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A Musical Fix for American Schools – Wall Street Journal Article

October 14, 2014 Leave a comment

Our sons were raised with music, violin lessons at age 5 for one and piano lessons at age 6.5 for the other. This topic occupies a Chapter in my book. Music is lyrical, mathematical, calming, mind elevating, and essential to human life. Look around you at the ones who have no music in their lives and then read this Wall Street Journal article, which proves my theory of preschool brain development that I championed so long ago in the lives of our sons.

“American education is in perpetual crisis. Our students are falling ever farther behind their peers in the rest of the world. Learning disabilities have reached epidemic proportions, affecting as many as one in five of our children. Illiteracy costs American businesses $80 billion a year.

Many solutions have been tried, but few have succeeded. So I propose a different approach: music training. A growing body of evidence suggests that music could trump many of the much more expensive “fixes” that we have thrown at the education system.

Plenty of outstanding achievers have attributed at least some of their success to music study. Stanford University’s Thomas Sudhof, who won the Nobel Prize in medicine last year, gave credit to his bassoon teacher. Albert Einstein, who began playing the violin at age 6, said his discovery of the theory of relativity was “the result of musical perception.”

Until recently, though, it has been a chicken-and-egg question: Are smart, ambitious people naturally attracted to music? Or does music make them smart and ambitious? And do musically trained students fare better academically because they tend to come from more affluent, better educated families?

New research provides some intriguing answers. Music is no cure-all, nor is it likely to turn your child into a Nobel Prize winner. But there is compelling evidence that it can boost children’s academic performance and help fix some of our schools’ most intractable problems.

Music raises your IQ.

E. Glenn Schellenberg, a University of Toronto psychology professor, was skeptical about claims that music makes you smarter when he devised a 2004 study to assess its impact on IQ scores. He randomly assigned 132 first-graders to keyboard, singing or drama lessons, or no lessons at all. He figured that at the end of the school year, both music and drama students would show bumps in IQ scores, just because of “that experience of getting them out of the house.” But something unexpected happened. The IQ scores of the music students increased more than those of the other groups.

Another Canadian study, this one of 48 preschoolers and published in 2011, found that verbal IQ increased after only 20 days of music training. In fact, the increase was five times that of a control group of preschoolers, who were given visual art lessons, says lead researcher Sylvain Moreno, an assistant professor of psychology at the University of Toronto. He found that music training enhanced the children’s “executive function”—that is, their brains’ ability to plan, organize, strategize and solve problems. And he found the effect in 90% of the children, an unusually high rate.

Instruction in music literally expanded students’ brains. Denver Post/Getty Images

Music training can reduce the academic gap between rich and poor districts.

The Harmony Project in Los Angeles gives free instrument lessons to children in impoverished neighborhoods. Margaret Martin, who founded the program in 2001, noticed that the program’s students not only did better in school but also were more likely to graduate and to attend college.

To understand why, Northwestern University neurobiologist Nina Kraus spent two years tracking 44 6-to-9-year-olds in the program and then measured their brain activity. She found a significant increase in the music students’ ability to process sounds, which is key to language, reading and focus in the classroom. Academic results bore that out: While the music students’ reading scores held steady, scores for a control group that didn’t receive lessons declined.

Prof. Kraus found similar results in a 2013 study published in Frontiers in Educational Psychology of 43 high-school students from impoverished neighborhoods in Chicago. Students randomly assigned to band or choir lessons showed significant increases in their ability to process sounds, while those in a control group, who were enrolled in a junior ROTC program, didn’t. “A musician has to make sense of a complicated soundscape,” Prof. Kraus says, which translates into an ability to understand language and to focus, for example, on what a teacher is saying in a noisy classroom.

Music training does more than sports, theater or dance to improve key academic skills.

Last year, the German Institute for Economic Research compared music training with sports, theater and dance in a study of 17-year-olds. The research, based on a survey of more than 3,000 teens, found that those who had taken music lessons outside school scored significantly higher in terms of cognitive skills, had better grades and were more conscientious and ambitious than their peers. The impact of music was more than twice that of the other activities—and held true regardless of the students’ socioeconomic background.

