.”
In June, the National Assessment of Educational Progress released a report showing core historical illiteracy among American school children. In response, famed historian David McCullough told the Wall Street Journal, “People who come out of college with a degree in education and not a degree in a subject are severely handicapped in their capacity to teach effectively because they’re often assigned to teach subjects about which they know little or nothing.”
Wait a minute, there, David, hold on: modern pedagogy states that qualified, education-proficient teachers can teach anything, so long as the correct strategies for student engagement are followed. Isn’t that the problem? David replies, “You can’t love something you don’t know any more than you can love someone you don’t know.” Amen, brother . . .
If you don’t know the subject, your students won’t either, Bromley concludes.