Educational Impact: Why Student Voices Matter on School Boards

In spring 2016, the U.S. Census Bureau released a stunning figure: topping just over 75 million, the Millennial generation finally surpassed Baby Boomers in population. These young people, ages 18-34, are rapidly becoming America’s largest generation with an economic and political clout to match. But even though younger voters have been an instrumental part of political and cultural shifts in America over the last several years, there is one place young people are still fighting to be heard: school.

More Millennials have bachelor’s degrees than any other generation before them and, yet, whether you fall on the younger or older end of the generational spectrum can determine a lot about your student rights.

Since school boards were first established in Massachusetts in 1862, Americans have cultivated a rich history of democratic representation and local control in education. Whether a parent or a business owner, you have the chance to hold a direct voice in public and private schools of all kinds.
However, if you are a student, this choice often does not exist.

American school boards are filled with representatives from across the political spectrum at the state and local levels, but too often they have failed to include those directly affected by the choices of the board: students.

A few universities, traditional public schools, and charter schools have been testing student representation, but more often than not, students are the very demographic continuously lacking representation by their governing bodies. As a student, you simply don’t have a say in the decisions impacting your future. How fair is that?

Recently, one Rutgers faculty member raised this very concern. While the university’s Board of Governors had representation from interested parties and alumni, often these board members were 10-40 years removed from university life. The members were completely unaware of new problems affecting current students, such as the need for mental health services and basic changes in curriculum.

The same can be said for schools across America; and not just at the college level.
Over a 4-month period in 2016, U.S. Bureau of Labor Statistics (BLS) reported that nearly 21 million youth between 16-24 were employed in the U.S., and these numbers demonstrate the responsibility and influence young people have in their communities. That influence is only growing. So, why can’t these students – who are talented and hardworking enough to hold jobs - also have a voice and a vote when it comes to their education?

This lack of student rights across America raises concerns about the nature of our educational environment itself.

When economic and political interests can carry more weight on school boards than the concerns of students, it is evident that a democratic and student-centered approach to education is lacking. Allowing students to vote in the highest positions of school districts, university leadership, and traditional public or charter school governance demonstrates a strong commitment to student success.

Student representation brings forth fresh perspectives and on-campus knowledge otherwise unknown to school boards, but it also more appropriately reflects the vested interest young people have in their own futures and our American communities overall.

Solving The Problem Of Black Male Achievement – Less Talk, More Action

Solving The Problem Of Black Male Achievement – Less Talk, More Action

Today, we’ve reached a critical point in the Black Male achievement conversation – which means it’s time to stop having a conversation and start taking action. So far, there is no “perfect solution” that can guarantee the success of Black males in the US – the problems of pernicious institutionalized racism, poverty, and a system that’s built to victimize Black males are enormous.

But there is no longer any time to waste. The problems are worse than they’ve ever been before – as of 2014 only about 54% of Black students graduate from high school – and Black males in the twelfth grade have lower average reading test scores than any other ethnic or racial group.

The numbers don’t lie – even as colleges and high schools around the US boast about their exceptional achievements and the bright futures of their students, it is evident we are leaving our Black males behind.

It’s time to stop talking about how we can promote Black male achievement – and time to start taking action. Let’s discuss some novel strategies that could help promote Black male achievement, and have a serious impact on the issue of the “Black Male Achievement Gap.”

Force Schools And Administrators To Recognize The Problem – And Take Action

One of the biggest issues facing Black male achievement is that many schools – especially public schools – fail to acknowledge that Black males are uniquely discriminated against within the system.

Too often, we hear about Black males who are rejected by administrators. They’re written off as “bad seeds,” and sent directly to the “school-to-prison” pipeline. This is not a myth – it’s a fact and needs to be acknowledged as such.

Black males are 4x more likely than white students to be suspended, and over 70% of in-school arrests involve Black or Latino students. Not only that, Black males are 2x as likely to not complete high school – and 68% of all inmates in our federal prison system doesn't have a high school diploma.

We must break down this system of apathy, hate, and institutionalized prejudice. We must recognize that Black males are now more naturally prone to violence or misbehavior than any other group of students – they are products of their circumstances. Poverty, broken families, abuse – these stresses take their psychological toll on our Black youth.

We must force administrators and schools to acknowledge the problem of institutionalized racism – and set aside money for programs and initiatives that are specifically designed to increase the achievement of Black males.

Black male mentorship programs, Rite of Passage programming, and other after-school programs may not be the newest solution around, but they’re proven to work. Males that have participated in such programs have also experienced an increase in academic performance.  These programs are tailored directly to Black youth – and can have a dramatic effect on Black male student outcomes, and help us narrow the achievement gap.