To be sure, the other activities also had benefits. Kids in sports also showed increased ambition, while those in theater and dance expressed more optimism. But when it came to core academic skills, the study’s authors found, the impact of music training was much stronger.

A clarinet group from the Harmony Project in L.A. The Harmony Project

Music can be an inexpensive early screening tool for reading disabilities.

Brazilian music teacher Paulo Estevao Andrade noticed that his second-grade students who struggled with rhythm and pitch often went on to have reading problems. So he invented a “game” in which he played a series of chords on a guitar and asked his students to write symbols representing high and low notes. Those who performed poorly on the exercise, he found, typically developed severe reading problems down the line.

Intrigued, he joined with Nadine Gaab, an assistant professor at Harvard Medical School, to follow 43 students over three years, and they found that the test predicted general learning disabilities as well. Why? Mr. Andrade notes that the brain processes used in the music test—such as auditory sequencing abilities, necessary to hear syllables, words and sentences in order—are the same as those needed to learn to read. Prof. Gaab says the test, which is simple and inexpensive to administer, has great potential as a tool for early intervention.

Music literally expands your brain.

In a 2009 study in the Journal of Neuroscience, researchers used an MRI to study the brains of 31 6-year-old children, before and after they took lessons on musical instrument for 15 months. They found that the music students’ brains grew larger in the areas that control fine motor skills and hearing—and that students’ abilities in both those areas also improved. The corpus callosum, which connects the left and right sides of the brain, grew as well.

Ellen Winner, a Boston College psychology professor and co-author of the study, notes that the study doesn’t show a rise in cognitive abilities. But she argues that music shouldn’t have to justify itself as an academic booster. “If we are going to look for effects outside of music, I would look at things like persistence and discipline, because this is what’s required to play an instrument,” she says.

Yet music programs continue to be viewed as expendable. A 2011 analysis in the Journal of Economic Finance calculated that a K-12 school music program in a large suburban district cost $187 per student a year, or just 1.6% of the total education budget. That seems a reasonable price to pay for fixing some of the thorniest and most expensive problems facing American education. Music programs shouldn’t have to sing for their supper.

Ms. Lipman is co-author, with Melanie Kupchynsky, of “Strings Attached,” published last month in paperback by Hachette Books. She is a former deputy managing editor of The Wall Street Journal and former editor in chief of Condé Nast Portfolio.

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American Education on the Decline – so Goes the Nation

January 20, 2014 1 comment

Parents make the rules and set the boundaries for their children. They set them up for success or failure.

All children are required to attend school in the USA. Our schools are the recipients of the children who these parents raise. They enter our classrooms either prepared to Launch into the Future or Dead on Arrival. I could go on about the teachers and their unions; the ways in which they block innovation and change, the ways in which they game the system for their benefit with the children left in their care losing ground internationally. But this is a rehashing of the obvious. What is important to know is that the American public educational system is now ranked 37 in the PISA (The Program for International Student Assessment). More than half a million 15-year-olds around the world took the PISA in 2012. The test, which is administered every three years and focuses largely on math, but includes minor sections in science and reading, is often used as a snapshot of the global state of education. The results, published in December, 2013, show the U.S. trailing behind educational powerhouses like Korea and Finland.

It is useless to ask, “Who is to blame?” All are to blame; Parents for their irresponsible parenting and inability to have a vision for their children who are undisciplined and chaotic; Teachers for their unique capacity to remain mediocre in times that demand innovative change and diversity of thought; Unions who force every American teacher to pay dues to an organization that enslaves their members to an ethic of unexceptional performance; and Politicians who squander the promise of the youth of this nation as they waste time and opportunities to transform and revolutionize our educational practices in America. ALL are to blame.

