As a holdover from the “olden days” and one who has lived through many transitional stages in education I would like to hope that someday the efforts of those who were the practitioners, the front liners, the teachers who lived with and cared for the children of the 60’s and 70’s, will be respected. The label “old school thinking” is not only disrespectful but it smacks of a nasty accusation of “taking the easy way out”. In spite of this perception, there were theories of learning, even though there were very few theorists, so we were pretty much left to our own devices to develop our own theories of learning. Yes, there was an emphasis on cognitive, subject-based learning and there was a focus on behaviour that emphasized respect, courtesy and good will (not control). To imply that this thinking was wrong is simply….well….wrong. It wasn’t perfect but it had, at its centre, the best interests of our children, each and every precious little soul in our charge. So lest we continue to bash “old school” thinking and values, let us remember that those who went before us laid the foundations for the kinds of wonderful change we are experiencing today. I am not a trained theorist but I know the difference between effective teaching and poor teaching and what we did “back in the day” was good, wholesome and greatly beneficial to our kids.
There was, and still is, I guess, an old adage that states, “Those who can do. Those who can’t, teach”. There was a perception that becoming a teacher was the easiest thing in the world to do because a high school diploma was all that was required. No doubt there are some who took this route and quickly discovered that this was definitely not “the easy way”. They were totally intimidated by the challenge and soon dropped out to find an “easier” career path.
I make no claim that we were “gurus”, that we had “seen the light” but I do know that we were always searching for better, more effective ways of imparting knowledge and of opening the minds of our children to the wonders of the world. Our classrooms were almost totally inflexible spaces, with desks affixed to runners in straight rows. We discovered (back then) that children learned well when they were given the opportunity to do it in a collaborative or cooperative fashion, so we found ways to get around the rigidity of the classroom by gathering at the front or back of the room or out on the lawn under a tree. In short, we found ways to make it happen and we even managed to detach the desks from the runners so we could turn and face one another. So, if I sound like an apologist for the “good old days” then…so be it.
I really appreciated reading your perspective. As a new(ish) teacher, in my 8th year, it is difficult to imagine a time before the present education environment. When I think about “old school” teaching, I’m thinking about a type of teaching and not really an era. I’m thinking about teachers that don’t reflect in their own teaching, but rely on things that have “always” worked in the past. I bet there may be more “old school” teachers in education now, than 20-30 years ago!
We have EQAO scores, you “old-schoolers” had the Hall-Dennis Report! The present situation is quite convoluted. On one hand, the Ministry of Education promotes progressive teaching practices (individual education plans, collaborative learning, etc.) but on the other hand promotes competition and standardization through a province-wide mandated test that is totally disconnected from any authentic experience.
All teachers must decide where their priorities are: their students or “the system”. In today’s world, the pressure on teachers to adhere to the system are strong. My concern is that so many teachers today don’t realize that the choice is theirs ( or in a lot of cases, the choice has been taken out of their hands ).
I couldn’t agree with you more. Teaching is very much more about attitude than it is about era. In my current role as a supervisor of student teaching I am very happy to report that the vast majority of “mentor” teachers I encounter are very forward looking professionals, and current both in practice and in attitude. When I visit a classroom my primary focus is on whether or not my student teacher has been placed in the hands of a mentor teacher who’s passion shines through, and who’s classroom is an environment where children are celebrated. Then I know that my student teacher is in a good place. Most of these teachers grew up and flourished in the care of what some would call “old school” thinking. Something tells me that “old school” thinking should not be perceived as a bad thing.
Michael,
Many would do well to read your thoughtful piece. Today, too many rush to give each student whatever shiny new object is currently the fad without understanding, as you seem to, that good teaching requires almost no trappings. If you are ever feeling the affront of today’s education system putting down the past know that there are many, myself included, who respect thoughtful, caring, and effective teachers no matter when or where they taught.