Bring Black Male Students Together, And Present A United Front

Our young Black men in high school often feel targeted, victimized, or alone – and it’s critical that we take steps to solve this issue.

Black males must be taught the skills to navigate and advocate for themselves within the system.  They must take a united stand and say, “no more shall we be pushed to the side and made to feel invisible.”  A radical approach is needed, meaning getting down and understanding the root cause of the problems facing our young men.  Then force change within a system that appears partly invested in solving or improving the educational experience of these youth.  Often, lack of funding, time and capacity are excuses to continue the status quo.  But I ask, where are the education dollars going?  -- Not too many schools in our most economically depressed neighborhoods, not to recruit highly qualified teachers to teach our nations most disenfranchise youth and surely not to create pathways of opportunity for Black males who are facing a high probability of school failure.

We must create an environment that Black males feel welcomed, care for, loved and nurtured.  We must remove the mindset that all Black males are destined for failure.  We must empower our males to be an active participant in their education and make curriculum reflective of their culture and experiences.  I know this is difficult to do in most traditional school settings -- but here’s a thought experiment for you. Why can’t we have more schools that are specifically targeted to [I almost said “at-risk,” but “at-risk” makes it seem like it’s the student's fault] Black males or males of color for that matter?

After-school programs and community organizations can only do so much for our Black males. By implementing a specialized schooling system that focuses on educating and preparing Black males – and not on punishing them – we can arm them with the tools they need to narrow the achievement gap and succeed in life.

There are many of those who believe in the myth of “self-segregation” – and may not approve of this idea. However, the fact of the matter is that the inherent prejudice of the public and private school systems is the primary cause of much of the Black male achievement gap.

Yes, though no education system can be entirely free from failure, a school tailored specifically to youth of color could implement culturally responsive programs and classes that would provide a more engaging learning environment – and provide students with the tools they need to succeed in their life after school.

There Is No “Perfect Solution” – But That Doesn’t Mean We Can’t Act Now!

If we wait around discussing the issue of the Black male achievement gap until we find a perfect solution, we’re leaving our Black students behind. It’s just that simple.

So don’t wait for a perfect solution. If you’re an educator, administrator, or a member of the community, it’s time for action. Even if you can only help one Black male at a time, that’s enough.

We can’t leave our future leaders. If we work together, we can improve conditions for Black youth – and help narrow the opportunity gap for young Black men. The journey will be hard, and the obstacles may seem insurmountable – but our men are worth the investment.

Embracing Conversations about Race in Schools.

By Anthony Hubbard

Discourse about race dominates American life

'Race' is the ugly word that dominates American life in a near complete negative manner despite the fact that large portions of the country voted twice to elect an African American president. The term race forces us to confront horrid factors such as institutionalized discrimination, widespread poverty and paranoia, distrust and despair, criminal justice failings, police brutality, and widespread racial discrimination.

In the current scenario, conversations about race extend well beyond the plight of millions of blacks. It covers Latinos, Asians, Muslims, and several persecuted minorities. Open up a prominent national newspaper or switch on cable news, and you'll find several horrific news stories that ensure that racism remains an omnipresent conversational topic and with good reason. At most schools and colleges, we fail to sensitize America's children about race issues at an age when their minds are very vulnerable to internalizing subtle forms of racism. Successful classroom engagement is essential to reducing problems related to race in our society.

Educators must engage in race-related topics objectively

In urban settings, at times, it can feel like America exists as a post-racial society, and this is often the first myth that educators should dispense off with an evidence-based approach. Before engaging the classroom on the topic of race, teachers must gather all the facts that support their argument and methodically incorporate it into their classroom environment. Interracial conversations about race are bound to be dangerous and can go off track very quickly, hence, it is essential to be prepared with as much care as possible.

Engaging in conversations about race in your classroom could impact generations of individuals, as education is the only way we can end the racial differences at the core of our society. Colleagues may not be enamored about an educator's desire to talk about race, and confronting your colleagues about its importance requires a significant degree of courage and education.

Your courage could shape the way students think about race forever

Educators must understand that opening up a dialogue about race is far better than leaving it unsaid or unspoken. Having a direct, objective, and courageous conversation about race could positively impact the life of all your students. At the least, bringing up the topic in the classroom will provide it with legitimacy, and convey the importance of discussing it with students of all races.