Not much has changed since 2000, when the U.S. scored along the OECD (Organization for Co-operation and Development) average in every subject: This year, the U.S. scores below average in math and ranks 17th among the 34 OECD countries. It scores close to the OECD average in science and reading, ranks 21st in science, and 17th in reading. The U.S. scored below the PISA math mean and ranks 26th out of the 34 OECD countries. Fifty-five percent of students in Shanghai-China were considered top performers, while only nine percent of American students were.

One in four U.S. students did not reach the PISA baseline level 2 of mathematics proficiency. At this level, “students begin to demonstrate the skills that will enable them to participate effectively and productively in life,” according to the PISA report. Even the top students in the United States are behind: This year, the PISA report offered regional scores for Massachusetts, Connecticut, and Florida. Massachusetts, which is a high-achieving U.S. state and which averaged above the national PISA score, is still two years of formal schooling behind Shanghai.

Why is this important and why should we pay attention to this? Because, as parents, educators, and politicians we should be extremely concerned about how well our children are learning and retaining knowledge; how well they transfer their  knowledge to their life experiences; and how well they implement their dreams and visions using their knowledge. It is statistical fact that a rising PISA score for a country is a good indicator that the economy of that country will grow as well.

“Education is the most powerful weapon which you can use to change the world.”

Nelson Mandela

Education, e-ducare, A leading Out and Leading into the Light…

September 1, 2012 1 comment

Why do we educate?

We educate for a change in the human mind, like a birth is to a newborn. It is to change the student and bring him from darkness into light, from small mind to large mind, from ignorance to knowledge, but most importantly from Stupidity to Wisdom. It is not primarily, as most think, for a job, for making money, for a change in class status, for a veneer of culture, or for success.

Education’s principal foundation is for making humans more human and for making them larger inside. Education is the only vehicle we have in any society that allows us to elevate humans from shouting, screaming, primitive creatures, who are unable to reason and think, to enlightened humans with differing life views who participate in a discourse of civility.

The goal is to have the student arrive at a moment in time where they experience in their life a flourishing power of the mind. In this intellectual maturity they reach their exhilarating human power where they see clearly, are not influenced by deceivers or influenced by power. They are the ones who are filled with the power that only knowledge brings. They arrive at decisions of value for their lives. Their power affords them the ability to spurn the false ones and move into the light of clarity with vision. This is what Teachers do. This is the goal of e-ducare.

The primary end in education is the student. The teacher’s function is to bring to life for the student the historical scientific, literary and mystical knowledge that history has left in our timeless records. The teacher is the link to this human power for each student that crosses his path. If teachers are to “raise the dead” for their students, then it should not be the “dead” who are changed. It should be the students who are changed by experiencing these authors, sages, mathematicians, scientists, and inventors from our past and present knowledge. The student is then able to ask the right questions.

The student develops a discourse based upon logic, not emotion; a discourse of reason supported by knowledge. The student becomes the power in his life. He is not dependent upon outside false prophets. The student is free because he thinks and reasons.

  “It is easier to build strong children than it is to repair broken men.”   Fredrick Douglass

What is Classical Education?

I was preparing to write a post on Classical Education when I went back and looked at “The Well Trained Mind”, published first edition in 1999. I then went to the Word Press blog called “The Well Trained Mind“, and read a piece by Susan Wise Bauer. I have copied it in its entirety for my readers as it is the most thought provoking discussion available on the subject of What is Classical Education?

This will alter the way you perceive education in our American public school systems. It will stop you in your tracks, make you turn and reflect upon your education and that of your children. It will bring an understanding of where we went wrong and why American schools are failing to produce literate, articulate, creative, lateral thinkers in this highly competitive global economy.

BEHOLD THIS ENLIGHTENING SUMMARY BY SUSAN WISE BAUER:
Classical education depends on a three-part process of training the mind. The early years of school are spent in absorbing facts, systematically laying the foundations for advanced study. In the middle grades, students learn to think through arguments. In the high school years, they learn to express themselves. This classical pattern is called the trivium.

