School is boring.
We all know it.
Kids know it.
Parents know it, but don’t want to think about it.
We teachers know it, too, but defend it. In some small way, I think we don’t want to think that the subject(s) we love could possibly be boring! But we do go on to say things like: It’s preparation for life after school. We all have to do things in life that we don’t want to do. Or, I wish students would start taking responsibility for their own learning. Or, it is the students’ job to learn.
My problem with putting the onus on students is that we are all quick to forget that kids are not in school by choice. They are in school by law. Ironically, it is we, the educators, who are in school by choice. In fact, we are getting paid to help kids learn. In fact, we are the only ones getting paid – if learning were the children’s job, wouldn’t they get paid, too? To me this all shifts the moral responsibility.
And we are quick to forget that kids are kids. And that being a kid when you are a kid is appropriate. It is what you are supposed to be!
And we are the adults.
And we spend WAY too much time trying every possible crazy thing so solve the problem, EXCEPT trying to engage students. It’s enough to make you tired!
I think teachers defend school being boring because we fear we will be blamed.
But I don’t blame teachers.
(Well, if you lecture through an 80 minute block, perhaps you should be blamed…)
Edwards Demming, the father of Total Quality Management, says that 95% of our problems come from structures, not people. And Roger Schank actually makes the argument that it is school being boring that is to blame for kids not learning more, not teachers! In response to Tom Friedman’s blaming teachers, Schank writes:
So one more time for Tom: the problem is that school is boring and irrelevant and all the kids know it. They know they will never need algebra, or trigonometry. They know they will never need to balance chemical equations and they know they won’t need random historical myths promoted by the school system. When all this stuff was mandated in 1892 it was for a different time and a different kind of student.
I’m not denying that it’s hard, or that teachers get frustrated when we are trying what we think we can and not getting any further than we do. Why wouldn’t we feel like we were treading water as fast as we can?! And maybe that even makes it (a little) understandable when we blame kids for not learning.
But, the the solution to ALL this is teachers doing more to engage students.
Not be because it is our fault.
Because it is what we have control over.
And if we want teachers to engage students, then we sure better support the heck out of teachers!
And even though its true, we can’t simply say to teachers, you just have to focus on these five things: inviting schools, higher order thinking, learning by doing, real world connections, and student voice and choice.
We need to get teachers training. And into classrooms with teachers who do a good job engaging students. And we all better remove the barriers that are keeping us from creating the conditions that students find engaging (even if it means changing our curriculum, or how we schedule students, or how we group and regroup students, or how we connect with the community and the potential classrooms outside the building).
And the good news is that when kids aren’t bored, they don’t only learn more (making teachers/us look good), they behave better (making teachers/us happier!).
We need to get beyond the (irrelevant) question of who is to blame, or the (senseless) debate of whether we should or not, and just do it! Just work to engage students!
Engaging students is a win-win! It’s good for kids and it’s good for teachers. Just do it!
How will you help make school less boring?