It is important to repeat your points in a clear, lucid manner that definitively reiterates the core of your message. Repetition is one of the most important tools in the hands of educators, and it is vital to ensure that students hear what you are saying instead of what they think you may be saying. Clarity and engagement are the best things educators can provide to their students in such discussions. Reinforce factual information without resorting to gross generalizations and statement of biases. Provide students with the platform to air their views and encourage arguments that steer clear of emotional agitation and name-calling. Allow all students, not just minority students, to state what they feel so that you can understand how incorrect opinions can be altered for good.

Expect discomforting discussions and arguments

One factor educators cannot control is a student's previous engagement with racism, picked up from the world around them. Naturally, discussion of such a controversial topic is bound to lead to awkward and discomforting situations. As individuals, we are constantly socialized into differing views on race based on our external environment.  This can lead to excessive degrees of cognitive dissonance when one person's opinions do not align with the opinions of the surrounding others. As an educator, you must allow students to argue with you and each other without 'otherizing' the opposite views or views you may completely disagree with.

Educators may need to set basic standards for decorum before proceeding with a discussion about race. Elucidate to the students the importance of rational conversations based on facts and logic instead of emotional conversations based on inherent stereotypes and biases. Educators must strive to normalize the presence of differing perspectives before clearly imparting the fundamental mistakes behind certain views. When you are trying to explain to a student why, for example, constantly passing jokes about all blacks being thieves, is incorrect, you should not belittle a student, but expose the dangerous statements and very real statistics behind such statements. Make the intellectual appeal and not the emotional appeal.

Speak the truth and encourage students to do the same

Beyond all else, the truth requires absolute courage. Share your experiences with racism and its impact on individuals in your life. Share your truthful opinions even if it may be unpopular with colleagues and students. When educators share their honest opinions, their colleagues and students may be able to point out inherent misconceptions and mistakes.

Conversations about race can be a two-way learning experience and you may become aware of your incorrect beliefs and misconceptions, which may have seemed based on facts. The truth is capable of setting both you and your students free. Addressing honest misconceptions and incorrect opinions are much easier once heartfelt sentiments have been shared.

Accept a lack of closure

Conversations about race will typically provide no conclusion, and at the very least, competent educators can encourage students to think differently about long-held beliefs. As an educator, your primary job is to ensure that students are aware of the severity of the problem at hand and encourage them to empathize with the problems of millions of people around the country.

At the end, students should be able to realize that, classroom discussions cannot provide closure for burning issues that are not closed in the real world. At the very least, students must be sensitized to the plight of racial minorities, and as a result of your discussion, they could be encouraged to seek tangible solutions to the multi-faced problems at hand.

Why is it a Big Mistake to Label Kids?

By Anthony L. Hubbard

We have all been through high school. As a junior, we are sure you remember the fellow student in your class who was always glancing up at the clock. You might have caught yourself wondering – “Is he anxious to get to work?” “Does he want to go smoke a cigarette?” “Is he waiting to leave the classroom?” Would your perception change if you knew that the student was being assigned to an alternative school where students who were “at-risk” of not graduating were being sent? Would it change if you found out that he just got accepted into a prestigious college?

Look closely at the above example. Firstly, you are making an attribution about the student’s cause of behavior. Secondly, you are implicitly considering the characteristics of the person exhibiting the behavior. Thirdly, the descriptions that are provided about the student sets in motion a host of beliefs and stereotypes about the causes of the said behavior. This should give you a fair idea of the kind of negative impact that can be caused by labeling students as “at-risk”. 

Effects of an academic label on attributions

Attributions are made because they are convenient cues and the human brain is primed to follow the path of least cognitive stress. However, the subtle cascading effect of negative labeling is something that we should better acquaint ourselves with. Let us take an example. How many times have you found yourself in a situation where someone put you down unfairly and it just threw you off your rhythm for the rest of the day? We’d venture to guess that it has happened at least once in the last two months. Now imagine if that were to happen on a daily basis. Just think about what that would do to your morale? 

Behavioral psychologists have a term called the Pygmalion effect, which refers to a phenomenon where higher expectations lead to an increase in performance. The more we expect from our kids, the more motivated they are to live up to the expectation. SO, it is always for the better to call them out on their strengths instead of admonishing them for their weaknesses. Worse still, if we categorize children by their family’s income bracket, ethnicity or special education needs, then we are making the assumption that the child has a deficit. How would you feel if you were called an ‘at-risk’ educator because you failed to reach out to a kid?

Labeling faux pas educators should strive to avoid

• Never discuss children in front of other children or parents. They listen to and understand a lot more than we realize.