The first years of schooling are called the “grammar stage” — not because you spend four years doing English, but because these are the years in which the building blocks for all other learning are laid, just as grammar is the foundation for language. In the elementary school years — what we commonly think of as grades one through four — the mind is ready to absorb information. Children at this age actually find memorization fun. So during this period, education involves not self-expression and self-discovery, but rather the learning of facts. Rules of phonics and spelling, rules of grammar, poems, the vocabulary of foreign languages, the stories of history and literature, descriptions of plants and animals and the human body, the facts of mathematics — the list goes on. This information makes up the “grammar,” or the basic building blocks, for the second stage of education.

By fifth grade, a child’s mind begins to think more analytically. Middle-school students are less interested in finding out facts than in asking “Why?” The second phase of the classical education, the “Logic Stage,” is a time when the child begins to pay attention to cause and effect, to the relationships between different fields of knowledge relate, to the way facts fit together into a logical framework.

A student is ready for the Logic Stage when the capacity for abstract thought begins to mature. During these years, the student begins algebra and the study of logic, and begins to apply logic to all academic subjects. The logic of writing, for example, includes paragraph construction and learning to support a thesis; the logic of reading involves the criticism and analysis of texts, not simple absorption of information; the logic of history demands that the student find out why the War of 1812 was fought, rather than simply reading its story; the logic of science requires that the child learn the scientific method.

The final phase of a classical education, the “Rhetoric Stage,” builds on the first two. At this point, the high school student learns to write and speak with force and originality. The student of rhetoric applies the rules of logic learned in middle school to the foundational information learned in the early grades and expresses his conclusions in clear, forceful, elegant language. Students also begin to specialize in whatever branch of knowledge attracts them; these are the years for art camps, college courses, foreign travel, apprenticeships, and other forms of specialized training.

A classical education is more than simply a pattern of learning, though. Classical education is language-focused; learning is accomplished through words, written and spoken, rather than through images (pictures, videos, and television).

Why is this important? Language-learning and image-learning require very different habits of thought. Language requires the mind to work harder; in reading, the brain is forced to translate a symbol (words on the page) into a concept. Images, such as those on videos and television, allow the mind to be passive. In front of a video screen, the brain can “sit back” and relax; faced with the written page, the mind is required to roll its sleeves up and get back to work.

A classical education, then, has two important aspects. It is language-focused. And it follows a specific three-part pattern: the mind must be first supplied with facts and images, then given the logical tools for organization of facts, and finally equipped to express conclusions.

But that isn’t all. To the classical mind, all knowledge is interrelated. Astronomy (for example) isn’t studied in isolation; it’s learned along with the history of scientific discovery, which leads into the church’s relationship to science and from there to the intricacies of medieval church history. The reading of the Odyssey leads the student into the consideration of Greek history, the nature of heroism, the development of the epic, and man’s understanding of the divine.

This is easier said than done. The world is full of knowledge, and finding the links between fields of study can be a mind-twisting task. A classical education meets this challenge by taking history as its organizing outline — beginning with the ancients and progressing forward to the moderns in history, science, literature, art and music.

We suggest that the twelve years of education consist of three repetitions of the same four-year pattern: Ancients, Middle Ages, Renaissance and Reformation, and Modern Times. The child studies these four time periods at varying levels — simple for grades 1-4, more difficult in grades 5-8 (when the student begins to read original sources), and taking an even more complex approach in grades 9-12, when the student works through these time periods using original sources (from Homer to Hitler) and also has the opportunity to pursue a particular interest (music, dance, technology, medicine, biology, creative writing) in depth.

The other subject areas of the curriculum are linked to history studies. The student who is working on ancient history will read Greek and Roman mythology, the tales of the Iliad and Odyssey, early medieval writings, Chinese and Japanese fairy tales, and (for the older student) the classical texts of Plato, Herodotus, Virgil, Aristotle. She’ll read Beowulf, Dante, Chaucer, Shakespeare the following year, when she’s studying medieval and early Renaissance history. When the eighteenth and nineteenth centuries are studied, she starts with Swift (Gulliver’s Travels) and ends with Dickens; finally, she reads modern literature as she is studying modern history.

