Until we ensure that basic, preventable medical problems do not keep large numbers of students out of class and lack of food does not prevent them from focusing, effective teaching will become further out of reach. So long as we put school nurses, social workers, and counselors on the expendabled list when budgets are tight, teachers will shoulder more non-teaching burdens, and instruction will be impeded. In the absence of systemic, consistent afterschool and summer enrichment, a growing number of students will lose much of what they gain during the day and over the school year, wasting taxpayer dollars and future talent. Not only have we not addressed these realities, we have exacerbated them. Pressure on test scores has crowded out the art, music, and drama that cultivate a love of learning and that draw out children’s unique skills. In high-poverty schools especially, drilling in math and reading has dumbed down lessons, frustrated teachers, and put students at an even greater disadvantage relative to high-income, experienced, well-rounded peers. Standardization has made it harder to tailor lessons to the unique culture of the community, making instruction more distant and less relevant. This pressure has also sidelined physical education and recess, both of which boost student capacity to focus and learn, and of course are critical to combat our growing child obesity crisis. Finally, it has increased the prevalence of “zero-tolerance” policies that establish harsh disciplinary consequences for even minor infractions and that treat the natural responses to poverty- and school-related stress as near-criminal behaviors. Absolutely right!
Posted on: Tue, 29 Oct 2013 17:26:24 +0000
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