• Comment on their behavior, not on their character. For instance, it is always better to say “Lisa, you have put a lot of hard work into your art project” instead of saying “Lisa, you are a great artist”. 
• Never use labeling as a motivational or a behavioral tool. You cannot motivate an overweight kid to exercise by calling him fat. Similarly, you cannot get them to perform better by calling them stupid. 

• Encourage kids to explore all kinds of activities. They should never be limited in their opportunities just because it does not fit our ideas of what their weaknesses or strengths are. 

What are educators missing out on?

If we want our mental health and education systems, which should be operating in collaboration, to better serve our diverse and multicultural youth population, we must make sure that they are adapted to be culturally responsive, strength-based and youth-centered. 

A lot of the time, educators fail to take into account that most kids from underprivileged urban areas beat some really great odds to show up to school. From lack of parental support to growing up in tough neighborhoods without enough money, they go through a lot every single day of their lives. They must be encouraged for braving their daily ordeals instead of being put down for not living up to the standardized set of rules and behavior. Labeling them as delinquents, at-risk or hopeless is not doing anybody any good. It does not give us or the student a better understanding of the situation.

You need to put yourself in the shoes of those kids. For them, the microaggressions they face in the classroom is not very different from what they have to face in their daily interactions. It creates a hostile and invalidating climate in the school campus, perpetuates the stereotype threat, assails their mental health and affects the problem solving abilities and the academic productivity of the kids. 

How can we reduce instances of microaggressions in the classroom?

Racial ignoring and racial spotlighting are two of the most common instances of racial microaggressions. Racial ignoring is when students of color do not receive any recognition or acknowledgment by the white students or teachers. Racial spotlighting is when these same students frequently find themselves being the object of uninvited attention, like when they are asked to give their opinion on racial matters just because they are a part of that racial group. It happens more often than most teachers would like to let on. 

To make a difference, educators need to be more self-aware of their own conduct in the class. As long as the microaggressions remain invisible, hidden, unspoken and excused as an innocent slight, people will continue to demean, insult, alienate and oppress the marginalized groups. It is up on the educators to make sure that they take every step to recognize and address instances of microaggressions when they see them. 

The Need of the Hour - To Educate Boys and Young Men of Color

A nation is formed by the contribution of every single one of its citizens. It grows, flourishes, progresses alongside its people. In the same measure, it fails to achieve its optimal development when a section of the citizenry is denied the ability to give their best to their homeland. In the U.S., where the fabric of society comprises of many hues and textures, it is indeed surprising, even shocking, that young men of color are yet to receive their due, their fair share of the resources that the country has to give. This is most evident in the skewed educational landscape we witness. The facts about young men of color that are commonly known are:

• Young men of color enrolled in America’s urban schools do not demonstrate the academic excellence that paves way for successful higher education or lucrative career

• A disproportionate number of young men of color have low attendance at school and high dropout rates when compared with their counterparts

The Big Picture that is often Hidden

However, the big picture that emerges when you start exploring why this situation exists is not quite as well known or well publicized:

• Due to a variety of historic, cultural, social reasons, the families of these young men have been kept out of the more upscale, prosperous neighborhood, thus limiting their ability to enroll at the best urban schools in the country.

• Studies reveal that young men of color are far more likely than their peers to attend schools where the quality of teaching is below par, with fewer experienced teachers available and accessible.

• These young men are also far more likely to attend schools where educational resources are heavily limited and restricted, thus restricting their ability to take initiative for their own education in the absence of high quality teaching. These resources include science labs, libraries, athletic programs and so on.

• The schools they attend may also typically have a dearth of qualified, experienced counselors meaning that these young men of color have no one to turn to for guidance and support in making the right career choices. This is especially a huge challenge for first generation school students who come from a family where no one else has had an opportunity to study.

• A host of factors, including these prevent these young men of color from graduating from school with the necessary preparation to take up higher education at a quality institution. This means that the cycle is repeated, restricting the student’s ability to hone his inherent skills into professional qualifications that will get him a job where his full potential is utilized.

Young men of color are denied the chance to give their best to America

The situation is a very unfortunate one because it is not only these young men of color who are at the losing end. It is, in fact, the country that is losing out and quite significantly. Unfortunately, this is one aspect that does not receive the attention it deserves. The reality is that no country can progress as well as it should unless every section of the population is given the opportunity to explore their own talents and skills to the maximum. No country can flourish unless every such section has access to resources that let them discover their inherent skills and develop them. And no country can optimally develop and succeed unless every such section is integrated into its workforce in areas where their skills can be leveraged to the maximum. 