The sciences are studied in a four-year pattern that roughly corresponds to the periods of scientific discovery: biology, classification and the human body (subjects known to the ancients); earth science and basic astronomy (which flowered during the early Renaissance); chemistry (which came into its own during the early modern period); and then basic physics and computer science (very modern subjects).

This pattern lends coherence to the study of history, science, and literature — subjects that are too often fragmented and confusing. The pattern widens and deepens as the student progresses in maturity and learning. For example, a first grader listens to you read the story of the Iliad from one of the picture book versions available at any public library. Four years later, the fifth grader reads one of the popular middle-grade adaptations — Olivia Coolidge’s The Trojan War, or Roger Lancelyn Greene’s Tales of Troy. Four more years go by, and the ninth grader — faced with the Iliad itself — plunges right in, undaunted.

The classical education is, above all, systematic — in direct contrast to the scattered, unorganized nature of so much secondary education. This systematic, rigorous study has two purposes.

Rigorous study develops virtue in the student. Aristotle defined virtue as the ability to act in accordance to what one knows to be right. The virtuous man (or woman) can force himself to do what he knows to be right, even when it runs against his inclinations. The classical education continually asks a student to work against his baser inclinations (laziness, or the desire to watch another half hour of TV) in order to reach a goal — mastery of a subject.

Systematic study also allows the student to join what Mortimer Adler calls the “Great Conversation” — the ongoing conversation of great minds down through the ages. Much modern education is so eclectic that the student has little opportunity to make connections between past events and the flood of current information. “The beauty of the classical curriculum,” writes classical schoolmaster David Hicks, “is that it dwells on one problem, one author, or one epoch long enough to allow even the youngest student a chance to exercise his mind in a scholarly way: to make connections and to trace developments, lines of reasoning, patterns of action, recurring symbolism, plots, and motifs.”

Brilliant, thought provoking analysis! I could never had said it better!

And, if you have not seen “Akeelah and the Bee” please rent it for its amazing discourse on the power of language, its origins, and structure.

An Argument for Classical Education

July 6, 2012 1 comment

“One of the functions of a teacher is to raise the dead.”
Peter Kreeft, Author, Professor of Philosophy, Boston College

Great leaders from our past were men of unyielding convictions in their beliefs, values, and ideals. They fought a war and crafted the Declaration of Independence; they framed the Constitution and formed a nation. They were giants on the world’s stage whose intellect was highly developed and whose thoughts and spoken language reached an uncommon level of eloquence.

What made them different? What grounded their thoughts and determination? With all the technological advances and easy access to the world’s knowledge, why are our leaders today, who are more “educated”, so obviously less literate and  uncommonly inelegant than our Founding Fathers? Could it be that our Founding Fathers were the result of a Classical Education, something our leaders do not have today?

Mike Myatt, managing director and chief strategy officer at N2growth, eloquently states, “Nations rise and fall with the quality of their leaders, and their leaders succeed and fail based upon who they are at their core – what they believe, how they think, and what they do. Nothing shapes a leader or a society like their education or lack thereof. Let me be clear: when I refer to an education, I’m not referencing earning a degree, I’m talking about developing a rich intellect – they are not always one in the same.” He asserts that we have lowered our standards and expect too little of our children. Go to the local Mall after school and see what the children of our nations parents are doing to increase their intellect and satiate their natural creative curiosity.

How is it that the Colonists in the 1770’s, who had little formal education, had an expansive vocabulary, a wider range of literacy, and a mastery of many subjects than our students have today? How is it that the graduates of these one room school houses produced these intellectually literate men and women who became the bedrock entrepreneurs of our society? I am reminded of a film I saw that illustrates this point, TRUE GRIT with Jeff Bridges. I was stunned by the vocabulary of Matty Ross the 14 year old girl, played by Hailee Steinfeld. Her character is the product of a one room school house education. If you haven’t seen the film, rent it and listen to her dialogue. Point made!

