- za 12 aug 2017
Driedaagse ontmoeting aan zee over (op)voeding – Kamperland
- wo 06 sep 2017
Onderwijsavond Désanne van Brederode: ‘Handle with care. Over de schoonheid van breekbaarheid en (on)maakbaarheid.’
- di 19 sep 2017
Hollands Next Rolmodel: Seminar over morele voorbeelden – Amsterdam
- Bekijk meer agenda punten
- do 21 sep 2017
Symposium in Den Haag: ‘De kracht van vrede in onderwijs en opvoeding’
- do 05 okt 2017
Onderwijsavond Iliass el Hadioui: Gelijke kansen in ‘superdiverse’ klassen. Over de gevoelige vraag naar de volwassenheid van een schoolcultuur.
- do 05 okt 2017
‘Iedereen is leraar’, film + nagesprek – De Balie Leert, Amsterdam
- vr 06 okt 2017
3e Gordonsymposium ‘(Pre) Puber: Wat is de sleutel tot contact?’ – Utrecht
- za 07 okt 2017
Tweedaagse in Amsterdam: ‘Hoe houd je de deur naar de natuurlijke bron van creativiteit bij kinderen open?’
- zo 08 okt 2017
Studiereis High Tech High, San Diego
- do 19 okt 2017
Educating for Balance & Wellness – Amsterdam
- De levenslange invloed van vroege relaties
- ‘We hebben een probleem met de kinderen in groep 7’
- Hoe kan hij zich ontwikkelen als hij zo’n last heeft van de onrust maar ook van de medicatie?
- De Nieuwste School: ‘Er zijn hier leerlingen die het liefst nog ’s nachts zouden doorwerken aan hun product’
- ‘En dan te bedenken dat Aïda bijna van school was gestuurd’
6 maart 2012
Shelly Blake-Plock stelt zichzelf als leerkracht vragen. Over de tekst- en leerboeken, de toetsen en of zij een betere voorspeller zijn van het intellectueel en creatief vermogen van studenten dan het leven zelf. Over de leerlingen die niet in het systeem passen. ”Ik denk dat ik met hen in gesprek moet.” Want om kort te gaan: we live in a society, if school is not relevant for those kids, school is not relevant for any kid.”
Imagine if schools were judged not by how well students achieved while they were in school, but in how well they achieved once they left. If schools saw their worth not in how many kids got accepted to college, but in how many kids went on to live meaningful and engaged lives and who would point back to their school years as the point of relevancy that was the foundation of it all.
If schools gauged themselves not by how many kids passed a test, but in how well it prepared those kids who did not pass the test to see themselves as worthy of respect and ready to take on the challenges of life. In fact, if schools worked to make entrepreneurs and role models of every kid who failed a standardized exam. If failure became a calling card for innovation.
If schools prided themselves on knowing the dreams of the quiet kids. If they prided themselves on helping those kids attain those dreams.
Dreams don’t always fit into curricula.
Neither do successful failures.
We need schools that recognize failure as being as much a matter of how well one fits into a prescribed system than how well one understands, well, much of anything really.
And kids know we are blowing smoke when we give lip-service to how everyone should think outside-the-box and then we hand them a box and tell them that everything they’ve learned should fit back into it. And when they leave things outside-the-box we define them as failures.
We do this at our increased peril.
Because we are all failures of one sort or another. And though we like to focus on what we consider positive, it is more often the case that we live in a world comprised of systems of struggle and unanswerable questions. And we fail on a regular basis. And we need students who understand how to fail.
And we know this, yet we continue to punish students who fail — as though our invented system of textbooks and number-two pencils were a better predictor of intellectual and creative capacity than life itself.
I wonder if I did a good enough job explaining that to my students. I wonder about the students who slipped through. I wonder about the ones who failed out.
I feel like they are the ones we should be talking to.
They are the ones who understand the impact of schooling. Enough of the smartest kids in the class always getting to answer the questions. I want to hear from the kids for whom school didn’t work. I want to hear from the alumni who feel cheated by the system. I want our schools to be judged by how well we respected the humanity of the student who graduated with the lowest GPA and how we celebrated and engaged his or her capacity within society.
Because we are a society, we are connected one and all; and ultimately, if school is not relevant for that kid, school is not relevant for any kid.
Shelly Blake-Plock is an educator and blogger-in-chief of Teachpaperless, where a portion of this post originally appeared. He’s the writer of 21 Things That Will Be Obsolete in 2020. Dit artikel is aangedragen door Jelmer Evers, geschiedenisleraar op UniC Utrecht.