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skip to content what we do well and why it has caused broken schools american schools have, on the whole, done one thing increasingly well.  we have grown skilled at trying to understand the troubled, struggling student, the one with the messed up home and life. sometimes, perhaps often, that attempt to understand comes at a high cost to other students and to the school community in general, but what we don’t do in that attempt to understand is without question damaging to those students who need help, whose homes are a disaster, and who lack the most basic skills for moving ahead in life.  we counsel; we figuratively wrap our arms around these students in need. what we don’t do more and more is we don’t hold them accountable, and we don’t equip them with the skills they need for living life.  because of that, we enable a continuation of the disastrous life choices many of them make. schools have changed.  people haven’t – not really. what has changed is that we have increasing numbers of people in school with certain kinds of problems, but the fact that we are keeping more students in school than we did in the past magnifies, in schools, the same problems we see in the culture as a whole. i can hear some of my friends and colleagues now, “well when i was in school, you just had to ‘suck it up’ and keep going.” true.  those who could, stayed in school.  those who couldn’t dropped out. today, they stay, either because the law requires them to do so or because school, as painful as it might be, is the safest place for them to be.  many in education work hard at understanding, counseling, finding appropriate social services, and adjusting academic and behavioral expectations. but while these things help students to hopefully get through the day, they often – i would say rarely – help students beyond their exit from education. so, what is to be done?  in the broadest sense, the ideas seem simple enough. but of course, the “how” is not simple. keep academic and behavior standards high for all students. lower standards for some students is insulting to them and damages both performance and self esteem.  showing alleged compassion by lowering standards tells students that we believe they are not capable.  education leaders often give lip service to the idea of academic rigor, but they don’t really want that. maintaining rigor for all students makes phones ring. in addition, the federal government would have us believe that it is racist to demand the same performance for all students.  the truth is that it is racist not to do so. teach students “how.”  “we already do that.”  well, sort of. we do teach them how to solve math problems, how to write essays, how to do “school stuff,” but we don’t teach them how to handle anger, disappointment, rejection, depression, life appropriately and helpfully. they have to be taught that all of those things can help them grow and succeed if they know “how.”  “that’s the job of the parents!”  perhaps, but have you looked at the condition of the american family lately?  dysfunctional is an understatement. government programs for the past fifty years have encouraged the destruction of the family to the degree that families are too often not prepared to train their children in the life skills previous generations were. beyond the family, i have heard and seen effective teachers and coaches put the figurative arm around a youngster and tell him or her,  “look, i know you’re upset, but this behavior is not acceptable.  and if you are going to succeed (or play for me), here’s what needs to change and here is how.” let me be clear on this. remarkably, many people don’t need to be taught “how.” i have known students like this. they figure it out. most won’t.  some only need some encouragement.  others need much more. in addition to the academic “hows,” we must teach some life “how-tos.” stop believing that the “smart kids” are naturally smart and they themselves are not. have a growth mindset. not good at ______?  get better.  do not accept the limitations you have put on yourself. develop a vision for their lives. people who lack vision lack hope. they will muddle through day to day because that is what they know and what they know is all they can hope for. be disciplined.  self-discipline and accepting appropriate authority from others do not “fit” for some students. increasingly students are unwilling to accept direction and authority from those who legitimately exercise it over them. we can see this spilling over into the public arena, especially in professional sports. a friend of mine who, for decades, coordinated the intramural basketball program where i teach, pointed out that the best basketball talent in the school was not on the varsity team but in the gym playing intramural basketball. why?  lack of discipline.  students like those basketball players neither apply discipline to themselves nor do they accept it from a coach or teacher (or police officers or employers). sadly, some of the best minds in our country are abandoned by their owners or their schools for lack of discipline. accept their weaknesses and learn to reduce them.  just as with most of the items in this list, students need to be taught how.  this an area in which mentor would be very valuable. stop pretending they are making a “choice” to ___ (not do homework, cooperate in class, etc.) because they don’t want to instead of not being able to.  many operate daily in survival mode -some in a physical sense, some an emotional one. tragically, for some students it is both. learn.  far too many students honestly don’t know how to learn. if something doesn’t come to them easily, they declare it too hard. they certainly don’t know how to study, to take quality notes.  they are ill prepared to actually study for tests. persevere. you and i know the importance of “keeping on,” of determination.  but look at the quitters all around us, not just in schools but in life.  perseverance is a skill that can be taught and learned.  perseverance is not for the weak heart and can not be practiced by most people in isolation.  we need teams to learn and practice perseverance. sometimes we need mentors, but most people at least need someone along side them for encouragement and strength.  i highly recommend the nonfiction book we beat the street by davis, jenkins, and hunt.  this is the story of three young black men from newark, new jersey who, together,struggled with and overcame the negative influences around them – gang violence, drugs, peer pressure (to not succeed).  these men became doctors – because they stuck together. be present.  most of america, it seems, has a problem with this. families out to dinner together often can be found on their individual cell phones not even acknowledging each other.  in class, even academically strong students do not focus well any more.  we have nearly literally rewired our brains and consequently have shorter and shorter attention spans.  the new brain ; how the modern age is rewiring your mind  (richard restak, m.d.) is a great read on this topic. a critical point made by dr. restak is that we can intentionally wire our brains for better focus and attentiveness. but that requires a level of will in the individual that has to be nurtured. we must address this issue because lack of focus is perhaps the leading cause of academic failure. great teachers teach many of these lessons almost instinctively, but the fact is that a sustained effort in these areas will be necessary if we are going to fix what is broken. at the secondary level, good starting place for addressing these issues would be sean covey’s book the 7 habits of highly effective teens. in the book, covey illustrates the seven habits in authentic ways that appeal to teens so that they can come to realize that successful students are not necessarily the smartest. they are those with daily habits that engender accomplishment. sympathy instead of empathy.  excuses instead of discipline (the kind that teaches and strengthens). these have broken our schools. we need high academic and behavior expectations, and we must teach students the “hows” of life. to do these things, we need support, we need mentors and role models. we need more people to invest time with us in these young people. to fail to do these things, dooms us all to an increasingly dysfunctional even violent society. rick swengel © 2016 look soon for this article and more at worldviewsmatter.com. author rswengelposted on may 13, 2016categories education, politicsleave a comment on what we do well and why it has caused broken schools welcome welcome to the revived worldviews matter.  my goal here is to address the issues that impact us by examining those issues through the lens of understanding our own and others’ world view. author rswengelposted on april 12, 2016may 12, 2016categories uncategorizedleave a comment on welcome search for: search recent posts what we do well and why it has caused broken schools welcome recent commentsarchives may 2016 april 2016 categories education politics uncategorized meta log in entries rss comments rss wordpress.org our sponsor prime health global - addressing the most urgent health needs without drugs. http://primehealthglobal.com/ proudly powered by wordpress


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a comment - 0.13% (2)
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and why it - 0.19% (3)
for all students - 0.19% (3)
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to be taught - 0.19% (3)
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for some students - 0.19% (3)
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a comment on - 0.13% (2)
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for all students. - 0.13% (2)
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