We spend more money and award more degrees to students who spend more time in school than ever before, most of whom are unable to read and comprehend the language of many of our historical documents or classic books. We are a one dimensional nation with a one dimensional educational system turning out test takers who are unable to have intellectually civil discourse. Should we return to the Classical studies?

Could you pass this 1895 eighth grade exam administered to the the one room schoolhouse students in Kansas? Point Made!

  The following quote by Leigh A. Bortins sums up the crossroads we currently face as a nation:
“…the current culture of education has displaced parents as the primary instructors of children in favor of professionals who try their best to recreate the home environment at school; has the federal government rather than the community determining the structure of equal educational opportunity; has deserted the idea that memorization trains the brain; has fostered a loss of literacy by replacing the study of original writings with abridged textbooks; and has created a populace unable to engage in reasonable discourse. We have rejected the historically successful model of rigorous, classical education in favor of entertainment and job training.”

Studying grammar, memorizing multiplication tables and historical events and reading original sources is no longer politically correct. Instead our students read from abridged textbooks and write their thoughts in 140 characters or less. We are a nation who believes education should be “entertaining and fun”. It should not be hard work. We are less literate and less educated than our global competitors. To succeed we need to start again to develop our greatest national treasure, the intellect of our children, who are the future of our nation.

Education Nation: Teachers Want a Voice as Decision Makers

February 27, 2012 Leave a comment

There is a school in Washington State where the teachers decided what they wanted education to be like for their 650 kindergarten through 6th grade students. The staff collaborated as a group on what they believed constituted good teaching. Many of their group decisions continue to guide learning in every classroom at their school.

They began by redefining their teaching relationships with their students by deciding they would stay with the same class for two years instead of one. AND, they included students with special needs in their classrooms instead of segregating them out. They decided to be guides for their students allowing the students to direct their own learning. They did this through “inquiry based projects”. Several times a year these teachers helped their students develop questions in subjects that the students were interested in and wanted to investigate. The teachers then integrated reading, writing and communication skills into long-term projects.

Instead of giving all the answers to their students these teachers guide them in searching for responses to their own questions by assisting to help in research and identify and sort through information resources. These teachers have created a climate of collaboration not only between their students, but also the with the school staff, who supports their changed role in the classroom.

In their daily conferences with team partners, teachers encourage each other to make changes and try new things. One states, “Because we stay with our students for two years, we can’t use the same ideas with the class the next year, so we are always coming up with new projects.”

When teachers have a voice in their curriculum and a chance to be decision makers in formulating learning in their classrooms, learning is improved for each student. When teachers encourage a heterogeneous population in their classrooms, students become more involved in helping others to achieve and succeed. Everyone has a need to give and help those who are disadvantaged. When we segregate our population of students from each other they lose their sense of compassion for those who are unlike them.

Sir Ken Robinson, PhD, and an internationally recognized leader in the development of education, creativity, and innovation, presented at the November 2011 TEDx London conference. He states that education must be Personalized for the student, which improves motivation for teachers; that education must be Customized to students to their place within their community; and that education must include Diversity instead of requiring teachers to subscribe to conformity. Sir Robinson strongly recommends that learning involves local community partnerships where students are exposed to the world in which they live and become community participants.

When teachers have a voice in their classrooms and the curriculum they teach; when they have a chance to be decision makers in their profession, they become motivated and inspired. Their classrooms become learning centers where students accept responsibility for themselves and others. They are invested in producing and collaborating for the success of all. None are left behind because all are involved.

For the above to happen educational leadership must be supportive of creative teacher innovation within the classroom. They must trust their teachers and advise rather than dictate. Of course it takes secure leaders to pass on creative responsibility to their teachers. Secure administrators are a rare breed. Their penchant is to control rather than relinquish.

What an amazing torrent of creative energy would be unleashed if teachers had a voice in decision-making within their classrooms and supportive educational administrators!

“Civilization is a race between education and catastrophe.”