In an ideal society, every single student is given equal educational opportunities, has access to teachers and learning resources to identify the ways in which they can excel in life. This is a first step that lets students achieve personal success and position themselves as an integral part of society. It also puts a full stop to the vicious cycle of poorly educated adults failing to recognize the need to get their children educated, thus fostering yet another generation of young men of color unable to contribute to society and nation.

Education is Key to Safeguarding the Nation’s Resources

Young men of color face several prejudices, most common among them being that they are aggressive and more likely to engage in criminal activities. The statistics that show the immense number of young men of color engaged in unlawful activities only add fuel to this fire. However, explore the facts with a closer look at the causative factors and a very different picture emerges. If we are able to equip these young men with the education they need to succeed in a constructive career, we can effectively channelize their energies in the right way. These students can become the men who stand first in our line of defense, who build the businesses that will take America to new heights, who come up with innovative ideas that will position the country as a world leader. 

If we ignore that the country is failing these young men who have untapped potential, we also close our eyes to the fact that we are committing to reserve many, many resources to an unproductive cause. This is because the lack of education will force many of these current generation youngsters into the wrong path, prompting them to engage in anti-social activities. In later life, many of these young men may ‘graduate’ into more serious crimes, requiring the investment of state and national resources into identifying them, controlling them and incarcerating them to keep them isolated from society. 

The Great City Schools of America have already recognized that the roots of the problem lie in the formative years of young men of color. The 60 urban school systems have pledged to invest efforts into eliminating the inequities that hamper the growth of these students. It is up to every one of us to accept our share of the responsibility in ensuring that young men of color are given the impetus, the tools to become society’s most respected, most valuable assets instead of forcing on them a life that can only take them and the country, with them,

Making a Difference to Underachievers

Making a Difference to Underachievers Using the Feuerstein Method

 

In today’s educational landscape, it is quite common to see students categorized as ‘intelligent’, ‘average’, ‘unintelligent’, ‘underperformers’ and so on. The view that students have a pre-determined, pre-set ‘level’ of intelligence and ability to learn is quite prevalent and this is a widely accepted view as well. Academicians and educators across the country, even the world, really believe that not all students can achieve the same academic goals because of the differential intelligence levels that they are endowed with. This gives credence to the belief that intellect or intelligence is an inborn ‘skill’, with each person being gifted with a specific limit of it. This also means that there are only a select few who can truly excel even when the best teachers are employed and they are leveraging the most modern, most effective teaching techniques to impart knowledge.

This view is flawed in more than one way because there is reason to believe that the so called ‘underperforming’ student does not have the same intelligence or ability to grasp complex academic concepts as the so- called ‘intelligent’ student. Further, there is no scientific basis for the assumption that everyone is born with different intelligence levels, which cannot be enhanced or drawn out in any way as they progress through life and through different educational experiences. As Nobel Prize nominee, clinical, developmental and cognitive psychologist Ruevin Feurestein explained, ‘intelligence is not fixed but modifiable’. It is the responsibility of the teacher or academician to devise a teaching system or strategy that helps every student achieve higher levels of intelligence by drawing upon his or her own hidden reserves.

An overview of the Feuerstein Method

After fleeing the Nazi invasion, Feurestein leveraged his psychology degree to teach young survivors of the Holocaust in his new home in Palestine. The needs of these children prompted him to take up a career that would address both psychological and educational needs of refugee children. In the 1950s, Feurestein was involved in working with children from Moroccan, Berber and Jewish families and he found that those who initially scored low on IQ tests showed remarkable improvement when they were given special psychological and academic attention.

This encouraged him to start viewing intelligence as a modifiable characteristics rather than a fixed one, as the traditional view point held. He started researching various ways in which too ‘teach’ intelligence even as he expounded the theory that the students who excelled and who were believed to be intelligent were actually leveraging their ability to learn more effectively than others.

The prevailing means and tools for measuring intelligence were flawed and inadequate, in his view, because they failed to indicate that all students could be elevated to the same level of intelligence provided they were taught how to do it. As a new, more effective and more accurate method of evaluation, Feurestein came up with the dynamic assessment method, as it is known today. His focus was on identifying and evaluating the inherent cognitive flexibility in the child that represents the ability to learn. Once this evaluation is done, teaching methodologies can be tweaked so that these abilities are used optimally.   This view was dramatically different from what was commonly accepted then and it transformed the way people looked at ‘intelligence’ and its impact on academic performance.

Taking his study further, Feurestein began to devise methodologies to help children who were not performing well academically and work on their weaknesses, putting them on track for dramatic improvements. ‘Mediated relationship’, he discovered, lay at the foundation of meaningful teaching strategies. These methodologies have brought a ray of hope into the lives of not just poorly performing children but also children with special needs such as those affected by Down’s Syndrome, palsy, stroke or other conditions. 

The journey from ‘poor performer’ to ‘gifted’ status 

Feuerstien’s methods can be used with amazing success in every academic field to teach and engage urban students most effectively. The success of the methods hinge on our ability to understand and accept that intelligence is limitless. Most urban schools tend to look at students as deficits; they believe that the students can only advance so far. However, this is far from the truth that Feuerstien has proven beyond doubt. In my personal experience, wherever I have implemented Feuerstien’s method, the results have been simply dramatic and uniformly impressive.   I have taught several boys and young men of color with these tools and witnessed the improved academic performance from close quarters.

One important contributing factor for this impressive change is that a growth oriented mindset is essential. A tremendous amount of growth is possible when this correct approach is adopted to take a low performing student and turn them into a “gifted” student. This growth mind set is often lacking in academic environments where ‘underachievement’ is the expected outcome. Sadly, this is true of many schools where children of color are automatically tagged with the ‘underperformer’ label. The teachers may, inadvertently, believe that these students are incapable of improving their academic excellence and thus feel that investing more attention or time on them will not yield results. In reality, it is the opposite that is true.

The teacher has to actively believe that the students can excel and this belief should be evident every single day in the teaching strategy, technique and tools utilized.  This positive mindset, that the underperforming student is no different from their academically proficient peers, is the foundation block on which the students builds their new skills to learn more effectively and efficiently.

Another critical understanding for both teacher and student is that learning and intelligence are not two different aspects. Intelligence is the knowledge of identifying where knowledge can and should be applied, i.e.: a meta knowledge of sorts. This knowledge comes when the learner is actively involved in the learning process- understanding why they are studying something and where they might apply it. When the students make these connections, they can apply the knowledge intelligently to various situations. This is not all- they can also learn more advanced concepts easily because the grounding of knowing why they need it and how to use it is already present in them. This is how the transformation from poor performers to exceptional students takes place with the right teaching methodologies being implemented.

Problem-based Learning in Secondary Schools

As student-centric study modules grow popular, so do problem-based learning techniques in academic institutions. Problem-based learning module being a subset of Project-Based Learning, can help expand the thinking capabilities of students, especially their critical thinking skills while also helping them pick up useful skills and knowledge in the process. Students do not just stop at what they are being taught in a lecture format, but also question and analyze it, which can help broaden the learning capabilities beyond the confines of what a textbook has to offer. They naturally hone their analytic skills in the process, which can prove to be a valuable asset even in non-academic settings down the line. It does not come as a surprise that problem-based learning is referred to as a 'learn to learn' methodology, as students do not learn by rote or learn by doing, but learn so they can solve problems. This makes the learning experience both fruitful and interesting. Since they work in groups to solve the problem, it also promotes a collaborative and interactive learning experience. Let's take a look at when and how PBL can be implemented.

How to implement PBL models

The first thing that you need to know about implementing a PBL model is that there's more than one way to do it. For starters, you want to frame a problem that gets close to defining the type of problems that real-world professionals in the field solve on a daily basis, even if it may not be of the same level of complexity. Framing the problem is one of the most important aspects of the process, and educators can afford to get creative with the process, provided the problem is within the boundaries of question and reason. Of course the problem should be such that it has multiple answers and there are multiple ways to get to the answers. For instance, an educator teaching the concept of economics can frame a question such as- How will the upcoming budget and market situation affect your purchase? The commodity that is being purchased can be anything from real-estate assets to automobiles.

The answer itself is not as important as the thought-process, questioning and learning that occur during the process, and this is the basic premise of a problem-based learning module. Once, the problem is presented, the students can be divided into multiple groups so they can discuss the problem statement and brainstorm possible solutions. This is also when students research on the subject and exchange information with their fellow-team members, and where the actual learning occurs.

Pain points while implementing PBL techniques

No doubt, PBL techniques sound like an effective way to teach but implementing it needs quite some work on the educator's part, as you may have already guessed. The educator needs to understand that many variables come into the picture in a PBL environment. One challenge that educators face is to ensure that the problem statement touches all the learning points that the students are expected to learn as a part of the curriculum. Also, given the time constraints and the vast curriculum, educators may find it difficult to implement a PBL technique in each and every concept that is being taught. Educators may also have difficulties framing a PBL module for certain subjects like English. Educators should evaluate if a PBL technique has more value to offer over tradition teaching style, and if it is a good fit before they decide when and where it can be implemented. The next step is to assist students while they brainstorm solutions. Educators should primarily act as mediators while implementing a PBL assignment, but they should also be able to gauge when students need a small forward nudge when they are stuck in a tricky spot. Classroom management is another pain point that PBL may present, depending on the size of the class.  Many of these pain points can be addressed in secondary school programs such as those that incorporate innovation lab models.