Post Script: Yes Rob, the teaching example I give at the top of this post is simple in its approach. I know that many teachers live and work in small communities throughout this great nation. Their school budgets limit funding to basic concepts. This is written for them. Innovation in small districts across our country depends on the educator’s imagination and ability to engage their students in meaningful and passionate intellectual exploration. It does not take money to develop creative minds; it takes commitment. Sir Ken Robinson writes about getting back to basics. To me, getting back to basics means organizing learning experiences for children which develop inquisitive minds with tenacious curiosity. Once those minds are set into motion it is essential to then teach children how to use their knowledge and curiosity in their own life applications. What good is knowledge if we are unable to solve the mysteries in our own lives? What good is knowledge if we are unable to apply it to expanding our own horizons. Yes, simple approaches develop amazing innovation.

Education; It’s time for a new school model – STEM

September 22, 2011 2 comments

We have discussed in this blog many of the problems attached with education as they presently exist. Sadly, I have fallen into the trap of emphasizing the problems we already know; decrepit schools, unqualified teachers, teacher unions, bad parenting, useless teaching methods, parents sending unprepared children to school, wasted resources, corruption, etc.

Now, I am climbing out of the negative trap that I and so many fall into and will be writing about ideas, innovations, digital education, creative lateral thinking, new philosophies and techniques for helping children learn more and overcome their home deficiencies and parental neglect. It is my hope to change the dialogue to one of hope instead of despair. Let’s begin with a few important studies that inform and educate us regarding future trends and possibilities.

1. STEM is an acronym that stands for science, technology, engineering, and mathematics. In 2006, the United States National Academies expressed their concern about the declining state of STEM education in the United States. Its Committee on Science, Engineering and Public Policy developed a list of 10 actions federal policy makers could take to advance STEM education in the United States to compete successfully in the 21st century. Their top three recommendations were to:

·    increase America’s talent pool by improving K-12 science and mathematics education;
·    strengthen the skills of teachers through additional training in science, math and technology;
·    enlarge the pipeline of students prepared to enter college and graduate with STEM degrees.

2. The Department of Labor identifies fourteen sectors that are “projected to add substantial numbers of new jobs to the economy, or affect the growth of other industries, or are being transformed by technology and innovation requiring new sets of skills for workers.” These are: Advanced Manufacturing, Automotive, Construction, Financial Service, Geospatial Technology, Homeland Security, Information Technology, Transportation, Aerospace, Biotechnology, Energy, Healthcare, Hospitality, and Retail.

3. A study on Education and the Workforce submitted in August, 2011 by the Georgetown University Center confirms what teachers, parents, and public and private sector leaders have known for years: A post-secondary education is now the gateway to the middle class. The Georgetown study indicates that the lifetime earnings for people with bachelor’s degrees are 84% greater than those with only a high school diploma — whose lifetime earnings translate to just over $15/hour.

4. According to the Milken Institute Review, which everyone should read for its articulate presentation of the facts,  “In 1969, the average male college graduate working full time earned about 55% more than an average worker with only a high school diploma. Four decades later, this wage premium was 116%. Powerful economic forces, including technological change and globalization, have reduced job opportunities for less educated, less-skilled workers while increasing them for higher-skilled workers.”

5. The single most important trend in the world today is that globalization and the information/technology revolution have catapulted us into a whole new level of worker skills. We have cloud computing, wireless connectivity, Skype, Google, LinkedIn, Facebook, Twitter and inexpensive Smartphones. We have gone from connected to hyper connected. The last I heard there were 3 million job openings with no one to fill them because our general population lack the skills to apply.

6. Thomas Friedman, New York Times, said, “We don’t have a jobs problem; we have a skills problem.” He goes on to write, “Think of what The Times reported last February: At little Grinnell College in rural Iowa, with 1,600 students, ‘nearly one of every 10 applicants being considered for the class of 2015 is from China.’ ” The article noted that dozens of other American colleges and universities are seeing a similar surge as well. And the article added this fact: Half the “applicants from China this year have perfect scores of 800 on the math portion of the SAT.”