Students get to participate in an exclusive program that goes beyond the traditional curriculum, wherein they meet professionals from the field. They work with a team to gain hands-on experience on the subject, whether it is by designing or utilizing tools to find a solution. Since the Design Studio focuses on STEM areas of learning, students have a holistic learning experience by understanding how they are interlinked with each other. This when combined with the core curriculum, can allow students to get a better grasp of the subject with real-world experience.

Back to the One Room School House

What We Can Learn From the One Room School House in Today's Educational System

Modern schooling is all about efficiency, and what better way to drive efficiency in a classroom setting than group students based on their skill levels (or age) and employs a set teaching solution that can be utilized year after year, right? While this may look good on paper, the varied learning capabilities of students and the general academic results say otherwise. Now if you looked at the other corner, you will find an entirely different classroom setting, one where students of different age groups and learning capabilities are encouraged to learn under one roof. Yes, we're talking about the classic One Room School house setting. The One Room School house seems almost as if a fable today, but their perks over the traditional classroom remain just as relevant. In fact, there are many lessons that we can pick up from the classic schooling module, let's take a look at some of them.

Challenging the teachers and students

The problem with a traditional classroom and syllabus is that educators are confined to a specialized teaching formula which is repeated year after year. Now unless an educator makes the effort to periodically reinvent their teaching methods and material, alongside stay updated with the latest advancements, they fall into the same teaching pattern that is neither exciting nor challenging.  In a One Room School, educators are constantly challenging themselves to come up with new teaching methodologies that can be comprehended by students with varied learning styles and skills. The educators are expected to keep students of beginner and expert level engaged whether it is through activities or other collaborative settings in the classroom. This makes the teaching role far more satisfying than in a traditional setting.

Often, students are enthusiastic about the idea of learning, but a dull, time-tested learning curriculum that does not match with their learning style may douse their enthusiasm. When the teaching style is more in line with their aptitude and different from the usual one-fits-all solution, the students are in a better place to grasp it, which no doubt bears better results as well.

In short, the One Room School approach is interesting and fruitful for both the educator and the student.

Encouraging individual learning

A One Room School House has individualized lesson plans for each student. This can go a long way in nurturing independent learning capabilities. In a traditional classroom, boundaries and benchmarks get in the way of the students' learning curve. Benchmarks on what students are expected to achieve may deter slow-learners from reaching their full potential, as there is a constant pressure from these expectations which takes the focus off the primary goal of education- to learn. Students who are able to adapt to a traditional curriculum do not look beyond what is being taught and constrict their learning view. In One Room School Houses, students are always pushing boundaries on what else can be learned. They are not judged based on how they fare with respect to their peers and equals, and instead know that there is always scope for growth and to learn more. This hits the nail on what education should be achieving in the first place.

A holistic learning approach

The thought of a heterogeneous-level classroom may seem slightly ill-planned and chaotic at first glance, but given the right approach, it can make learning a holistic experience for students. For instance, say you have students of different learning capabilities in a music class. Managing students with different learning skills and styles may seem somewhat of a difficult task, but once you have individualized lesson plans in place it gets simpler. The key is to also have a collaborative approach while teaching. So how do you bring a collaborative approach in such a diverse setting? You could try bringing in the high-level students to improvise and play on the spot, while the mid-level students watch them and try to pick up the chords that are being played.

You can then have the mid-level students try and play the same under the guidance of the high-level students. This also helps reinforce the basics in the high-level students, while they teach the mid-level ones. The beginner-level students can try getting the basic chords right, as the mid-level students tell them about the same. This is exactly how students with different learning skills collaborate under a One Room School House setting, making the learning experience far more interesting than otherwise.

Building Non-Cognitive Skills in Students to be Successful in College

Although success in life is mostly attributed to the kind of education one has, their profession and their intellectual capabilities, the importance of non-cognitive skills is something that seems to have taken a backseat when it comes to imparting education in the nation. When considering the importance of non-cognitive skills in one’s life and the role it plays in shaping an individual, we realize how important it actually is.

How education is viewed and why it needs to be corrected?