We already know that many parents of the students who are failing and dropping out are not motivated or committed to performing their important parenting skills. Their children are unlikely to succeed in this competitive climate if they live in a home where parents are uninvolved. Since this abysmal parenting problem is unlikely to change, I find it is more positive to focus on the teachers. They are the ones who are expected to teach skills in order to prepare their students, the ones who care, for the competitive future.

It is unfortunate that teachers have to spend time teaching character, values and disciplining students who come from homes where these attributes are nonexistent. It wastes their valuable teaching time with students who have a future. How many students who want to learn and succeed are stuck in classes with peers whose main goal is to disrupt and distract because they lack the discipline and intellectual ability to focus and learn? Enough said, let me focus on teachers, our valuable, hardworking teachers, at least most of them.

How do we change the systems/curriculum in our schools so this present generation of children is able to successfully compete in a one world labor market that is connected by the internet and World Wide Web? How does our educational system provide the skill sets needed for motivated children to succeed and fulfill their aspirations?

Computers are the language of our students; this is how they communicate with each other and their parents. I was at my son’s BBQ over the Labor Day weekend and spoke to some of his friends. I asked them how they communicate with each other and their families. They replied they Twitter or Facebook for quick notes and email to get longer messages to their friends. They Skype with their parents and extended families. They don’t know what a postage stamp is and they don’t write letters. This generation is more computer savvy than their teachers, parents, and anyone who is a generation behind them. They are involved in everything and disdain the obsolete, like the Encyclopedia Britannica. It’s Google folks; it’s Wikipedia; it’s the internet!

For starters, I suggest we think about the following ideas for teachers:

·    We offer computer skill seminars to all existing teachers before each school year begins, some will be refresher courses and some will be starter courses. We teach them not only to become proficient in operating their computers and computer software, but we also teach them the skills in how to join in the conversation and operate the latest technological innovations and communications; Twitter, Facebook, Cloud Computing, Skype, Google and all of its components (Gmail, Ngram, Google Docs, etc.), LinkedIn, to name a few.
·    Have each school create their own email system so professional communication can be stored for future reference and information gathering. Teachers should not use their personal email accounts.
·    We include in our university education curriculum’s courses or laboratories for new teachers that emphasize computer skills and all of the latest online technology and methods of communication. They must be proficient in order to graduate.
·    We gift each teacher their own computer. We give each teacher a free laptop like federal and state governments give cell phones and laptops to many of their public employees. The taxpayer bears the cost for these perks for government employees why shouldn’t they do this for teachers, who impact every child in our country?
·    We require teachers to communicate with their students in online conferencing tutorials, like many corporations do with online conferencing when they brainstorm for solutions to corporate problems. Think of this, teachers and groups of students working out problems online, collaborating as a team for the success of all.
·    There is a program at New Humanitarian private school in Russia called “Curators”. These are designated teachers whose job it is to oversee students in each grade. Curators generally do not conduct lessons but observe classes, identify problems and take children to meals and activities. Many children stay at school until 6 p.m. doing homework with curators.
·    Every teacher should study and teach courses in “thinking,” as in critical thinking. A dissident Soviet educational philosopher named Georgy Shchedrovitsky argues there are three ways of thinking: abstract, verbal and representational. To comprehend the meaning of something, you have to use all three. Teachers should be “thinking” in their classrooms. They should delight in barraging children with word problems and puzzles to force them to think broadly. To do this they must think broadly!
·    Classes should be videotaped. This way we could critique how teachers interact with and nurture relations between children. The administrators and staff could work on reviewing footage and discussing methodology with teachers in order to improve their teaching skills and student interaction.
·    At New Humanitarian children are graded and ranked, with results posted. The school master says, “they send an entirely different message to the kids: ‘Learning is hard, but you have to do it. You have to get good grades.’ ” In our school systems we instill an ethos that everyone’s-a-winner. This is destructive and dishonest. A child needs to know when they are not a winner. They need to know they are being left behind.

Educational reform is the only real source for the revitalization of our country.

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