The term educated often refers to a person with the knowledge of theories and practices of different fields and areas of expertise. Based on this very definition of education schools and colleges impart theoretical learning through mediums such as books, CDs and classroom-teaching. What is completely overlooked is that what one does with the education they have acquired in school and college. The way each individual uses their knowledge depends on their non-cognitive skills and how they perceive their education. In order to make sure that students are able to put their education into good use and be successful in life emotionally, professionally and personally, building strong non-cognitive skills in them is indispensable.

What are non-cognitive skills and how to impart them to students?

Unlike cognitive skills that relate to learning, problem-solving and attention-paying skills of individuals, non-cognitive skills refer to thoughts, feelings and behavior. The thought behind non-cognitive skill tells us that apart from being able to solve math problems or memorize chemical formulas, students should be capable of socializing, being emotionally developed, practicing self-control, and working in teams among others. The best time to start imparting these skills is when students are in school and are at an age when their personalities can be shaped. However it is never too late to start for anyone. The task might be a bit more difficult when it comes to college students as they have matured and have their own opinions, but it is not impossible. Through soft-skill classes and conducting personality tests that point out areas of improvement in their non-cognitive skills, students can focus on working on these areas that will help them prosper in college and at workplace.

Importance of non-cognitive skills in college and workplace

College and offices are places where students and professionals are completely on their own. They are not shielded by parents, teachers and counselors as they were in school. Their ability to make place for themselves, work with others in a group, create healthy personal and professional relationships, and building good work ethics, all depend on how developed their non-cognitive skills are. Creativity, communication skills, persistence, self-regulation, and self-control are some of the other important non-cognitive skills that are indispensable for success in life. Employers too stress on the non-cognitive skills when interviewing employees. They are concerned if the employee will be a good fit for the organization or not. Since they can be trained in the cognitive skills that are required for the job, hence non-cognitive skills are something they would look for in the interviewee first.

Through proper guidance, workshops, soft-skills tools and courses, non-cognitive skills can be built in both school and college students to shape their personality well so that they come out as a winner at whatever they attempt.

Why is Single-Sex Education Important?

Boys and girls are different – there is no denying that. They have different needs and react differently in different situations. Considering this, putting them together in coeducation classes does not seem to be a really bright idea. It doesn't allow educators to care for all their needs equally. This may result in either gender feeling neglected. In order to prevent this, single-sex education systems have to be implemented. Here's how they can help:

• Overcomes stereotypes: Talent comes in many forms. Some students are good in academics, some can paint well and some are great actors. Some excel in soccer and others in athletics. And there may be those who write very well – either stories or poems. One of the biggest problems for students in coeducational classrooms is the reinforcement of stereotypes - “Poetry is not for boys” or “Soccer is not for girls”.

These stereotypes in combination with peer pressure may result in smothering of budding talent in both boys and girls. Or, this may result in students not overtly showcasing their talents which can lead teachers to feel that those students have no talents at all. Either way, students are unable to get the attention that they deserve. On the other hand, in the single-sex education system, where a class full of boys learns to love poetry or a class full of girls plays football, the stereotypes won't even raise their heads. Single-sex systems allow students to explore all their interests without having to worry about what the other gender thinks of their choices.

•   Makes handling puberty easier: Another advantage of single-sex classrooms is that there will be no unnecessary showing-off for the opposite sex. This is particularly beneficial when the students start hitting puberty. They can concentrate more on their studies than on the hot girl in the first row or the cute boy standing in the corridor. 

• Caters to each sex individually: Boys are generally more boisterous and have higher energy levels than girls. They need to be engaged all the time. Not giving them enough attention can cause them to misbehave. On the other hand, a teacher cannot dedicate all of his/her attention to boys only. This will result in neglecting the girls. And, girls are less likely to speak out in coeducational classes. Single-sex educational systems are the best solutions.

• Better academic performance: In 2007, neuroscientists from NIMH (National Institute of Mental Health) released the report of a study which clearly shows that there are physiological differences in the brains of boys and girls. They develop differently in different ages and it is important to use appropriate training methods. Approaching teaching in the same way is a mistake. Single-sex systems will allow for utilizing the correct approach that can help improve the academic performance of students.

In addition to these, single-sex systems will also provide a proper environment for students to handle their social and emotional development needs. Students can ask any question in class without hesitation or fear of embarrassment. Boys are also more likely to socialize and collaborate in a single-sex environment than in a co-ed one. And, they can show emotions openly. 

Of course, for some students, the setting may not matter at all; but, not for all. Single-sex systems have a clear advantage over co-ed ones and implementing them can provide students an environment where they will flourish.